During the past few years, we used hands-on activities generated by students in a large introductory statistics course for science majors. In this paper, we will share some strategies of incorporating in-class and online real time activities and discuss issues related to group projects, group formation and learning outcome assessment. Our experience suggests that student attitudes towards statistics and motivation of learning statistics have increased, and the learning outcomes related to conceptual reasoning have also increased. We will also address approaches we took to overcome some major challenges we encountered.
(Tuesday 13th, 08:20-09:20)
Aklilu Zeleke (United States)