Improving the Teaching of Statistics Online: A Multi-Faceted Approach

Teaching an online statistics course poses significant challenges to the facilitator and the learners alike because of varying student preparedness levels, complexity of the course content, the difficulty in assessing learner outcomes, and determining the frequency of visibility of the facilitators in the online classroom. In this paper, the author suggests a teaching model that presents difficulties in the facilitation of an online statistics course and provides some remedies for overcoming these difficulties.