ArticleAustralian journal of psychology2024
Asking students how to best teach statistics virtually: results of focus group discussions.
Article in Australian journal of psychology, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- A Machine Learning Approach for Predicting Synergism of Mixtures of Compounds in Treating Cancers.International journal of molecular sciences · 2026Article
- Nomogram for postoperative pathological stratification of ≥0.2 cm clinically significant lymph node metastasis burden in pN1 papillary thyroid carcinoma: development and validation using L2 ridge penalized logistic regression.Frontiers in endocrinology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
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Abstract
Objective: The unique circumstances of COVID-19 have raised questions of best practices for how to teach statistics virtually. The present study evaluated which characteristics of statistics learning activities in the virtual environment increase undergraduate psychology students' (a) engagement, (b) satisfaction, and (c) knowledge of statistics. Method: Semi-structured focus groups ( Results: The findings indicate three main themes: catering to/supporting external students, why learning statistics online does not work, and how to make teaching and learning statistics online work. Social norms that prioritise time efficiency over engagement and interaction mean that the immediacy of learning and engaging with an instructor is often lost virtually. Suggestions for how to improve teaching and learning statistics online centred on readily accessible content, statistical software access, a teaching delivery that is methodical and flexible, immediacy of instructor response, and prioritising student-student and student-instructor connection. Conclusion: These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.
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