Abstract
<p><em>Statistical literacy, reasoning, and thinking are highly valued in various industries. However, many college students struggle in their required statistic course(s). The use of technology has the potential to bring about positive changes in content, pedagogy, and course format of statistics instruction. This study explores undergraduate business students’ perceptions of the instructor’s technology integration efforts in their statistics learning. The research results reveal that students mostly regarded their learning experience as positive, engaging, informative, and effective. They attributed their learning gain to the instructor’s innovative teaching style, the availability of various learning resources on Moodle, and how the resources were presented.</em><em></em></p>
Highlights
Statistical literacy, statistical reasoning, and statistical thinking are highly valued in various industries (Ben-Zvi & Garfield, 2004; Davenport & Harris, 2007; Franklin & Garfield, 2006; Lane, Mansour, & Harpell, 1993; Philip & Schultz, 1994)
The findings of the study shed some insights on the significance of such pedagogy in enriching college students’ statistics learning experiences and enhancing their statistics performance, as well as on how to promote and support technology-enhanced pedagogy in higher education
The findings of the current study revealed that students’ learning experiences with the statistics course enriched by technology-enhanced pedagogy were positive, engaging, and effective
Summary
Statistical literacy, statistical reasoning, and statistical thinking are highly valued in various industries (Ben-Zvi & Garfield, 2004; Davenport & Harris, 2007; Franklin & Garfield, 2006; Lane, Mansour, & Harpell, 1993; Philip & Schultz, 1994). The results of a previous quantitative research suggest that online video tutorials, when systematically provided as a supplement to traditional classroom instruction on course management system Moodle, were instrumental to some students (Lai, Zhu, & Williams, 2017). It seemed that the video tutorials benefited those students: (a) aspiring to earn a higher grade, (b) with average statistical capability, and (c) who struggled to understand the course materials during the limited class time. On Moodle, throughout the semester, the instructor makes available various online learning resources/materials to supplement students’ statistics learning
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