Enrollment in the algebra-based introductory statistics course has increased dramatically over the last 15 years (CBMS, 2017). Online intro courses allow universities to better serve students enrolled in distance-only degree programs, as well as potentially relieve bottlenecks in over-subscribed traditional sections. In this presentation, we'll describe how we incorporated tactile simulation and small group discussion into an online introductory statistics course. In addition, we'll demonstrate how we used selected question grading to provide quick, but meaningful, feedback to online students. Finally, we'll detail an article critique assignment that allowed us to carry out a manageable, meaningful summative assessment.