In this paper, we investigate the use of LAMS in two quite different classes in statistics, one at the first-year introductory level, the other at masters level, and show how it has contributed to the development of a learning community. We situate our investigation in a theoretical context to using such technologies in statistics pedagogy. We examine three specific learning activity sequences, examples from our two classes, and then look at students’ reactions to their use and to the overall e-learning context. Finally, we reflect on our experiences and give suggestions for improvement.
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