Students’ Feedback and Perspectives on Effective Instructional Strategies in an Online Statistics Course

• In Event: Transformative Research in Online Graduate Programs

Abstract

This paper discusses the applications and adaptations of instructional strategies in an online graduate-level applied statistics course based on current research and best practice of teaching quantitative oriented courses (e.g., math, statistics, and engineering) online. Data collected from students’ semester-long learning logs revealed students’ feedback on and perspectives of the effectiveness of a range of instructional strategies, which helped them learn statistics in an online environment. The course was equivalent to an undergraduate level statistics class for students majoring in science, technology, math, and engineering (STEM). Thus implications of this study in terms of effective instructional strategies and online course design are relevant to a board audience including online course designers, instructors, and students in STEM fields.

Author

• Dazhi Yang