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Computer‐Aided Statistical Instruction—Multi‐Mediocre Techno‐Trash?

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  • Carl J. Schwarz

Abstract

The very soul of statistics are data, but few students actually collect data as part of their statistical journey. The impediments to real data collection exercises are very real—they are logistically difficult to set up, expensive, and may not work because of extraneous events outside the control of the instructor. Computer‐aided laboratories are a way to bring many of the benefits of actual data collection to students at a fraction of the cost and can be easily controlled by the instructor. There are many computer‐aided modules available—indeed a search on Google gave over 1 million hits. Some modules are good but many are mediocre. What separates the gems from the trash?

Suggested Citation

  • Carl J. Schwarz, 2007. "Computer‐Aided Statistical Instruction—Multi‐Mediocre Techno‐Trash?," International Statistical Review, International Statistical Institute, vol. 75(3), pages 348-354, December.
    • Handle: RePEc:bla:istatr:v:75:y:2007:i:3:p:348-354
    DOI: 10.1111/j.1751-5823.2007.00035.x
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    References listed on IDEAS

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    1. Deborah Nolan & Duncan Temple Lang, 2007. "Dynamic, Interactive Documents for Teaching Statistical Practice," International Statistical Review, International Statistical Institute, vol. 75(3), pages 295-321, December.
    2. Alf, Cherie & Lohr, Sharon, 2007. "Sampling Assumptions in Introductory Statistics Classes," The American Statistician, American Statistical Association, vol. 61, pages 71-77, February.
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