Technology Innovations in Statistics Education
Parent: UC Santa Barbara
eScholarship stats: Breakdown by Item for December, 2024 through March, 2025
| Item | Title | Total requests | Download | View-only | %Dnld |
|---|---|---|---|---|---|
| 8sd2t4rr | The Role of Technology in Improving Student Learning of Statistics | 903 | 237 | 666 | 26.2% |
| 6hb3k0nz | The Introductory Statistics Course: A Ptolemaic Curriculum? | 555 | 120 | 435 | 21.6% |
| 0mg8m7g6 | Data Moves | 424 | 68 | 356 | 16.0% |
| 8ck097s5 | Automated grading workflows for providing personalized feedback to open-ended data science assignments | 314 | 28 | 286 | 8.9% |
| 00d4q8cp | Web Application Teaching Tools for Statistics Using R and Shiny | 306 | 73 | 233 | 23.9% |
| 7gv0q9dc | The Data Science Education Dilemma | 288 | 62 | 226 | 21.5% |
| 6jv107c7 | Using Wiki to Promote Collaborative Learning in Statistics Education | 265 | 29 | 236 | 10.9% |
| 90b2f5xh | R Markdown: Integrating A Reproducible Analysis Tool into Introductory Statistics | 194 | 13 | 181 | 6.7% |
| 2q0740hv | Life on an Island: a Simulated Population to Support Student Projects in Statistics | 183 | 29 | 154 | 15.8% |
| 38p7c94v | Reconnecting Data and Chance | 149 | 26 | 123 | 17.4% |
| 0rx1231m | The fivethirtyeight R Package: "Tame Data" Principles for Introductory Statistics and Data Science Courses | 148 | 30 | 118 | 20.3% |
| 7kk4d922 | An educator’s perspective of the tidyverse | 146 | 26 | 120 | 17.8% |
| 9jr7k5hp | Access Statistics Canada’s Open Economic Data for Statistics and Data Science Courses | 122 | 15 | 107 | 12.3% |
| 2z57b52x | Supporting Statistics and Data Science Education with learnr | 103 | 27 | 76 | 26.2% |
| 0wm523b0 | Comparison of Learning Outcomes for Simulation-based and Traditional Inference Curricula in a Designed Educational Experiment | 102 | 22 | 80 | 21.6% |
| 32j2998k | Online Homework vs. Traditional Homework: Statistics Anxiety and Self-Efficacy in an Educational Statistics Course | 99 | 18 | 81 | 18.2% |
| 0h38g1n8 | A Modern Look at Freedman's Box Model | 93 | 25 | 68 | 26.9% |
| 6ms0x5nf | OpenIntro Statistics: an Open-source Textbook | 89 | 26 | 63 | 29.2% |
| 8dp5t34t | TinkerPlots as a Research Tool to Explore Student Understanding | 88 | 6 | 82 | 6.8% |
| 2v6124xr | An Innovative Approach to Teaching Online Statistics Courses | 84 | 9 | 75 | 10.7% |
| 84v3774z | Data Visualization on Day One: Bringing Big Ideas into Intro Stats Early and Often | 77 | 11 | 66 | 14.3% |
| 4g18352f | Learning Design and Student Behavior in a Fully Online Course | 74 | 15 | 59 | 20.3% |
| 322385kq | Independent Interactive Inquiry-Based Learning Modules Using Audio-Visual Instruction In Statistics | 71 | 8 | 63 | 11.3% |
| 5m64m4p5 | Introduction to Special Edition: The Future of the Textbook | 69 | 1 | 68 | 1.4% |
| 4k95g5j0 | NormalityAssessment: An Interactive Classroom Tool for Testing Normality Visually | 67 | 12 | 55 | 17.9% |
| 137120mt | Students' Experiences and Perceptions of Using a Virtual Environment for Project-Based Assessment in an Online Introductory Statistics Course | 65 | 13 | 52 | 20.0% |
| 53b9122r | Alternative Representations of Statistical Measures in Computer Tools to Promote Communication between Employees in Automotive Manufacturing | 65 | 7 | 58 | 10.8% |
| 7x28z96b | Students Making Sense of Multi-level Data | 64 | 16 | 48 | 25.0% |
| 8qz638ng | Not just normal: Exploring power with Shiny apps | 64 | 20 | 44 | 31.3% |
| 3h94p560 | AN OUTCOME-BASED FRAMEWORK FOR TECHNOLOGY INTEGRATION IN HIGHER EDUCATION STATISTICS CURRICULA FOR NON-MAJORS | 61 | 34 | 27 | 55.7% |
| 2503w2np | A Randomized Experiment Exploring How Certain Features of Clicker Use Effect Undergraduate Students' Engagement and Learning in Statistics | 58 | 11 | 47 | 19.0% |
| 67j8j18s | Social Data Analysis with StatCrunch: Potential Benefits to Statistical Education | 58 | 5 | 53 | 8.6% |
| 3kc3t9fv | Data Visualisation: A Motivational and Teaching Tool in Official Statistics | 57 | 14 | 43 | 24.6% |
| 9dg6h7wb | Dynamic Visualizations and the Randomization Test | 57 | 18 | 39 | 31.6% |
| 13g5g3dm | Dynamic Data in the Statistics Classroom | 56 | 2 | 54 | 3.6% |
| 57r90703 | Using Lexical Analysis Software to Assess Student Writing in Statistics | 56 | 7 | 49 | 12.5% |
| 596195sg | Selecting Technology to Promote Learning in an Online Introductory Statistics Course | 55 | 10 | 45 | 18.2% |
| 7w20x1p2 | Building Interactive Tutorials for Teaching Psychological Statistics Online with learnr | 53 | 14 | 39 | 26.4% |
| 8w97p75s | Applying a Theoretical Model for Explaining the Development of Technological Skills in Statistics Education | 52 | 10 | 42 | 19.2% |
| 9k19k2f7 | Faculty Attitude towards Technology-Assisted Instruction for Introductory Statistics in the Context of Educational Reform | 52 | 12 | 40 | 23.1% |
| 1b54h9s9 | Reasoning about Probabilistic Phenomena: Lessons Learned and Applied in Software Design | 51 | 9 | 42 | 17.6% |
| 05b643r9 | Student Approaches to Constructing Statistical Models using TinkerPlots <sup> TM </sup> | 50 | 10 | 40 | 20.0% |
| 5rd175dg | A Model to Evaluate Online Educational Resources in Statistics | 50 | 8 | 42 | 16.0% |
| 89q3489f | Virtual Discussion for Real Understanding: The Use of an Online Discussion Board in an Introductory Biostatistics Course | 50 | 9 | 41 | 18.0% |
| 1074n1dp | Characterising Students' Interaction with TinkerPlots | 48 | 11 | 37 | 22.9% |
| 833239sw | Much Has Changed; Little Has Changed: Revisiting the Role of Technology in Statistics Education 1992-2007 | 46 | 5 | 41 | 10.9% |
| 31t469kg | Designing Games for Understanding in a Data Analysis Environment | 45 | 10 | 35 | 22.2% |
| 3qr2p70t | Assessing Statistical Understanding in Middle Schools: Emerging Issues in a Technology-Rich Environment | 44 | 10 | 34 | 22.7% |
| 1jg0274b | Innovative Activities: How Clickers can Facilitate the Use of Simulations in Large Lecture Classes | 43 | 7 | 36 | 16.3% |
| 6gm8p12m | 'Open Data' and the Semantic Web Require a Rethink on Statistics Teaching | 43 | 12 | 31 | 27.9% |
Note: Due to the evolving nature of web traffic, the data presented here should be considered approximate and subject to revision. Learn more.