The impact of implementing emergency online learning due to COVID-19 on tertiary statistics teaching practices

Krause, Amanda, Miller, Daniel, and Maher, Kira (2022) The impact of implementing emergency online learning due to COVID-19 on tertiary statistics teaching practices. In: [Presented at the STP Annual Conference on Teaching]. From: ACT 2022: STP Annual Conference on Teaching, 20-22 October 20252, Pittsburgh, PA, USA/Online.

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Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. While a plethora of research has examined how the implementation of Emergency Online Learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. The present two phase, mixed-method, exploratory study was undertaken to consider how the implementation of EOL during COVID-19 impacted the teaching of statistics at tertiary institutions in Australia. A sample of 21 Australian tertiary educators (52% females, 48% males), aged 26-55 years old (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing attitudes towards and experiences with EOL of statistics. Of this cohort, three educators were also interviewed about their experience teaching statistics; changes in teaching conditions from 2019 to the present; challenges and advantages of EOL; and student satisfaction, engagement, and performance. Overall, it was found that previous experience with online learning was a better indicator of success in EOL than years of general teaching experience. Educators also felt largely over-worked and under-resourced from their institutions. While many general challenges of EOL were identified (e.g., student engagement concerns), access to statistical software and the inability to support students conducting analyses in real-time (as would usually be done in a computer laboratory) were unique challenges concerning teaching and learning statistics online. Overcoming technological inequity for teachers and students was recommended to improve (emergency) online learning outcomes in the future.

Item ID: 76628
Item Type: Conference Item (Poster)
Keywords: teaching and learning; statistics; research methods; T&L; learning and teaching; emergency online learning; EOL; COVID19; COVID-19; tertiary psychology education
Date Deposited: 08 Nov 2022 01:46
FoR Codes: 52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology @ 100%
SEO Codes: 28 EXPANDING KNOWLEDGE > 2801 Expanding knowledge > 280121 Expanding knowledge in psychology @ 100%
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