Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: History by Item for April through July, 2024
| Item | Title | Total requests | 2024-07 | 2024-06 | 2024-05 | 2024-04 |
|---|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 915 | 128 | 215 | 274 | 298 |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 598 | 229 | 132 | 127 | 110 |
| 0mg8m7g6 | Data Moves | 329 | 87 | 84 | 74 | 84 |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 298 | 77 | 74 | 73 | 74 |
| 7kk4d922 | An educator’s perspective of the tidyverse | 269 | 50 | 34 | 143 | 42 |
| 7gv0q9dc | The Data Science Education Dilemma | 257 | 71 | 58 | 69 | 59 |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 243 | 58 | 41 | 68 | 76 |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 207 | 61 | 46 | 46 | 54 |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 177 | 43 | 37 | 61 | 36 |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 145 | 35 | 54 | 25 | 31 |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 144 | 52 | 40 | 21 | 31 |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 140 | 42 | 29 | 21 | 48 |
| 38p7c94v | Reconnecting Data and Chance | 128 | 30 | 35 | 40 | 23 |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 122 | 47 | 17 | 21 | 37 |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 121 | 26 | 21 | 23 | 51 |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 121 | 31 | 26 | 34 | 30 |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 116 | 21 | 37 | 32 | 26 |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 100 | 34 | 29 | 22 | 15 |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 94 | 35 | 16 | 17 | 26 |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 89 | 34 | 23 | 14 | 18 |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 78 | 32 | 14 | 15 | 17 |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 77 | 21 | 15 | 18 | 23 |
| 8ck097s5 | Designing and implementing an automated grading workflow for providing personalized feedback to open-ended data science assignments | 75 | 75 | |||
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 70 | 20 | 17 | 19 | 14 |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 69 | 26 | 13 | 10 | 20 |
| 31t469kg | Designing Games for Understanding in a Data Analysis Environment | 69 | 27 | 18 | 10 | 14 |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 67 | 33 | 16 | 9 | 9 |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 67 | 19 | 9 | 18 | 21 |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 66 | 18 | 9 | 22 | 17 |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 64 | 26 | 21 | 9 | 8 |
| 5m64m4p5 | Introduction to Special Edition: The Future of the Textbook | 64 | 25 | 25 | 5 | 9 |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 62 | 13 | 14 | 16 | 19 |
| 1jg0274b | Innovative Activities: How Clickers can Facilitate the Use of Simulations in Large Lecture Classes | 61 | 25 | 18 | 6 | 12 |
| 10f0x4gf | The Use of Graphics Calculator in a Matriculation Statistics Classroom: A Malaysian Perspective | 58 | 15 | 11 | 9 | 23 |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 56 | 16 | 9 | 16 | 15 |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 54 | 22 | 20 | 10 | 2 |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 51 | 19 | 11 | 7 | 14 |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 51 | 17 | 12 | 8 | 14 |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 51 | 15 | 13 | 12 | 11 |
| 6207w80h | Using Twitter to Energize the Introductory Statistics Class | 50 | 9 | 14 | 7 | 20 |
| 1fn7k2x3 | Learning Statistics Using Motivational Videos, Real Data and Free Software | 48 | 20 | 9 | 6 | 13 |
| 05b643r9 | Student Approaches to Constructing Statistical Models using TinkerPlots <sup> TM </sup> | 46 | 16 | 8 | 7 | 15 |
| 7x28z96b | Students Making Sense of Multi-level Data | 43 | 22 | 10 | 5 | 6 |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 42 | 22 | 8 | 6 | 6 |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 40 | 17 | 8 | 6 | 9 |
| 9kb6x0bw | Discrete Bayes with R | 40 | 9 | 18 | 7 | 6 |
| 1b54h9s9 | Reasoning about Probabilistic Phenomena: Lessons Learned and Applied in Software Design | 39 | 18 | 6 | 6 | 9 |
| 1nh4n607 | Using Applets and Video Instruction to Foster Students' Understanding of Sampling Variability | 39 | 17 | 7 | 11 | 4 |
| 89q3489f | Virtual Discussion for Real Understanding: The Use of an Online Discussion Board in an Introductory Biostatistics Course | 39 | 13 | 7 | 8 | 11 |
| 5rd175dg | A Model to Evaluate Online Educational Resources in Statistics | 38 | 10 | 10 | 6 | 12 |
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.