72 – Alternative Classroom Strategies: Flipped, Blended, and Others
Restructuring the Introductory Statistics Course to Free Class Time for Exploration and Deeper Understanding
Bonnie Moon
Brigham Young University
Craig Johnson
Brigham Young University
Ryan Cromar
Brigham Young University
BYU-Idaho's development team restructured the introductory statistic courses to increase student learning, to enhance motivation and to incorporate the BYU-Idaho Learning Model at a low cost to students. The BYU-I Learning Model includes three processes; namely, preparation, teaching one another and ponder/prove. To reach their goals, the team focused on feedback, small group activities, spaced study and spaced practice. Traditionally, students met professors face to face three hours a week. The design team replaced one of these hours with two hours of small group sessions led by teaching assistants. In addition to the scheduling changes to incorporate the small groups, the group also created a free online textbook, scaffolded curriculum for each lesson, instructional videos and end-of-lesson assessments. The students rated the small groups led by teaching assistants as the most helpful design element. The content covered before class provided the foundational background necessary to engage in deeper discussions and analysis during face to face time with the professor. Comparisons of the course before and after the design change will be given.