This paper tests whether Bayesian A/B testing yields better decisions that traditional Neyman-Pearson hypothesis testing. It proposes a model and tests it using a large, multiyear…
Abstract
Purpose
This paper tests whether Bayesian A/B testing yields better decisions that traditional Neyman-Pearson hypothesis testing. It proposes a model and tests it using a large, multiyear Google Analytics (GA) dataset.
Design/methodology/approach
This paper is an empirical study. Competing A/B testing models were used to analyze a large, multiyear dataset of GA dataset for a firm that relies entirely on their website and online transactions for customer engagement and sales.
Findings
Bayesian A/B tests of the data not only yielded a clear delineation of the timing and impact of the intellectual property fraud, but calculated the loss of sales dollars, traffic and time on the firm’s website, with precise confidence limits. Frequentist A/B testing identified fraud in bounce rate at 5% significance, and bounces at 10% significance, but was unable to ascertain fraud at the standard significance cutoffs for scientific studies.
Research limitations/implications
None within the scope of the research plan.
Practical implications
Bayesian A/B tests of the data not only yielded a clear delineation of the timing and impact of the IP fraud, but calculated the loss of sales dollars, traffic and time on the firm’s website, with precise confidence limits.
Social implications
Bayesian A/B testing can derive economically meaningful statistics, whereas frequentist A/B testing only provide p-value’s whose meaning may be hard to grasp, and where misuse is widespread and has been a major topic in metascience. While misuse of p-values in scholarly articles may simply be grist for academic debate, the uncertainty surrounding the meaning of p-values in business analytics actually can cost firms money.
Originality/value
There is very little empirical research in e-commerce that uses Bayesian A/B testing. Almost all corporate testing is done via frequentist Neyman-Pearson methods.
Details
Keywords
Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and…
Abstract
Purpose
Legal education, like any other discipline in higher education, necessitates in use of various teaching and learning pedagogies in order to provide a sustainable teaching and learning experience. This article aims to examine the feasibility of implementing flipped learning method as a pedagogy on legal students at the Open University of Sri Lanka, as well as the perceptions of students and lecturer on the teaching and learning process in a flipped class in preparation for future implementation.
Design/methodology/approach
A mixed research method was used. A survey and a semi-structured interview were used to collect student perceptions, and observations of the lecturer were used to document the lecturer's perception.
Findings
According to the information gathered from both qualitative and quantitative data, the flipped learning pedagogy enhances the prior learning and student-centered learning of open and distance learning (ODL) and offers a new perspective on the existing pedagogies used in legal education. This article also emphasizes that an equitable implementation of designing and delivering a flipped class will ensure the effectiveness in teaching and learning law in Sri Lanka through ODL.
Originality/value
Despite the fact that there is substantial academic literature on flipped pedagogy, including in legal education, this article will create an original contribution by incorporating reflections from Sri Lankan legal education as well as ODL.