Teaching Learner-Centered Statistics: A Case for Blended Delivery using Google Apps
This session provides a case for the effectiveness of a blended learning environment as a model for a learner-centered approach to statistics curriculum delivery. The session will discuss the learner-centered curriculum design framework, the theory of the blended learning modality and how this modality supports learner-centered teaching and learning of statistics. This session also will address how blended learning places the focus of attention on the quality of student learning, which also fosters a learner-centered environment to improve students’ knowledge of basic statistical concepts and their applications.
Blended environments have been known to increase the connectivity between instructor and student more so than in traditional face-to-face or online courses. The theory of learner-centered curriculum design is well-suited for the blended learning modality as the principles of learner-centered curriculum design has much in common with the theories of distance education and especially as related to blended learning. Using distance education theories and a learner-centered curriculum design framework as a foundation, strategies for designing learner-centered, blended delivery statistics courses are presented and discussed. These strategies provide guidance for the building a blended delivery statistics course so that it allows students to participate in the shaping of curriculum. The use of Google applications will provide students with the opportunity to learn about design and construction of purposeful learning statistical activities. Proper design and implementation of a learner-centered strategy along with a blended delivery modality in statistics courses can provide increased pedagogical opportunities, reduce student attrition, minimize transactional distance and will enhances student participation in their own learning.