Peer learning in statistics beyond the university curriculum

Peer learning in statistics has been described in various contexts, including in-class collaborations and assessment that takes the form of group projects; most reports attest to its positive effects on the learning process. However, peer learning arranged by students themselves can also enhance students' learning. In this paper, we describe a research project investigating peer learning "beyond the curriculum" in university statistics classes. The parameters of the project were derived from a similar study in the discipline of music. The project was carried out as an action research collaboration between students in a first-year statistics class, university lecturers of statistics and a music academic. Students were 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 in the form of a short video clip that they constructed based on their research discussions.