Interactive applications can play an important role in distance education if used in an appropriate way and can significantly improve students’ ability to understand the concepts taught, especially when these are mathematical and statistical concepts. On the other hand, students aged 18–25 are digital natives and are motivated by the use of games and digital applications. This paper examines the extent to which the use of interactive applications can contribute to the distance teaching of statistical concepts. Distance learning statistics courses can use interactive applets that simulate statistical concepts and enable calculations and experiments with user-entered data. For this purpose, during the realization of an online introductory statistics course in two University departments of the School of Administrative, Economics and Social sciences, University of West Attica, Greece such applications were used. They were posted on the website of the course and were accessible by the students during the course as well as throughout the semester. The teacher provided instructions on how to use these applications and motivated the students to use them by giving real data. At the end of the semester, a questionnaire was given to a convenient sample of students which examined whether and to what extent these applications helped them understand the statistical concepts taught. After statistical processing, the results indicated that interactive applets if used appropriately can help in the online teaching of statistics. Also it was found that the physical isolation of students and the lack of natural interaction with the teacher and peers seem to be important factors that influence students’ attitudes toward online teaching of statistics. A properly planned online course that includes interactive applications as tools for learning and experimenting with real data could help students to motivate, learn and communicate with their peers.