Jendoubi, Takoua;
Abourashchi, Niloufar;
(2022)
Fostering Collaborative Learning Through Postgraduate Group Projects in Statistics Education.
In: Peters, Susan, (ed.)
Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics.
International Association for Statistical Education (IASE): Rosario, Argentina.
Text
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Abstract
Master of Science (MSc) research projects are an important constituent of learning in the postgraduate journey for most curricula. This article reports on the implementation of MSc group work projects for the final postgraduate thesis. To evaluate and measure students' attitude towards this idea, a two-level approach was designed: first a focus group to gauge students’ attitudes and second, a detailed survey incorporating comments from the focus group. The survey addresses learning styles, attitudes, and issues of plagiarism and collusion. Results show that most students favour the group MSc project, whereas concerns have been raised about possible plagiarism/collusion issues and group arrangements. Results allowed us to develop detailed guidelines for MSc group projects that will be offered in the next academic year.
Type: | Proceedings paper |
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Title: | Fostering Collaborative Learning Through Postgraduate Group Projects in Statistics Education |
Event: | 11th International Conference on Teaching Statistics (ICOTS11) |
DOI: | 10.52041/iase.icots11.t8f1 |
Publisher version: | https://doi.org/10.52041/iase.icots11.t8f1 |
Language: | English |
Additional information: | This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
UCL classification: | UCL UCL > Provost and Vice Provost Offices > UCL BEAMS UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences UCL > Provost and Vice Provost Offices > UCL BEAMS > Faculty of Maths and Physical Sciences > Dept of Statistical Science |
URI: | https://discovery.ucl.ac.uk/id/eprint/10166131 |
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