Frontiers in Education Technology Vol. 1, No. 1, 2018 www.scholink.org/ojs/index.php/fet ISSN 2576-1846 (Print) ISSN 2576-1854 (Online) 70 Original Paper Students’ Perceptions of Technology-Enhanced Pedagogy in Their Statistics Learning Guolin Lai 1* & Long Li 2 1 University of Louisiana at Lafayette, Lafayette, LA, USA 2 Louisiana State University at Alexandria, Alexandria, LA, USA * Guolin Lai, University of Louisiana at Lafayette, Lafayette, LA, USA Received: April 21, 2018 Accepted: May 11, 2018 Online Published: May 25, 2018 doi:10.22158/fet.v1n1p70 URL: http://dx.doi.org/10.22158/fet.v1n1p70 Abstract Statistical literacy, reasoning, and thinking are highly valued in various industries. However, many college students struggle in their required statistic course(s). The use of technology has the potential to bring about positive changes in content, pedagogy, and course format of statistics instruction. This study explores undergraduate business students’ perceptions of the instructor’s technology integration efforts in their statistics learning. The research results reveal that students mostly regarded their learning experience as positive, engaging, informative, and effective. They attributed their learning gain to the instructor’s innovative teaching style, the availability of various learning resources on Moodle, and how the resources were presented. Keywords statistics learning, technology integration, technology-enhanced pedagogy, resource-based learning, performance support 1. Introduction Statistical literacy, statistical reasoning, and statistical thinking are highly valued in various industries (Ben-Zvi & Garfield, 2004; Davenport & Harris, 2007; Franklin & Garfield, 2006; Lane, Mansour, & Harpell, 1993; Philip & Schultz, 1994). Statistics course is required by most college degree programs in the United States (Ramirez, Schau, & Emmioglu, 2012). However, many college students have not had a positive attitude or conducive learning experiences toward statistics, either due to their math-phobia and statistical anxiety, or due to their negative attitude towards statistics and pre-dispositions against statistics (Gal & Ginsburg, 1994; Garfield, 1995; Hogg, 1991; Rochelle & Dotterweich, 2007; Verhoeven, 2006). Surveys of graduating seniors at the first author’s business college reveal that students