Student Perceptions of Weekly Synchronous Team Quizzes in an Online Statistics Course
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| Title: | Student Perceptions of Weekly Synchronous Team Quizzes in an Online Statistics Course |
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| Language: | English |
| Authors: | Kathrine Johnson (ORCID |
| Source: | Australasian Journal of Educational Technology. 2024 40(3):1-18. |
| Availability: | Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: https://ajet.org.au/index.php/AJET |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Statistics Education, College Faculty, Online Courses, Electronic Learning, Synchronous Communication, Feedback (Response), Formative Evaluation, Student Attitudes, Cooperative Learning, Student Satisfaction, Learner Engagement, Sense of Community, Teacher Student Relationship, Group Testing |
| DOI: | 10.14742/ajet.8851 |
| ISSN: | 1449-3098 1449-5554 |
| Abstract: | In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1447340 |
| Database: | ERIC |
| Abstract: | In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course. |
|---|---|
| ISSN: | 1449-3098 1449-5554 |
| DOI: | 10.14742/ajet.8851 |
