Journal of Research in Innovative Teaching - National University

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Table 1. A grade list for a class of 25 students. # Total Letter Numerical Score Grade Equivalent (1) (2) (3) (3) 1 47.1 F 0 2 54.1 F 0 3 61.2 D 1 4 62.0 D 1 5 66.0 D 1 6 68.2 D 1 7 69.1 C 2 8 75.3 C 2 9 76.2 C 2 10 78.5 C 2 11 78.9 C 2 12 84.8 B 3 13 85.1 B 3 14 86.6 B 3 15 87.2 B 3 16 87.6 B 3 17 88.1 B 3 18 89.0 B 3 19 89.0 B 3 20 88.9 A 3 21 90.9 A 4 22 96.1 A 4 23 96.6 A 4 24 96.7 A 4 25 99.5 A 4 Another area of application for information technology is solving problems on normal distribution. We already see some students abandoning the tables of standard normal distribution, which are a necessary element of every textbook, and resorting to graphing calculators or Excel. They obtain more accurate results and spend less time. It is clear that the said tables will eventually share the fate of tables of logarithms or trigonometric functions. That time may already be coming. A Textbook for Short Courses Today students in a statistics class have to work with a textbook written for a full-semester course, picking out the required sections and subsections from the 800-page volume. Once the short course has been established and proved its viability, it may be the proper time to think 191
about a textbook for such courses, written by a recognized author. The advantages of such book over a custom text are obvious. From Asynchronous to Synchronous Method of Teaching Introduction of the “virtual classroom” method will significantly enrich the instructor’s toolkit. In particular, it will make possible group work, which, in turn, can make the learning process active, and therefore more efficient, as stated by Lee and Famoye (2006). Besides, oral communication with the instructor can benefit students who acquire information better by hearing than by reading. The class meetings hardly need to be like full-scale lectures. The instructor needs to cover the most important issues and/or answer questions, leaving the rest for independent work. Of course, in order to attend a virtual classroom, each student must have the appropriate equipment and know how to use it. It should be kept in mind that synchronous teaching methods lack the flexibility of the current online teaching. Therefore, the latter must remain available as an option. Conclusion Online mathematics classes, especially statistics classes, are becoming more and more popular. The online Introduction to Probability and Statistics course has proved its viability and effectiveness. Many students have stated that they learned much in this class. To estimate the results achieved by the student, we need to distinguish between the immediate outcomes and the long-term skills. The immediate outcomes placed in the list of terminal course objectives are tested by the formal course assessment tools. The long-term skills retained by former successful students include but are not limited to the following: • Perceive and interpret statistical information coming from the work documentation and from mass media • Select trustworthy sources of information • Use the concepts of mean and standard deviation • Understand the probabilistic nature of insurance, gambling, etc. • Understand and interpret interval estimate, including the concept of margin of error in various polls • Understand the concept of statistical significance We believe that the suggestions offered above will help the instructor increase the level of efficiency of his/her teaching of elementary statistics in the virtual classroom. References Larson, R. (2006) Elementary statistics, picturing the world (3rd ed.). Upper Saddle River, NJ: Prentice-Hall, 2006. Lee C., & Famoye, F. (2006). Teaching statistics using a real time online database created by students, ICOTS-7. Mitry, D. J., & Smith, D. E. (2009). The search for student and faculty online authenticity, Journal of Research and Innovative Teaching, 2 (1), PAGE NUMBERS NEEDED. 192
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Journal of Research in Innovative T
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Table of Contents Editor’s Column
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Editor’s Column National Universi
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training-based method for integrati
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The Editorial Board invites the rea
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The Influence of Social Worlds on E
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experience in a strong group settin
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Table 1 Example Scenario of a Burea
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hierarchy ensures a social position
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(see Figure 5). Each member is affo
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through four types of instructional
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Hierarchic (high grid, strong Group
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Figure 10. Didactic Task Structure
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Stansberry, S., & Harris, E. (2005)
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Utilizing current research-based co
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teachers. The instructor kept a mas
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References Coburn, C. E. (2001). Co
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Organizing for Instruction Carefull
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Accelerated Learning 33
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the learning process but rather to
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Csikszentmihalyi (1982) has written
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term (intersession) gets its name b
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Some Important Issues Scott and Con
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esponsibilities). A higher percenta
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them in such a way that the likelih
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makes a valuable contribution to ou
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North American Association of Summe
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E-learning 51
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Academic Learning Today Academic in
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In the original publication by the
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• Individual (1) — Group (2) co
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Challenges and Opportunities From t
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About the Authors Cynthia (Cindy) L
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AGILE TEACHING: A CASE STUDY OF USI
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the scope-by-name feature of Ruby e
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need to deal with. Students learned
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experiment with different options f
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the students evaluate the optimum s
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Using Bibliotherapy as a Tool for C
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different clients and their present
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supervisees with a brief synopsis o
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Stick Figure, by Lori Gottlieb As t
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psychological awareness to encourag
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on the Internet. To keep the classr
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The third portion of the discussion
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Henry, S. (2005). A different appro
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elementary-age students. Linked wit
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considered in multicultural literat
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In Finding One, the conclusion was
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Stephanie: “I learned that some p
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importance in society and in school
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published in the United States. Ret
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Reading Practices in Elementary Sch
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groups of students reading by apply
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Table 2 Participant-Reported Teachi
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Table 5A Teachers’ Reading Task P
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Because electronic texts are increa
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Conclusion As teachers work to impr
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Bilingual Education and Second Lang
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successful in hiring enough qualifi
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Five Innovative Strategies That Wor
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The third strategy is “Determinin
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the categories, synthesized and def
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Fereshteh, M. H. (1995). Multicultu
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Can Balanced Bilingualism Be Achiev
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As may be seen from this discussion
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Alternatives to Current Methodologi
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education when students are isolate
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Conclusion SL learning must be a tw
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Language as Tool for a Global Educa
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encouraging passive learning. Such
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Similarly, their actions or what go
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Page 148 and 149: Supplementary Reading Since there i
Page 150 and 151: Bruce, M. G., Podemski, R. S., & An
Page 152 and 153: • Sentence combination (using con
Page 154 and 155: The Motivational and Attitudinal Ch
Page 156 and 157: Other researchers have challenged t
Page 158 and 159: education classes were taught in Ru
Page 160 and 161: Participants also described how the
Page 162 and 163: Implications and Suggestions for Fu
Page 164 and 165: National University Carlsbad, CA Em
Page 166 and 167: Assessment and Evaluation 161
Page 168 and 169: affordance of opportunities for sel
Page 170 and 171: An examination of the peer-comment
Page 172 and 173: language used in the description an
Page 174 and 175: promotes self-discovery (Saulnier e
Page 176 and 177: Appendix A Sample Language from an
Page 178 and 179: Student Evaluations of Courses and
Page 180 and 181: that there is a consistent positive
Page 182 and 183: (teaching) for all classes (11 item
Page 184 and 185: Figure 1. The Nonlinear Relationshi
Page 186 and 187: About the Authors Nataliya Serdyuko
Page 188 and 189: Best Practices 183
Page 190 and 191: The Textbook Elementary Statistics
Page 192 and 193: If the mean number of visits was as
Page 194 and 195: discussion in such courses is slow;
Page 198 and 199: Sloboda, B. W. (2005). Improving th
Page 200 and 201: The Journal of Research in Innovati
Page 202: About the Author In the end of your
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