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Can Learn Statistics! Converging Assessment and Practice in an Individualized Classroom
PROCEEDINGS

, North Carolina University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

This paper is a report of a study conducted on an undergraduate level statistics course. The paper describes how this course used technology to facilitate teaching and learning of statistics, an unfavorable subject to most students. The paper highlights how this course by design converged the instructor’s assessment and students’ practice activities and promoted students’ learning and instructor’s teaching of statistical concepts. Overall, this paper is a description of one instructor’s use of a web-based tool to help individualize instruction and encourage student metacognition, participation, and active engagement when learning statistics in an undergraduate course delivered face-to-face. Although the researcher intends to extend to include evidence-based discussions, this current paper will only talk about design elements of the course since data from this study currently been investigated.

Citation

Palak, D. (2012). Can Learn Statistics! Converging Assessment and Practice in an Individualized Classroom. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 2055-2058). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved February 25, 2020 from .