Many instructors are experimenting with different course delivery methods including flipped and fully online courses. When our introductory statistics course was flipped in 2013, we began to study the effect on student performance and attitudes towards statistics. This culminated in a randomized experiment to investigate the effect of course emails. In 2015 and 2016, the course was taught both flipped and fully online. The 2015 data indicated that students’ attitudes declined by the end of the course and were lower in the online section. In 2016, we randomly assigned students to receive different types of weekly emails, either “informational” or “interesting”. Our results indicate that weekly emails may be associated with better attitudes, although there is no evidence that adding interesting content had an effect. We will describe the evolution of our investigations, starting from our initial attempts to collect student data.

Date and Time: 

Tuesday, June 5, 2018 - 10:20 to 10:50

Additional Speakers (not including you): 

Nathan Taback
University of Toronto

Co-authors (not including you): 

Nathan Taback
University of Toronto

Language of Oral Presentation: 

English

Language of Visual Aids: 

English

Type of Presentation: 

Invited

Session: