Challenges and Successes of Emergency Online Teaching in Statistics Courses

Abstract

As the COVID-19 pandemic took hold in early months of 2020, education at all levels was pushed to emergency fully remote, online formats. This emergency shift affected all aspects of teaching and learning with very little notice and often with limited resources. Educators were required to convert entire courses online and shift to remote instructional approaches practically overnight. Students found themselves enrolled in online courses without choice and struggling to adjust to their new learning environments. This article highlights some of the challenges and successes of teaching emergency online undergraduate statistics courses. In particular, we discuss challenges and successes related to (1) technology, (2) classroom community and feedback, and (3) student-content engagement. We also reflect on the opportunity to continue to enhance and enrich the learning experiences of our students by utilizing some of the lessons learned from emergency online teaching as new permanent online statistics courses are developed and/or moved back into the classroom.

Ortaokul Matematik Öğretmenlerinin İstatistik Öğretimlerinin Değerlendirilmesi: İhtiyaç Analizi Çalışması

“…Within the scope of the needs analysis, it was seen that these key ideas, which are centered for statistics teaching, were not at the forefront and that instructional approaches limited to procedural understanding were dominant. As a matter of fact, in the literature, it is emphasized that statistics teaching should be focused an effort to help students develop conceptual understanding rather than a set of procedure and formulas (Ben-Zvi & Garfield, 2004;Flores et al, 2023;Henriques & Ponte, 2014;Özmen, 2015Özmen, , Uyanık, 2022, planning enriched teaching with recommendations for statistics teaching (Bargagliotti et al, 2020;Carver et al, 2016) and bringing the basic ideas to the forefront . In this context, it is seen that teachers' practices are not shaped in line with the recommendations proposed in GAISE reports and key ideas for statistics teaching.…”