Lewitzky, R. A. (2022). Exploring post-secondary instructors’ approaches to teaching introductory statistics courses online (Publication No. 29259030) [Doctoral dissertation, University of Toronto]. ProQuest Dissertations & Theses Global.

Abstract:

“This study employs a multiple case study approach to investigate teaching approaches used by post-secondary instructors in undergraduate online introductory statistics courses. This study draws on semi-structured interviews and document analysis to explore how instructors synthesize their use of technological, pedagogical, and content knowledge (TPACK) in virtual settings. The results from this study indicate that teaching introductory statistics courses online offer many benefits to both students and instructors. They provide continuous access to content, flexibility, and autonomy with regard to learning. Challenges with teaching introductory statistics online include learner-instructor interactions, academic integrity, and course offering properties (e.g., grading support, class size). The four major findings from the case study with these instructors include: 1) online environments provide ways for instructors to give students agency over when, where, and how they access and engage with statistics content; 2) tools should be used that allow instructors and students to write and present statistics syntax; 3) academic integrity and large class sizes pose challenges to teaching introductory statistics online; and 4) informal and formal professional development settings are necessary for successfully facilitating an introductory statistics online. Implications of this study suggest that successfully teaching undergraduate introductory statistics courses online require joint efforts on behalf of instructors, administrators, support units, and educational software developers.”