A statistics course can be a very challenging subject to teach. To enhance learning, today"s modern course in statistics might incorporate many different aspects of technology. Due to advances in technology, teaching statistics online has also become a popular course option. Although researchers are studying how to deliver statistics courses in this new technological environment, there is still much to learn about how to effectively implement these online courses. The purpose of this paper is to report the results of an extensive review of the literature conducted across several disciplines from the last decade in an effort to summarize, identify, and understand overall trends and themes in online instruction. A summary of effective practices that might be useful to teachers teaching statistics online concludes this paper.

The purpose of this article is to present a theoretical framework of learning and to develop a pedagogical (TTRACE) model that might be useful to teachers teaching statistics online or at a distance. We describe our graduate-level hybrid statistics course and the technological tools we utilized to illustrate how our model and design features can be applied in a real teaching context. We share our teaching and learning experiences, discuss what others in the field have learned, and offer suggestions to assist others in designing and improving similar courses.

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Summary This article explores a theoretical framework to consider when teaching statistics. It is discussed and illustrated using one innovative approach to teaching using computer simulation methods. This framework can be considered across many different disciplines and age levels.

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