An Investigation Into a Team-Based Online Statistics Class

Concurrent Session 2

Session Materials

Brief Abstract

By taking a modified team-based learning (TBL) approach to online statistics classes, two professors increased student engagement and satisfaction. A descriptive, phenomenological research study is currently looking into how and finding that synchronous, team-based quizzes conducted via Zoom are a large reason why.

Extended Abstract

In this session, participants will learn how two statistics professors used an adapted form of team-based learning in an online statistics class, and what a qualitative research study is revealing about the student experience in that class.

This session will benefit faculty, students, instructional designers, program planners, or anyone interested in how students responded to a team-based learning approach in a statistics class. Anyone interested in how more collaboration and student-to-student interaction could impact students into math or statistics classes is also encouraged to attend.

The main focus will be on the design and implementation of the team-based learning approach, and how students have responded to it. Student comments are taken from interviews conducted by educational researchers after the course was finished and grades released.

Particular emphasis will be on the collaboration and social interaction that developed between the students as a result of synchronous team-based quizzes conducted via Zoom, the benefits students reported getting from the collaboration and social interaction; and how and why the professors kept improving their design and moderation of these synchronous sessions.

The following challenges will be discussed: designing a team-based learning approach for an online environment; overcoming initial student reluctance to meet synchronously; scheduling a choice of synchronous sessions in an asynchronous course format; preventing, mitigating, and dealing with student conflict within teams; helping students understand that a teammate’s wrong answer would not affect their own score in the course; and more.

We will also examine the following how the course structure was introduced to the students, and some other findings the research study has uncovered.