Case Study of Interactive Statistics in an Online Class

# Case Study of Interactive Statistics in an Online Class

I’m really proud of this latest study involving our Interactive Statistics (I am a co-author with Michael Sullivan) by Sam Bazzi at Henry Ford College. I saw Sam present his results at ICTCM and was really impressed. I encourage you to check out his case study.

Read the Study Here

This reinforces the fact that there is not a better product to use in an online statistics course: students persisted at higher rates and their test scores improved as the semester progressed. Sam took a lot of time and effort to set this course up, and according to his students it really paid off.

### How It Works

The overall idea behind Interactive Statistics is for students to read a little, watch a little, and do a little as they make their way through the section.

• Concepts are presented through text and video, and reinforced through applets.
• Each example has 3 associated video solutions: by hand, by StatCrunch, and by calculator.
• Examples are followed by exercises that students complete. Scores are incorporated into the student’s grade book immediately.

### My Online Class

My online students do an IRA (Interactive Reading Assignment) for each section to learn the material, then follow up with a traditional homework assignment. In addition to the guided notebook that is available inside Interactive Statistics, I provide my students with Pointers for each section, and Guides for each IRA and HW assignment – check them out on my website here. The IRA can replace the “lecture” that traditional students get. My students come to campus for an in-person midterm exam and final exam.

### Not Just For Online Classes

I use Interactive Statistics for my face-to-face classes as well. I use it to flip my classroom.

• Students complete the IRA for the section before it is discussed in class.
• Most classes begin with a Learning Catalytics session to determine the level of understanding and to identify any misconceptions.
• Many classes incorporate collaborative engaging problem solving during the class session.
• I no longer “lecture” – we have a student driven discussion instead.

This has allowed me to develop inferential intuition through simulations early in the semester, and incorporate alternative randomization tests and nonparametric tests later in the semester. I feel like my students have a greater understanding of statistics, and I am having more fun in the classroom than ever.

### Any Questions?

If you’d like to talk about how to use Interactive Statistics in your class, or how to flip your statistics class, please leave a comment or reach out to me on Twitter or through the contact page on my web site.

George

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