Improving the Teaching of Statistics Online: A Multi-Faceted Approach

dc.creator	Brian W. Sloboda
dc.date	2005-01-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:13:13Z
dc.date.available	2015-07-20T22:13:13Z
dc.identifier	1547-500X
dc.identifier	https://doaj.org/article/d71a7bea3e32404a888b979a537799bc
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/15859
dc.description	Teaching an online statistics course poses significant challenges to the facilitator and the learners alike because of varying student preparedness levels, complexity of the course content, the difficulty in assessing learner outcomes, and determining the frequency of visibility of the facilitators in the online classroom. In this paper, the author suggests a teaching model that presents difficulties in the facilitation of an online statistics course and provides some remedies for overcoming these difficulties.
dc.language	English
dc.publisher	Matthew Elbeck
dc.relation	http://www.thejeo.com/Archives/Volume2Number1/SlobodaFinal.pdf
dc.relation	https://doaj.org/toc/1547-500X
dc.rights	CC BY
dc.source	Journal of Educators Online, Vol 2, Iss 1 (2005)
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.subject	Theory and practice of education
dc.subject	LB5-3640
dc.subject	Education
dc.subject	L
dc.title	Improving the Teaching of Statistics Online: A Multi-Faceted Approach
dc.type	article