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Instructional strategies and course design for teaching statistics online: perspectives from online students
Dazhi Yang - Personal Name
Teaching online is a different experience from that of teaching in a face-to-face setting. Knowledge
and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even
more challenging to teach science, technology, engineering and math (STEM) courses completely online because
these courses usually require more hands-on activities and live demonstrations. Although the demand for online
STEM courses has never been higher, little has been done to develop effective instructional and online course
design strategies for teaching STEM courses online. This paper reports the effectiveness of the instructional strategies
adopted and the online course design features in a fully online statistics course from the students’ perspectives. The
online statistics course was an introductory, quantitative research course that covered common statistical concepts and
focused on the application of educational research concepts for graduate students in educational technology. In terms
of the statistics concepts covered, the course was similar to an introductory statistics class for students majoring in
science, technology, math and engineering (STEM). The participants were mostly K-20 (meaning from kindergarten to
college) instructors who had knowledge of instructional strategies.
and skills developed for teaching face-to-face classes are not adequate preparation for teaching online. It is even
more challenging to teach science, technology, engineering and math (STEM) courses completely online because
these courses usually require more hands-on activities and live demonstrations. Although the demand for online
STEM courses has never been higher, little has been done to develop effective instructional and online course
design strategies for teaching STEM courses online. This paper reports the effectiveness of the instructional strategies
adopted and the online course design features in a fully online statistics course from the students’ perspectives. The
online statistics course was an introductory, quantitative research course that covered common statistical concepts and
focused on the application of educational research concepts for graduate students in educational technology. In terms
of the statistics concepts covered, the course was similar to an introductory statistics class for students majoring in
science, technology, math and engineering (STEM). The participants were mostly K-20 (meaning from kindergarten to
college) instructors who had knowledge of instructional strategies.
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