Challenges and Successes of Emergency Online Teaching in Statistics Courses

IF 1.5 Q2 EDUCATION, SCIENTIFIC DISCIPLINES Journal of Statistics and Data Science Education Pub Date : 2023-02-03 DOI:10.1080/26939169.2023.2231036

A. Flores, Lauren Cappiello, Isaac Quintanilla Salinas

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引用次数: 1

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.

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统计学课程应急在线教学的挑战与成功

随着新冠肺炎疫情在2020年初爆发，各级教育都被推到了紧急状态下的完全远程在线形式。这种紧急转变影响了教学的各个方面，很少引起注意，而且资源往往有限。教育工作者被要求将整个课程转换为在线课程，并几乎在一夜之间转向远程教学方法。学生们发现自己在没有选择的情况下参加了在线课程，并且很难适应新的学习环境。这篇文章强调了在本科统计学应急在线课程教学中的一些挑战和成功。特别是，我们讨论了与（1）技术、（2）课堂社区和反馈以及（3）学生内容参与相关的挑战和成功。随着新的永久在线统计课程的开发和/或搬回课堂，我们还反思有机会通过利用从紧急在线教学中吸取的一些教训，继续增强和丰富学生的学习体验。

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