From classroom to online teaching

experiences in improving statistics education

Anne Porter, David Griffiths, John Hedberg

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study used reflective practitioner methodology to investigate how to improve the quality of statistical education. During the study, this methodology, curricula, pedagogical practices, assessment and a framework for learning to learn statistics were all developed as means of improving the quality of statistical education. Also documented was the move from being a classroom teacher of statistics to a teacher who is developing learning resources for online delivery to students. For a classroom teacher, flexible delivery has meant drawing on the sights, sounds, movement, quiet and live shows. By contrast, the online teacher feels the constraints of translating activity based programs to technologically based programs. As more students have chosen to rely on online materials rather than classroom activities, the focus of improving quality has been extended to the enrichment of online resources, so that the learning experience is not second to that of the classroom. Copyright

Original languageEnglish
Pages (from-to)65-73
Number of pages9
JournalJournal of Applied Mathematics and Decision Sciences
Volume7
Issue number2
DOIs
Publication statusPublished - 2003
Externally publishedYes

Keywords

  • Activity based learning
  • Learning online
  • Reflective practice
  • Teaching statistics

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