Collaboration in Learning and Teaching Statistics

Roseth, Cary J.; Garfield, Joan; Ben‐Zvi, Dani

doi:10.1080/10691898.2008.11889557

Cited by 78 publications

(69 citation statements)

References 28 publications

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“…Each cluster of tables sat approximately six students, though students usually worked in smaller groups, coming together to the full table to ask questions and check answers with each other. Thus, Roseth et al (2008)'s suggestion of 2-5 students per group tended to follow naturally.…”

Section: Flipped Course Sectionsmentioning

confidence: 99%

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

Loux¹,

Varner²,

VanNatta³

2016

Journal of Statistics Education

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Flipped classrooms have become an interesting alternative to traditional lecture-based courses throughout the undergraduate curriculum. In this article, we compare a flipped classroom approach to the traditional lecture-based approach to teaching introductory biostatistics to first-year graduate students in public health. The traditional course was redesigned to include video lectures and online quizzes which the students were expected to complete before coming to class, followed by a short in-class lecture and time working on applied statistics problems in class. We compared the opinions of the biostatistics field and confidence applying biostatistics methods of 46 students who took the flipped course to 52 students who took the traditional, lectured-based course offering. We found similar end-of-semester opinions and levels of confidence between students in the flipped classes and those in the traditional, lecture-focused classes, though students in the flipped course reported very high satisfaction with the model.

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Section: Flipped Course Sectionsmentioning

confidence: 99%

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

Loux¹,

Varner²,

VanNatta³

2016

Journal of Statistics Education

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“…Formal peer-to-peer interaction plays a small role in the earlier statistics units, most often in the form of group assignments set for assessment by a lecturer or group discussion in a tutorial mediated by a tutor. The statistics education literature has examples to show that such activities are a common component of statistics courses generally (for example, Roseth, Garfield and Ben-Zvi, 2008). The aim of this project, however, was to explore how students learn statistics with and from each other in informal learning situations of their own devising.…”

Section: The Projects: Music and Statisticsmentioning

confidence: 99%

Exploring Peer Learning: Student to Student, Lecturer to Lecturer

Petocz¹,

Duke²,

Bilgin³

et al. 2012

ASS

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This article explores how lecturers in statistics have adopted a model for a student peer learning project initially established in a music school. The exploration shows how disciplinary differences generate different peer learning approaches between students and how a team of lecturers has adapted a project from one discipline and institution to another. In essence, it explores the nature of peer learning from the perspective of student peers, including the extra insight that is available from the view of lecturer peers. The model is important as it focuses on peer learning that resides in informal spaces rather than within a formalised curriculum.Keywords: peer learning, peer mentoring, organisational learning Peer Learning beyond the CurriculumInteracting with others -peer learning -has always been an important dimension for any learner and supports the learning opportunities provided in formal arenas such as lectures, tutorials, rehearsals and laboratory classes. Often, peer learning is associated with a variety of out-of-class activities such as group projects and assignments. Peer learning is most often studied within the curriculum, organised by lecturers and mediated by tutors (Boud et al., 2001). However, important aspects of peer learning occur outside the formal curriculum, and this has not been much investigated, particularly in the two disciplines considered here, music education and statistics education. As educators we don't really know much about what happens in peer-mediated learning beyond the curriculum (Havnes, 2008) in tertiary courses in statistics or music.Yet with a greater focus on e-learning and electronic communication, such aspects of peer learning become more important. Students are less and less likely to attend classes in person and benefit from the lecturer's live approach and the actual class interactions. Rather, they obtain learning materials electronically, experience the classes via recordings, and build their educational experiences in the virtual world. In such a context, peer interactions beyond the formal curriculum, maybe with students in other classes (or even other disciplines), and organised by the participants themselves, become an essential component of successful learning. For tertiary educators, insight into the intention and practices of such peer interactions -even if they are outside the formal curriculum -contributes to the development of a more effective curriculum.As lecturers, we know that such peer learning and sharing occur amongst our students, but we know little about what actually takes place. In situations where we set up and encourage peer learning programs, such as the PAL program in accounting investigated in Dobbie and Joyce (2009), we are able to obtain some knowledge about how the peer learning occurs by discussion with participants. We also have our own experiences of peer learning and sharing as we learn from each other as academics and collaborate on grant getting and article writing. The authors of this article, for instance, have sh...

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“…Although assigning students to work in groups has been shown to be beneficial, the extent to which it is beneficial has been shown to depend upon the nature of the group dynamic (Garfield 1995(Garfield , 2013Roseth, Garfield, and Ben-Zvi 2008). To increase the likelihood of creating a positive group dynamic so that the members of each group work cooperatively to complete the task, students had the opportunity to select the students with whom they would like to work or, if no selection was made, to inform the instructor confidentially if they would prefer not to work with a particular student or students in the class.…”

Section: Rules Of the Road: Collaborative Group Learning And Gradingmentioning

confidence: 99%

What's Brewing? A Statistics Education Discovery Project

Sole

Weinberg

2017

Journal of Statistics Education

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We believe that students learn best, are actively engaged, and are genuinely interested when working on real-world problems. This can be done by giving students the opportunity to work collaboratively on projects that investigate authentic, familiar problems. This article shares one such project that was used in an introductory statistics course. We describe the steps taken to investigate why customers are charged more for iced coffee than hot coffee, which included collecting data and using descriptive and inferential statistical analysis. Interspersed throughout the article, we describe strategies that can help teachers implement the project and scaffold material to assist students who may have gaps in their mathematical background and offer suggestions if using the lesson with students who are mathematically stronger. Students were highly motivated and enthusiastic to work on a problem with a rich, readily understood context. This article provides teachers with an alternative way to assess student learning, and gives students the opportunity to work the way statisticians work.

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Collaboration in Learning and Teaching Statistics

Cited by 78 publications

References 28 publications

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

Exploring Peer Learning: Student to Student, Lecturer to Lecturer

What's Brewing? A Statistics Education Discovery Project

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