Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: Breakdown by Item for January through April, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 897 | 217 | 680 | 24.2% |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 578 | 124 | 454 | 21.5% |
| 0mg8m7g6 | Data Moves | 490 | 76 | 414 | 15.5% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 320 | 69 | 251 | 21.6% |
| 7gv0q9dc | The Data Science Education Dilemma | 302 | 65 | 237 | 21.5% |
| 8ck097s5 | Automated grading workflows for providing personalized feedback to open-ended data science assignments | 297 | 32 | 265 | 10.8% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 234 | 27 | 207 | 11.5% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 210 | 51 | 159 | 24.3% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 201 | 19 | 182 | 9.5% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 166 | 34 | 132 | 20.5% |
| 38p7c94v | Reconnecting Data and Chance | 166 | 28 | 138 | 16.9% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 165 | 29 | 136 | 17.6% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 133 | 20 | 113 | 15.0% |
| 32j2998k | Online Homework vs. Traditional Homework: Statistics Anxiety and Self-Efficacy in an Educational Statistics Course | 121 | 16 | 105 | 13.2% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 119 | 35 | 84 | 29.4% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 111 | 28 | 83 | 25.2% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 100 | 22 | 78 | 22.0% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 91 | 26 | 65 | 28.6% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 90 | 10 | 80 | 11.1% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 87 | 11 | 76 | 12.6% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 86 | 17 | 69 | 19.8% |
| 7x28z96b | Students Making Sense of Multi-level Data | 83 | 17 | 66 | 20.5% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 82 | 13 | 69 | 15.9% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 80 | 24 | 56 | 30.0% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 74 | 11 | 63 | 14.9% |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 69 | 7 | 62 | 10.1% |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 67 | 11 | 56 | 16.4% |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 67 | 9 | 58 | 13.4% |
| 5m64m4p5 | Introduction to Special Edition: The Future of the Textbook | 65 | 4 | 61 | 6.2% |
| 1nh4n607 | Using Applets and Video Instruction to Foster Students' Understanding of Sampling Variability | 64 | 6 | 58 | 9.4% |
| 89q3489f | Virtual Discussion for Real Understanding: The Use of an Online Discussion Board in an Introductory Biostatistics Course | 64 | 9 | 55 | 14.1% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 64 | 15 | 49 | 23.4% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 62 | 14 | 48 | 22.6% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 62 | 26 | 36 | 41.9% |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 62 | 17 | 45 | 27.4% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 61 | 7 | 54 | 11.5% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 60 | 5 | 55 | 8.3% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 59 | 11 | 48 | 18.6% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 58 | 8 | 50 | 13.8% |
| 09w7699f | On Getting More and Better Data Into the Classroom | 57 | 9 | 48 | 15.8% |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 56 | 11 | 45 | 19.6% |
| 5rd175dg | A Model to Evaluate Online Educational Resources in Statistics | 55 | 12 | 43 | 21.8% |
| 1b54h9s9 | Reasoning about Probabilistic Phenomena: Lessons Learned and Applied in Software Design | 54 | 14 | 40 | 25.9% |
| 3qr2p70t | Assessing Statistical Understanding in Middle Schools: Emerging Issues in a Technology-Rich Environment | 54 | 11 | 43 | 20.4% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 53 | 3 | 50 | 5.7% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 53 | 14 | 39 | 26.4% |
| 8b15m415 | Extending Galton's Binomial Quincunx to the Trinomial Septcunx | 52 | 9 | 43 | 17.3% |
| 1074n1dp | Characterising Students' Interaction with TinkerPlots | 50 | 12 | 38 | 24.0% |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 48 | 9 | 39 | 18.8% |
| 1gh2x5v5 | VISA: Reducing Technological Impact on Student Learning in an Introductory Statistics Course | 47 | 6 | 41 | 12.8% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.