TOWARD A FULL(ER) IMPLEMENTATION OF ACTIVE LEARNING

Authors

  • JEREMY F. STRAYER Middle Tennessee State University
  • NATASHA E. GERSTENSCHLAGER Western Kentucky University
  • LISA B. GREEN Middle Tennessee State University
  • NANCY MCCORMICK Middle Tennessee State University
  • SCOTT MCDANIEL Middle Tennessee State University
  • GINGER HOLMES ROWELL Middle Tennessee State University

DOI:

https://doi.org/10.52041/serj.v18i1.150

Keywords:

Statistics education research, Mathematical authority, Statistical authority, Implementing instruction

Abstract

Many university statistics instructors are interested in teaching with active-learning approaches in their classrooms. In this article, we attend to active learning in three ways. First, we review how the statistics education community has addressed issues surrounding active learning   implementation to date. Second, we describe how our project used design experiment methodology to create active-learning materials. Finally, using embedded case study methodology, we report on factors that impacted the extent to which statistics instructors facilitated active learning using our
project’s materials. We describe properties of classroom interactions that led to full implementation of active learning and show how the unifying theme of relinquishing mathematical and statistical authority had explanatory power to inform ways instructors might effectively implement active learning.

First published May 2019 at Statistics Education Research Journal Archives

Downloads

Published

2019-05-31

Issue

Section

Regular Articles