ABSTRACT
This chapter describes application of the James Madison University (JMU) model to conceptualization and construction of an introductory statistics course. When designing a pedagogically sound online course, the initial task is selection of appropriate course management software. Facilitating student-to-instructor and student-to-student interaction in an online introductory statistics course is especially important because of aversion to statistics observed in many and the anxiety observed in some. In addition to being consistent with learning in Vygotsky's social constructivism, cooperative learning activities, in an online introductory statistics course, support a variety of learning outcomes. Group projects that offer a variety of learning outcomes within an online introductory statistics course include describing distribution of qualitative and quantitative variables, illustrating the concept of probability, calculating correlation coefficients and the regression equation, and drawing inferences about the parameters of a population. Implementing the JMU model for designing of an online introductory statistics course enables equivalency of structure and functions typical of courses in conventional, face-to-face settings.
