Inverting an Introductory Statistics Classroom

Autor/in	Kraut, Gertrud L.
Titel	Inverting an Introductory Statistics Classroom
Quelle	In: PRIMUS, 25 (2015) 8, S.683-693 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1051-1970
DOI	10.1080/10511970.2015.1045574
Schlagwörter	College Mathematics; Mathematics Instruction; Blended Learning; Educational Technology; Technology Uses in Education; Video Technology; Homework; Teaching Methods; Student Surveys; Lecture Method; Statistics; Introductory Courses; Inquiry; Student Motivation; Textbooks; Student Projects; Student Attitudes; Virginia + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Statistik; Einführungskurs; Schulische Motivation; Textbook; Text book; Schulbuch; Lehrbuch; Schulprojekt; Schülerverhalten
Abstract	The inverted classroom allows more in-class time for inquiry-based learning and for working through more advanced problem-solving activities than does the traditional lecture class. The skills acquired in this learning environment offer benefits far beyond the statistics classroom. This paper discusses four ways that can make the inverted classroom successful in an Introductory Statistics class: how to motivate students to prepare for each class, how to move the teaching of technology out of the classroom, how to balance student classwork, and how to create a mindset for learning. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01