Full topic list
This is a session of Topic 9: Technology in statistics education

(Friday 18th, 13:45-15:45)

E-learning, E-teaching and E-assessment in fully online, blended and open virtual web-based courses



As more and more statistics courses are being taught in partially or completely online learning environments, it becomes important to understand how such courses can be structured in order to provide students with an optimal learning experience. It also becomes important to understand how students interact with and learn from electronic tools that are designed to facilitate learning beyond the face-to-face classroom setting. In this session, presenters will share innovative online tools or courses they have developed, and, when possible, discuss ways in which they have evaluated these tools and courses. This session will provide a forum for discussing the following questions:

  • How can a freely available educational application be developed for tablets and mobile phones in order to provide access to educational materials and allow for students to test themselves on selected topics? Further, how can such an application adapt to student performance (e.g., by selecting from easier or more difficult questions, or by selecting from older material, etc.), and how does use of the application relate to student dropout rates and overall course performance?
  • What is involved—from both the student and instructor perspectives—in the re-design of an online course for students in a School of Public Health?
  • How can a quality massive open online course (MOOC) in introductory statistics be designed, and how can an instructor assess student engagement, motivation, success, and achievement in such a course?
  • How was the Carnegie Mellon Open Learning Initiative (OLI) designed to support the teaching of introductory statistics, and what are different ways instructors can integrate OLI materials into the design of their own courses?


PaperTitlePresenter / Co-author(s)
9D1Experiences teaching an introductory statistics MOOCAlison Gibbs (Canada)
9D2Statistical reasoning’s new lookJohn McGready (United States)
9D3Using Carnegie Mellon’s Open Learning Initiative (OLI) to support the teaching of introductory statistics: experiences, assessments and lesson learnedOded Meyer (United States)
Marsha Lovette (United States)
9D4A mobile web for enhancing statistics and mathematics educationGunnar Stefansson (Iceland)
Anna Jonsdottir (Iceland)
Jamie Lentin (United Kingdom)
Victoria Mokua (Kenya)
David Stern (Kenya)