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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
Language: English
Authors: Kathrine Johnson (ORCID 0000-0002-7083-2780), Eulho Jung (ORCID 0000-0001-7102-4243), Greg Snow (ORCID 0000-0002-5291-378X), Shannon Murray, Curtis Bonk (ORCID 0000-0002-6365-9502)
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
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  Data: Student Perceptions of Weekly Synchronous Team Quizzes in an Online Statistics Course
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  Data: <searchLink fieldCode="AR" term="%22Kathrine+Johnson%22">Kathrine Johnson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7083-2780">0000-0002-7083-2780</externalLink>)<br /><searchLink fieldCode="AR" term="%22Eulho+Jung%22">Eulho Jung</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7102-4243">0000-0001-7102-4243</externalLink>)<br /><searchLink fieldCode="AR" term="%22Greg+Snow%22">Greg Snow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5291-378X">0000-0002-5291-378X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Shannon+Murray%22">Shannon Murray</searchLink><br /><searchLink fieldCode="AR" term="%22Curtis+Bonk%22">Curtis Bonk</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6365-9502">0000-0002-6365-9502</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australasian+Journal+of+Educational+Technology%22"><i>Australasian Journal of Educational Technology</i></searchLink>. 2024 40(3):1-18.
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  Data: 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
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  Data: 10.14742/ajet.8851
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  Data: 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.
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        Value: 10.14742/ajet.8851
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        PageCount: 18
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    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Statistics Education
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      – SubjectFull: College Faculty
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      – SubjectFull: Online Courses
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      – SubjectFull: Formative Evaluation
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      – SubjectFull: Student Attitudes
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      – SubjectFull: Cooperative Learning
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      – SubjectFull: Student Satisfaction
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