Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: Breakdown by Item for March through June, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 848 | 143 | 705 | 16.9% |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 599 | 122 | 477 | 20.4% |
| 0mg8m7g6 | Data Moves | 429 | 72 | 357 | 16.8% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 360 | 63 | 297 | 17.5% |
| 8ck097s5 | Automated grading workflows for providing personalized feedback to open-ended data science assignments | 302 | 51 | 251 | 16.9% |
| 7gv0q9dc | The Data Science Education Dilemma | 298 | 68 | 230 | 22.8% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 261 | 76 | 185 | 29.1% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 233 | 31 | 202 | 13.3% |
| 38p7c94v | Reconnecting Data and Chance | 216 | 42 | 174 | 19.4% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 208 | 22 | 186 | 10.6% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 198 | 32 | 166 | 16.2% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 191 | 38 | 153 | 19.9% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 162 | 20 | 142 | 12.3% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 159 | 31 | 128 | 19.5% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 132 | 19 | 113 | 14.4% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 131 | 27 | 104 | 20.6% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 130 | 16 | 114 | 12.3% |
| 32j2998k | Online Homework vs. Traditional Homework: Statistics Anxiety and Self-Efficacy in an Educational Statistics Course | 129 | 21 | 108 | 16.3% |
| 7x28z96b | Students Making Sense of Multi-level Data | 129 | 28 | 101 | 21.7% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 122 | 32 | 90 | 26.2% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 117 | 29 | 88 | 24.8% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 116 | 26 | 90 | 22.4% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 111 | 14 | 97 | 12.6% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 104 | 10 | 94 | 9.6% |
| 1nh4n607 | Using Applets and Video Instruction to Foster Students' Understanding of Sampling Variability | 103 | 25 | 78 | 24.3% |
| 09w7699f | On Getting More and Better Data Into the Classroom | 95 | 16 | 79 | 16.8% |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 95 | 15 | 80 | 15.8% |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 94 | 13 | 81 | 13.8% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 92 | 11 | 81 | 12.0% |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 91 | 14 | 77 | 15.4% |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 91 | 10 | 81 | 11.0% |
| 81d8c04j | Introductory Statistics Unconstrained by Computability: A New Cobb Salad | 91 | 11 | 80 | 12.1% |
| 5092x4hx | Classroom Management with RStudio Server Professional | 90 | 18 | 72 | 20.0% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 87 | 22 | 65 | 25.3% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 87 | 15 | 72 | 17.2% |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 86 | 9 | 77 | 10.5% |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 86 | 12 | 74 | 14.0% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 85 | 10 | 75 | 11.8% |
| 8mv5b3zt | Textbooks 2.0 | 85 | 7 | 78 | 8.2% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 84 | 17 | 67 | 20.2% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 83 | 7 | 76 | 8.4% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 83 | 8 | 75 | 9.6% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 83 | 22 | 61 | 26.5% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 82 | 6 | 76 | 7.3% |
| 12q2z58x | The Course as Textbook: A Symbiotic Relationship in the Introductory Statistics Class | 81 | 8 | 73 | 9.9% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 81 | 18 | 63 | 22.2% |
| 8qh9b82c | The TSHS Resources Portal: A Source of Real and Relevant Data for Teaching Statistics in the Health Sciences | 80 | 17 | 63 | 21.3% |
| 1gh2x5v5 | VISA: Reducing Technological Impact on Student Learning in an Introductory Statistics Course | 79 | 8 | 71 | 10.1% |
| 89q3489f | Virtual Discussion for Real Understanding: The Use of an Online Discussion Board in an Introductory Biostatistics Course | 79 | 8 | 71 | 10.1% |
| 2m4222dt | Comment: Focusing on Learning | 78 | 8 | 70 | 10.3% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.