Numerous instructional strategies have been applied to minimize statistics anxiety. Instructors are likely to consider those strategies a burden and may hesitate to apply them in their courses if there is a lack of continuous support. Open educational resources (OERs) enabled by information and communication technology have the potential to resolve this concern owing to their cost-effectiveness and to the prolific collections available. OERs can be adopted through reuse, redistribution, revision, and remix. Although a few former studies proved that technology could effectively reduce statistics anxiety, fewer studies demonstrated the effective adoption of OERs through reuse, redistribution, revision, and remix when coping with statistics anxiety. The purpose of this study was threefold. First, from earlier studies, we identified instructional strategies used to reduce statistics anxiety. Second, according to those instructional strategies, we assisted instructors in selecting and customizing OERs through reuse, redistribution, revision, and remix and in applying them in introductory statistics/quantitative research methodology courses. Third, we investigated the students’ perceptions of the use of OERs to reduce statistics anxiety. The findings indicated that students had a positive reaction to the use of OERs to reduce statistics anxiety. Through this study, we can establish a rigorous approach to adopting and customizing OERs for various instructional needs in an interdisciplinary curriculum.

中文翻译：

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探索学生对使用开放式教育资源以减少统计焦虑的看法

已经应用了许多教学策略来最大程度地减少统计焦虑。如果缺乏持续的支持，教师可能会认为这些策略很重，可能会犹豫不决地将其应用到他们的课程中。信息和通信技术推动的开放式教育资源（OER）由于其成本效益和可用的资源丰富而具有解决这一问题的潜力。OER可以通过重用，重新分发，修订和重新混合来采用。尽管一些先前的研究证明了技术可以有效地减少统计焦虑，但很少有研究表明在应对统计焦虑时可以通过重用，重新分配，修订和重新混合来有效采用OER。这项研究的目的是三方面的。首先，根据较早的研究，我们确定了用于减少统计焦虑的教学策略。其次，根据这些教学策略，我们帮助教师通过重用，重新分配，修订和重新混合来选择和定制OER，并将其应用到入门统计/定量研究方法论课程中。第三，我们调查了学生对使用OER减少统计焦虑的看法。调查结果表明，学生对使用OER减少统计焦虑有积极的反应。通过这项研究，我们可以建立一套严格的方法，以跨学科课程采用和定制OER以满足各种教学需求。重新分配，修订和重新混合，并在介绍性统计/定量研究方法论课程中应用它们。第三，我们调查了学生对使用OER减少统计焦虑的看法。调查结果表明，学生对使用OER减少统计焦虑有积极的反应。通过这项研究，我们可以建立一种严格的方法，以跨学科课程采用和定制OER以满足各种教学需求。重新分配，修订和重新混合，并在介绍性统计/定量研究方法论课程中应用它们。第三，我们调查了学生对使用OER减少统计焦虑的看法。调查结果表明，学生对使用OER减少统计焦虑有积极的反应。通过这项研究，我们可以建立一套严格的方法，以跨学科课程采用和定制OER以满足各种教学需求。