This paper is from Session 9G: Design matters: How resources and experiences impact learning in online courses
which comes under Topic 9: Technology and multimedia in statistics education
Paper 9G1 (Thursday 12th, 11:00-12:30)
The Open Learning Initiative (OLI) Online Statistics Course: How Statistics Education Helped Define Promising Directions for the Use of Technology-Enabled Instruction in Higher Education
Presenter
- Oded Meyer (Georgetown University, United States)
Abstract
As part of the Open Learning Initiative (OLI) project, Carnegie Mellon University was funded to develop an online introductory statistics course designed to effectively support learners without an instructor. The OLI Statistics course is perhaps the most systematically studied of all online university courses and has been shown to be effective in a variety of higher education settings both in the online-only and hybrid instructional models. This paper discusses how the OLI Statistics course and its design features support both students and teachers, presents the course assessment results, and describes how these results have placed statistics education at the forefront of the discourse on how technology-enabled instruction can be used to improve learning outcomes while taking on the so called, “Cost Disease” in higher education.