Technology-based instruction represents a new recent pedagogical paradigm that is rooted in the realization that new generations are much more comfortable with, and excited about, new technologies. The rapid technological advancement over the past decade has fueled an enormous demand for the integration of modern networking, informational and computational tools with classical pedagogical instruments. Consequently, teaching with technology typically involves utilizing a variety of IT and multimedia resources for online learning, course management, electronic course materials, and novel tools of communication, engagement, experimental, critical thinking and assessment.The NSF-funded Statistics Online Computational Resource (SOCR) provides a number of interactive tools for enhancing instruction in various undergraduate and graduate courses in probability and statistics. These resources include online instructional materials, statistical calculators, interactive graphical user interfaces, computational and simulation applets, tools for data analysis and visualization. The tools provided as part of SOCR include conceptual simulations and statistical computing interfaces, which are designed to bridge between the introductory and the more advanced computational and applied probability and statistics courses. In this manuscript, we describe our designs for utilizing SOCR technology in instruction in a recent study. In addition, present the results of the effectiveness of using SOCR tools at two different course intensity levels on three outcome measures: exam scores, student satisfaction and choice of technology to complete assignments. Learning styles assessment was completed at baseline. We have used three very different designs for three different undergraduate classes. Each course included a treatment group, using the SOCR resources, and a control group, using classical instruction techniques. Our findings include marginal effects of the SOCR treatment per individual classes; however, pooling the results across all courses and sections, SOCR effects on the treatment groups were exceptionally robust and significant. Coupling these findings with a clear decrease in the variance of the quantitative examination measures in the treatment groups indicates that employing technology, like SOCR, in a sound pedagogical and scientific manner enhances overall the students' understanding and suggests better long-term knowledge retention.

中文翻译：

---

概率统计导论课程中统计在线计算资源的教学利用和评估

基于技术的教学代表了一种新的最近的教学范式，它植根于人们对新技术更加适应和兴奋的认识。过去十年的快速技术进步推动了将现代网络、信息和计算工具与经典教学工具集成的巨大需求。因此，技术教学通常涉及利用各种 IT 和多媒体资源进行在线学习、课程管理、电子课程材料以及交流、参与、实验、批判性思维和评估的新颖工具。NSF 资助的统计在线计算资源 (SOCR) 提供了许多交互式工具，用于加强概率和统计的各种本科和研究生课程的教学。这些资源包括在线教学材料、统计计算器、交互式图形用户界面、计算和模拟小程序、数据分析和可视化工具。作为 SOCR 的一部分提供的工具包括概念模拟和统计计算接口，它们旨在在介绍性和更高级的计算和应用概率和统计课程之间架起桥梁。在这份手稿中，我们描述了我们在最近的一项研究中利用 SOCR 技术进行教学的设计。此外，展示在两个不同课程强度级别使用 SOCR 工具对三个结果衡量指标的有效性结果：考试分数、学生满意度和完成作业的技术选择。学习风格评估在基线时完成。我们为三个不同的本科班级使用了三种截然不同的设计。每门课程包括一个使用 SOCR 资源的治疗组和一个使用经典教学技术的控制组。我们的发现包括每个类别的 SOCR 治疗的边际效应；然而，将所有课程和部分的结果汇总起来，SOCR 对治疗组的影响异常强大且显着。