Abstract:
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In order to better address the increased enrollment in a non-calculus based introductory statistics course, a large public Midwestern University recently developed a distance intro course. These distance courses have 90 students each, and the course is taken by students from across campus who are looking to fulfill a quantitative reasoning general education requirement. This course focuses on simulation-based inference and follows the 6 recommendations from GAISE (GAISE College Report ASA Revision Committee, 2016). In this presentation, I will discuss the results from preliminary data collection of two semesters, relating to student outcomes, changes to students’ attitudes towards statistics during the semester, as well as students’ perceptions of the course relating to their self-directedness, active learning behaviors, engagement, interactivity, and satisfaction.
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