CONTEXT I am an Associate Professor of Psychology in a large academic university in Chile. I teach statistics to undergraduate psychology students. There are 3 sections of the class and each section has 50 students enrolled per semester. The students enrolling in the class are in their second year of study and the class is 70% female. At his point, there are no online only sections.

PROCEDURE At this point I'm just using some of the labs to supplement my lecturing. I do lecture 3 hours a week and the students also meet with the TA's weekly to discuss questions and to run some computer excersises. Grading includes a combination of in-class quizzes and take-home labs.

PEDAGOGICAL APPROACH At this point I am just starting to complement my class lecturing with the online material. So at this point there is not much I can share with students about the online experience. My usual class includes lecturing of the main topics, followed by students practicing with TA's. Part of my lectures are loaded to the course web page for the students to review. I usually move back and forth between presenting the definitions of the new concepts and exemplifying. I find this strategy more effective with students. My plan is to use StatTutor labs as a complement to the class. Since I'm only using the labs as a complement, students usually get additional assignments to complete on their own.

LEARNING I believe the learning process includes combinations of incorporating small blocks or pieces of information to your current background, and integration of those pieces into more general schemes. So, I think it is necessary to provide students with the opportunities to learn the small blocks they need to incorporate and at the same time provide the experiences necessary to integrate all those pieces. Now, motivation is a central part of this process, so a way of motivating students should be a central part of the activities, particularly at the begining. I think the process for a successful student would start with a lecture that would serve as an introduction to the material, where the motivational component to go further would have to be emphasized. Then, the student would read a more detailed presentation of what was presented in the lecture. Then, the student would go to the online material to practice. At that point, the student would have new questions that he/she might look up in the appropriate textbook and/or bring to class.

Motivation My main motivation to use StatTutor is to complement my class lecturing and to help students to have a direct practical experience. In my experience, students have a hard time getting motivated by statistics, and I hope that having these online exercises would help motivate them. At the same time the practical experience would help consolidate their understanding of the main concepts covered in class.