Peer learning in statistics beyond the university curriculum

Peter Petocz, Aisha Newnham, Emily Trussell, Kirsten Warwick, Allysia Jarrett, Anna Reid, Ayse Bilgin

    Research output: Chapter in Book/Report/Conference proceedingConference proceeding contributionpeer-review


    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.
    Original languageEnglish
    Title of host publicationSustainability in statistics education. Proceedings of the Ninth International Conference on Teaching Statistics (ICOTS9, July, 2014)
    Place of PublicationVoorburg, The Netherlands
    PublisherInternational Statistical Institute
    Number of pages6
    Publication statusPublished - 2014
    EventInternational Conference on Teaching Statistics (9th : 2014) - Arizona, USA
    Duration: 13 Jul 201418 Jul 2014


    ConferenceInternational Conference on Teaching Statistics (9th : 2014)
    CityArizona, USA


    Dive into the research topics of 'Peer learning in statistics beyond the university curriculum'. Together they form a unique fingerprint.

    Cite this