English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Instructional interventions for teaching introductory social statistics courses online differ from those used when teaching in traditional on-campus courses. Despite the expansion in online course offerings to accommodate the high rate of university sociology programs which require social statistics to graduate, a gap exists in scholarship regarding empirically-based recommendations for effective pedagogical online course design and implementation strategies. In this manuscript, I describe my experiences teaching and creating undergraduate social statistics courses designed to minimize student challenges for learning statistics online by incorporating innovative pedagogical strategies and interventions. Additionally, I report students’ perceptions of the usefulness of the pedagogical course design strategies and instructional interventions in reducing their statistics anxiety and success in learning course material. The data for this qualitative classroom assessment was collected from six sections of online undergraduate introductory-level social statistics courses. The results can guide online instructors, researchers, and course designers.

journal of education and social policy

Teaching Undergraduate Social Statistics Online: A Classroom Assessment of Instructional Interventions to Reduce Statistics Anxiety and Facilitate Student Success