By Jane Monaco, Todd Schwartz, & Elizabeth Ajazi (UNC-CH Gillings School of Global Public Health)
Abstract
How are (bio)statistics instructors using technology in online, hybrid and flipped classrooms? What practices do these instructors consider most effective in these formats? Compared to a traditional format, what are some of the pros and cons for teaching (bio)statistics in formats that use pre-recorded lectures?
The use of online, hybrid and flipped classroom formats is increasing. The statistics education literature contains many case studies about the use of these formats and individual studies comparing the formats. Yet, reporting about the systematic use of these formats remains scarce. We attempt to fill a gap in this knowledge through a survey of members of the American Statistical Association‘s sections on Statistics Education and Teaching Statistics in the Health Sciences who teach at least one class in an online, hybrid or flipped format. We will present results from 46 (bio)statistics instructors who completed the survey.
(Bio)statistics instructors were surveyed about a variety of topics regarding their use of this format, including their views on time commitment, satisfaction, perceived student satisfaction, and whether they would recommend the format to colleagues. Results regarding the use of different types of technology will also be presented.