I’m really proud of this latest study involving our Interactive Statistics (I am a co-author with Michael Sullivan) by Sam Bazzi at Henry Ford College. I saw Sam present his results at ICTCM and was really impressed. I encourage you to check out his case study.

Read the Study Here

This reinforces the fact that there is not a better product to use in an online statistics course: students persisted at higher rates and their test scores improved as the semester progressed. Sam took a lot of time and effort to set this course up, and according to his students it really paid off.

How It Works

The overall idea behind Interactive Statistics is for students to read a little, watch a little, and do a little as they make their way through the section.

• Concepts are presented through text and video, and reinforced through applets.
• Each example has 3 associated video solutions: by hand, by StatCrunch, and by calculator.
• Examples are followed by exercises that students complete. Scores are incorporated into the student’s grade book immediately.

My Online Class

My online students do an IRA (Interactive Reading Assignment) for each section to learn the material, then follow up with a traditional homework assignment. In addition to the guided notebook that is available inside Interactive Statistics, I provide my students with Pointers for each section, and Guides for each IRA and HW assignment – check them out on my website here. The IRA can replace the “lecture” that traditional students get. My students come to campus for an in-person midterm exam and final exam.

Not Just For Online Classes

I use Interactive Statistics for my face-to-face classes as well. I use it to flip my classroom.

• Students complete the IRA for the section before it is discussed in class.
• Most classes begin with a Learning Catalytics session to determine the level of understanding and to identify any misconceptions.
• Many classes incorporate collaborative engaging problem solving during the class session.
• I no longer “lecture” – we have a student driven discussion instead.

This has allowed me to develop inferential intuition through simulations early in the semester, and incorporate alternative randomization tests and nonparametric tests later in the semester. I feel like my students have a greater understanding of statistics, and I am having more fun in the classroom than ever.

Any Questions?

If you’d like to talk about how to use Interactive Statistics in your class, or how to flip your statistics class, please leave a comment or reach out to me on Twitter or through the contact page on my web site.

George