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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