Peer learning beyond the curriculum in university statistics courses
Tipo de documento
Autores
Lista de autores
Petocz, Peter, Best, Gail, Bilgin, Ayse y Reid, Anna
Resumen
Peer learning in statistics can occur in a variety of settings, including class collaborations and assessment in the form of group projects. Most reports indicate that it has positive effects on learning. However, peer learning can also be organised by students themselves outside course requirements, to similar positive effect. In this paper, we investigate this second form, sometimes referred to as ‘peer learning beyond the curriculum’. The parameters of the project were derived from a similar study in the discipline of music, conceived as an action research collaboration between students and academics. A series of focus group interviews was carried out with students in a range of university statistics classes, introductory and later-year, majoring in statistics or studying statistics as a component of another discipline. These were arranged and run by a group of statistics students participating as researchers and peer learners in a ‘vertical’ research team that also included more experienced academics from statistics and other disciplines. The team found that first-year students were well aware of the academic and social benefits of forming study groups to support each other’s statistics learning, and they gave clear advice to future students to do so. By contrast, peer learning in later-year classes played a more nuanced role that seemed to depend on the major discipline in which statistics was being studied – possibly due to the particular aspects of statistics that were in focus. Comparisons with peer learning in other disciplines shed more light on the various ways that peer learning in statistics can be utilised in different contexts, and suggest various implications for improving statistics pedagogy.
Fecha
2016
Tipo de fecha
Estado publicación
Términos clave
Desde disciplinas académicas | Estadística | Evaluación (currículo) | Otro (tipos estudio)
Enfoque
Idioma
Revisado por pares
Formato del archivo
Referencias
BOUD, D., COHEN, R., SAMPSON, J. Peer Learning in Higher Education: Learning from and with each other. London, UK: Kogan Page, 2001. BOYATZIS, R. Transforming Qualitative Information: Thematic analysis and code development. London, UK: Sage, 1998. DABBAGH, N. e KITSANTAS, A. Personal learning environments, social media, and self-regulated learning: a natural formula for connecting formal and informal learning. The Internet and Higher Education, v.15, n.1, p. 3–8, 2012. HAVNES, A. Peer-mediated learning beyond the curriculum. Studies in Higher Education, v.33, n. 2, p. 193–204, 2008. KRAUSE, K. Beyond classroom walls: students’ out-of-class peer experiences and implications for teaching and learning. Nagoya Journal of Higher Education, v.7, p. 301–319, 2007. MCNIFF, J.; WHITEHEAD, J. Action research: Principles and practice. London: Routledge, 2002. ORSMOND, P., MERRY, S.; CALLAGHAN, A. Communities of practice and ways to learning: charting the progress of biology undergraduates. Studies in Higher Education, v. 38, n. 6, p. 890–906, 2013. PETOCZ, P., NEWNHAM, A., TRUSSELL, E., WARWICK, K., JARRETT, A., REID, A. e BILGIN, A. Peer learning in statistics beyond the university curriculum. In K. Makar (ed.), Proceedings of ICOTS 9 (International Conference on Teaching Statistics), 2014. Disponível em: . PORCIÚNCULA, M.; SAMÁ, S. Teaching statistics through learning projects. Statistics Education Research Journal, v.13, n.2, 2014. Disponível em . REID, A.; DUKE, M. Student for student: peer learning in music higher education. International Journal of Music Education, v. 33, n. 2, p.222–232, 2015. REID, A., ABRANDT DAHLGREN, M., DAHLGREN, L.O. e PETOCZ, P. From Expert Student to Novice Professional. New York: Springer, 2011. ROSETH, C., GARFIELD, J.; BEN-ZVI, D. Collaboration in learning and teaching statistics. Journal of Statistics Education, v. 16, n. 1, 2008. Disponível em: . SISTO, M.; PETOCZ, P. Engaging students with statistics using collaborative, project-based approaches. In I. Solomonides, A. Reid e P. Petocz (Eds.), Engaging with Learning in Higher Education (pp. 297-317). Faringdon, UK: Libri Publishing, 2012. STENBERG, M.; CARLSON, E. Swedish student nurses’ perception of peer learning as an educational model during clinical practice in a hospital setting – an evaluative study. BMC Nursing, 14:48, 2015. TAYLOR, P., WILDING, D., MOCKRIDGE, A.; LAMBERT, C. Renventing engagement. In Solomonides, I.; Reid, A. e Petocz, P. (Eds.), Engaging with Learning in Higher Education (pp. 259–278). Faringdon, UK: Libri Publishing, 2012. VINES, A. Productive horizontal learning: a study of law students’ engagement in informal peer colloquia. International Journal for the Scholarship of Teaching and Learning, v. 4, n. 1, 2010. Disponível em: . WARLICK, D. Grow your personal learning network. Learning & Leading with Technology, v. 36, n. 6, p. 12-16, 2009. WENGER, E. Communities of Practice: Learning, meaning and identity. Cambridge, UK: Cambridge University Press, 1998.
