Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: Breakdown by Item for May through August, 2024
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 783 | 196 | 587 | 25.0% |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 774 | 203 | 571 | 26.2% |
| 0mg8m7g6 | Data Moves | 351 | 77 | 274 | 21.9% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 281 | 62 | 219 | 22.1% |
| 7gv0q9dc | The Data Science Education Dilemma | 275 | 88 | 187 | 32.0% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 270 | 59 | 211 | 21.9% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 221 | 52 | 169 | 23.5% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 215 | 38 | 177 | 17.7% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 172 | 45 | 127 | 26.2% |
| 8ck097s5 | Designing and implementing an automated grading workflow for providing personalized feedback to open-ended data science assignments | 159 | 30 | 129 | 18.9% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 145 | 52 | 93 | 35.9% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 140 | 49 | 91 | 35.0% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 139 | 21 | 118 | 15.1% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 132 | 65 | 67 | 49.2% |
| 38p7c94v | Reconnecting Data and Chance | 129 | 24 | 105 | 18.6% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 120 | 13 | 107 | 10.8% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 120 | 40 | 80 | 33.3% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 110 | 68 | 42 | 61.8% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 105 | 41 | 64 | 39.0% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 98 | 12 | 86 | 12.2% |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 95 | 27 | 68 | 28.4% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 94 | 35 | 59 | 37.2% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 93 | 21 | 72 | 22.6% |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 86 | 18 | 68 | 20.9% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 80 | 33 | 47 | 41.3% |
| 31t469kg | Designing Games for Understanding in a Data Analysis Environment | 79 | 15 | 64 | 19.0% |
| 5m64m4p5 | Introduction to Special Edition: The Future of the Textbook | 77 | 10 | 67 | 13.0% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 75 | 7 | 68 | 9.3% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 74 | 11 | 63 | 14.9% |
| 7x28z96b | Students Making Sense of Multi-level Data | 70 | 32 | 38 | 45.7% |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 68 | 23 | 45 | 33.8% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 68 | 25 | 43 | 36.8% |
| 1fn7k2x3 | Learning Statistics Using Motivational Videos, Real Data and Free Software | 67 | 28 | 39 | 41.8% |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 67 | 29 | 38 | 43.3% |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 66 | 23 | 43 | 34.8% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 65 | 23 | 42 | 35.4% |
| 1jg0274b | Innovative Activities: How Clickers can Facilitate the Use of Simulations in Large Lecture Classes | 64 | 6 | 58 | 9.4% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 62 | 10 | 52 | 16.1% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 60 | 24 | 36 | 40.0% |
| 05b643r9 | Student Approaches to Constructing Statistical Models using TinkerPlots <sup> TM </sup> | 59 | 32 | 27 | 54.2% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 56 | 16 | 40 | 28.6% |
| 10f0x4gf | The Use of Graphics Calculator in a Matriculation Statistics Classroom: A Malaysian Perspective | 55 | 22 | 33 | 40.0% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 54 | 10 | 44 | 18.5% |
| 1nh4n607 | Using Applets and Video Instruction to Foster Students' Understanding of Sampling Variability | 53 | 18 | 35 | 34.0% |
| 3qr2p70t | Assessing Statistical Understanding in Middle Schools: Emerging Issues in a Technology-Rich Environment | 50 | 28 | 22 | 56.0% |
| 5092x4hx | Classroom Management with RStudio Server Professional | 50 | 19 | 31 | 38.0% |
| 6207w80h | Using Twitter to Energize the Introductory Statistics Class | 50 | 25 | 25 | 50.0% |
| 8qh9b82c | The TSHS Resources Portal: A Source of Real and Relevant Data for Teaching Statistics in the Health Sciences | 48 | 25 | 23 | 52.1% |
| 1074n1dp | Characterising Students' Interaction with TinkerPlots | 47 | 13 | 34 | 27.7% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 47 | 10 | 37 | 21.3% |
Disclaimer: due to the evolving nature of the web traffic we receive and the methods we use to collate it, the data presented here should be considered approximate and subject to revision.