Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: Breakdown by Item for October, 2024 through January, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 790 | 197 | 593 | 24.9% |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 525 | 118 | 407 | 22.5% |
| 0mg8m7g6 | Data Moves | 461 | 75 | 386 | 16.3% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 322 | 90 | 232 | 28.0% |
| 8ck097s5 | Automated grading workflows for providing personalized feedback to open-ended data science assignments | 298 | 21 | 277 | 7.0% |
| 7gv0q9dc | The Data Science Education Dilemma | 277 | 63 | 214 | 22.7% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 242 | 20 | 222 | 8.3% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 192 | 15 | 177 | 7.8% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 189 | 24 | 165 | 12.7% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 176 | 29 | 147 | 16.5% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 135 | 39 | 96 | 28.9% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 134 | 24 | 110 | 17.9% |
| 38p7c94v | Reconnecting Data and Chance | 122 | 21 | 101 | 17.2% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 105 | 39 | 66 | 37.1% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 97 | 12 | 85 | 12.4% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 88 | 9 | 79 | 10.2% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 84 | 24 | 60 | 28.6% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 84 | 7 | 77 | 8.3% |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 80 | 13 | 67 | 16.3% |
| 5m64m4p5 | Introduction to Special Edition: The Future of the Textbook | 77 | 3 | 74 | 3.9% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 68 | 13 | 55 | 19.1% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 64 | 11 | 53 | 17.2% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 63 | 17 | 46 | 27.0% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 62 | 11 | 51 | 17.7% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 60 | 5 | 55 | 8.3% |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 58 | 9 | 49 | 15.5% |
| 32j2998k | Online Homework vs. Traditional Homework: Statistics Anxiety and Self-Efficacy in an Educational Statistics Course | 57 | 21 | 36 | 36.8% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 57 | 39 | 18 | 68.4% |
| 7x28z96b | Students Making Sense of Multi-level Data | 54 | 22 | 32 | 40.7% |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 53 | 5 | 48 | 9.4% |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 50 | 5 | 45 | 10.0% |
| 1074n1dp | Characterising Students' Interaction with TinkerPlots | 48 | 12 | 36 | 25.0% |
| 1jg0274b | Innovative Activities: How Clickers can Facilitate the Use of Simulations in Large Lecture Classes | 48 | 6 | 42 | 12.5% |
| 31t469kg | Designing Games for Understanding in a Data Analysis Environment | 48 | 8 | 40 | 16.7% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 46 | 15 | 31 | 32.6% |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 45 | 13 | 32 | 28.9% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 45 | 13 | 32 | 28.9% |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 45 | 13 | 32 | 28.9% |
| 05b643r9 | Student Approaches to Constructing Statistical Models using TinkerPlots <sup> TM </sup> | 43 | 10 | 33 | 23.3% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 43 | 8 | 35 | 18.6% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 43 | 6 | 37 | 14.0% |
| 1fn7k2x3 | Learning Statistics Using Motivational Videos, Real Data and Free Software | 41 | 14 | 27 | 34.1% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 39 | 3 | 36 | 7.7% |
| 1b54h9s9 | Reasoning about Probabilistic Phenomena: Lessons Learned and Applied in Software Design | 38 | 3 | 35 | 7.9% |
| 5rd175dg | A Model to Evaluate Online Educational Resources in Statistics | 37 | 6 | 31 | 16.2% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 37 | 11 | 26 | 29.7% |
| 8b15m415 | Extending Galton's Binomial Quincunx to the Trinomial Septcunx | 37 | 14 | 23 | 37.8% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 36 | 9 | 27 | 25.0% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 34 | 4 | 30 | 11.8% |
| 6gm8p12m | 'Open Data' and the Semantic Web Require a Rethink on Statistics Teaching | 33 | 17 | 16 | 51.5% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.