LEMMA: Learning Environment in Multilevel Modelling and

Applications

Fiona SteeleLondon School of Economics & Political Science

Director NCRM LEMMA node, University of Bristol

http://www.bristol.ac.uk/cmm/learning/online-course/index.html

LEMMA Training• Capacity building in the analysis of data with

complex structure– Ultimate goal is to move learners to “take-off”, i.e.

conducting and publishing multilevel analyses

• Different modes of delivery– Face-to-face workshops – Web-based materials in a virtual learning environment

LEMMA e-learning: First steps• Originally planned to host searchable repository of

materials • BUT …

– Written by different authors using different styles and notation– Not clear how to tag and organise materials

• Concluded that we needed new materials organised as a course– Coherent structure – provide ladder for novices– Ensure consistent terminology and notation

→ LEMMA online course launched April 2008

Lessons from Face-to-Face Training

• Learners need motivation and time– Best motivated are those with multilevel data and research

questions

• Learners often do not possess prerequisites for multilevel modelling

• In practical sessions, learners tend to focus on mechanics of using software rather than interpretation

LEMMA online course: principles

• Accessible to anyone with basic statistics training

• Modules to have two integrated components: concepts and practical

• Facility for learner’s self-evaluation (quizzes)

• Collect data to evaluate materials

• Design materials so they can be modified by other trainers

A typical module• Concepts

– Approx 40-50 pages, split into lessons– Illustrative examples based on a single dataset– Draw links between fitted model equations, graphs of predictions and

verbal interpretation – No reference to software

• Practical– MLwiN, Stata and R (SPSS coming soon)– Detailed analysis of one dataset (different to that used in Concepts)

• Quizzes

7

Current modules (1)1. Using quantitative data in research

2. Introduction to quantitative data analysis

3. Multiple regression

4. Multilevel structures and classifications

5. Introduction to multilevel modelling

6. Regression models for binary responses

7. Multilevel models for binary responses

8. Multilevel modelling in practice

Note: Modules 1-3 and 6 not on multilevel modelling

Current modules (2)

9. Single-level and multilevel models for ordinal responses

10. Single-level and multilevel models for nominal responses

11. Three-level multilevel models

12. Cross-classified multilevel models

13. Multiple membership multilevel models

14. Missing data

15. (coming soon) Multilevel models for repeated measures

Choice of e-learning application

• In 2005 choice was between Moodle and Blackboard

• Moodle chosen because:– Free and open-source– Excellent on-line community support– More easily customised than Blackboard

Growth in number of registered users

Launched April 2008

Now ~14k users

Intended use of materials*

n %

Learning

Self learning 11967 87.7

Recommended reading for a course 726 5.3

Preparation for LEMMA workshop 363 2.7

Teaching 595 4.3

Total 13651

*All figures correct as of 16/6/14

Users by sector

n %

Student 8085 58.6

Academic 3803 27.6

Non-academic 1907 13.8

Total 13795

Users by country

Country n Country n

UK 3861 Spain 316

US 2701 Italy 310

Germany 604 India 287

Netherlands 514 Belgium 284

Australia 504 Switzerland 242

Canada 474 France 216

72% users from outside the UK

Users by primary discipline

n %

Medical sciences 1962 14.2

Statistics, methods and computing 1886 13.7

Psychology 1778 12.9

Economics 1243 9.0

Sociology 1184 8.6

Education 932 6.8

Human geography and demography 784 5.7

Management and business studies 683 5.0

Political science and management studies 663 4.8

Biological sciences 504 3.7

Other 2176 15.8

User familiarity with statistical methods

User familiarity with mathematical statistics

Evaluation of LEMMA online course

• Survey of UK users conducted by NCRM in 2013

• 264 responses received

• Full report at http://eprints.ncrm.ac.uk/3261/1/MOLEY_NCRM_Impact_2011-2013.pdf

Summary statistics on usage

• Median time spent on course is 10 hours (SD = 14.8)

• ~ 65% had at least partially completed modules on Introduction to Quantitative Research and Multiple Regression (Modules 1-3)– So important to provide introductory materials as

preparation for multilevel modelling modules

Source: ESRC NCRM survey

Reasons for registration

Combining with face-to-face training

“The course enabled me to get better value from face-to-face training, by providing in-depth preparatory reading. Together with the face-to-face training, I improved my knowledge of MLM to a sufficient degree to engage in detailed discussions about analytical methods with academic collaborators.”

“…I’d like to take further classes in this, but I need the online course first so I’m prepared for the further courses.”

Respondents to NCRM survey.

Online course modules are recommended reading for LEMMA face-to-face courses.

Impact of LEMMA online course

Source: ESRC NCRM survey

Resource considerations• Writing online materials is resource intensive

– Materials unsupported so need to be clear and thorough– Ensure consistency of style and notation across modules and

cross-reference previous modules– Writing quizzes and feedback especially time-consuming

• Wide range of technical expertise required – Installation and maintenance of Moodle– Programming skills for customising Moodle– Web design– Database management– Ongoing technical support and trouble-shooting

Future developments• New materials in pipeline

– SPSS practicals for selected modules– Module on longitudinal data analysis

• Convert materials to interactive e-books– New ESRC project led by William Browne

Thanks

• Funding for 3 phases of the NCRM LEMMA node, 2005-2015

• Technical team– Sacha Brostoff– Hilary Browne– Christopher Charlton– Hugh Garner

• Authors