Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond
AbstractMany approaches exist in teaching statistics, however, learning statistics is frequently perceived by students as challenging. While evidence-based teaching approaches like case discussions and flipped-classroom models have been successfully incorporated into multiple disciplines, these meth...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-05-01
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| Series: | Journal of Statistics and Data Science Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/26939169.2024.2315939 |
| _version_ | 1797245435341963264 |
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| author | Serina Al-Haddad Nancy Chick Farshid Safi |
| author_facet | Serina Al-Haddad Nancy Chick Farshid Safi |
| author_sort | Serina Al-Haddad |
| collection | DOAJ |
| description | AbstractMany approaches exist in teaching statistics, however, learning statistics is frequently perceived by students as challenging. While evidence-based teaching approaches like case discussions and flipped-classroom models have been successfully incorporated into multiple disciplines, these methods can have inadequate success when students are affectively detached or sometimes paralyzed by the subject. The sudden need to switch to virtual teaching in Spring 2020 created unprecedented challenges that were overwhelming for instructors and students. This article explores the challenges of teaching a statistics course, and the importance of purposeful use of technology and supportive feedback to effectively engage students and promote learning. Furthermore, this article discusses the results of implementing a Technology-enhanced Supportive Instruction (TSI) model (used since Fall 2019) in teaching a business statistics course. The TSI model uses Microsoft Excel in conjunction with intentional interactions between the student and teacher to help students stay engaged in face-to-face and remote learning. The analysis of Fall 2020 course evaluations, when the course was taught in a dual mode, shows positive students’ perception of instruction and engagement, and indicates that Fall 2020 ratings during dual-mode instruction were not different from Fall 2019 ratings during face-to-face instruction, which supports the potential utility of the model. Supplementary materials for this article are available online. |
| first_indexed | 2024-04-24T19:26:51Z |
| format | Article |
| id | doaj.art-afa996141a1a49709ea341818f365085 |
| institution | Directory Open Access Journal |
| issn | 2693-9169 |
| language | English |
| last_indexed | 2024-04-24T19:26:51Z |
| publishDate | 2024-05-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of Statistics and Data Science Education |
| spelling | doaj.art-afa996141a1a49709ea341818f3650852024-03-25T15:16:05ZengTaylor & Francis GroupJournal of Statistics and Data Science Education2693-91692024-05-0132212914210.1080/26939169.2024.2315939Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and BeyondSerina Al-Haddad0Nancy Chick1Farshid Safi2Rollins College, Winter Park, FLRollins College, Winter Park, FLUniversity of Central Florida, Orlando, FLAbstractMany approaches exist in teaching statistics, however, learning statistics is frequently perceived by students as challenging. While evidence-based teaching approaches like case discussions and flipped-classroom models have been successfully incorporated into multiple disciplines, these methods can have inadequate success when students are affectively detached or sometimes paralyzed by the subject. The sudden need to switch to virtual teaching in Spring 2020 created unprecedented challenges that were overwhelming for instructors and students. This article explores the challenges of teaching a statistics course, and the importance of purposeful use of technology and supportive feedback to effectively engage students and promote learning. Furthermore, this article discusses the results of implementing a Technology-enhanced Supportive Instruction (TSI) model (used since Fall 2019) in teaching a business statistics course. The TSI model uses Microsoft Excel in conjunction with intentional interactions between the student and teacher to help students stay engaged in face-to-face and remote learning. The analysis of Fall 2020 course evaluations, when the course was taught in a dual mode, shows positive students’ perception of instruction and engagement, and indicates that Fall 2020 ratings during dual-mode instruction were not different from Fall 2019 ratings during face-to-face instruction, which supports the potential utility of the model. Supplementary materials for this article are available online.https://www.tandfonline.com/doi/10.1080/26939169.2024.2315939Computing in curriculumDual-mode learningEngagementInteractive technologyStatistics education |
| spellingShingle | Serina Al-Haddad Nancy Chick Farshid Safi Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond Journal of Statistics and Data Science Education Computing in curriculum Dual-mode learning Engagement Interactive technology Statistics education |
| title | Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond |
| title_full | Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond |
| title_fullStr | Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond |
| title_full_unstemmed | Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond |
| title_short | Teaching Statistics: A Technology-Enhanced Supportive Instruction (TSI) Model During the Covid-19 Pandemic and Beyond |
| title_sort | teaching statistics a technology enhanced supportive instruction tsi model during the covid 19 pandemic and beyond |
| topic | Computing in curriculum Dual-mode learning Engagement Interactive technology Statistics education |
| url | https://www.tandfonline.com/doi/10.1080/26939169.2024.2315939 |
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