Spring webinar recap: Teaching statistics online during the pandemic
Author and educator Pastor Charles Swindoll once said, “Life is 10% of what happens to you and 90% of how you react to it.” 2020 happened to all of us, we reacted, and now it is time to share our experiences.
Dr. Subha Nair of HHMSPB NSS College for Women moderated a panel discussion with Dr. Satheesh Kumar of the University of Kerala, Dr. Asha Gopalakrishnan of the Cochin University of Science and Technology, Dr. Mousumi Banerjee of the University of Michigan, and Dr. Sahir Bhatnagar of McGill University, who shared their experiences teaching statistics online during the pandemic from around the world in this webinar.
Dr. Nair opened the discussion with an overview of teaching statistics in the BC “before corona” versus AC “after corona” eras, expressing that while the pandemic created a crisis to educational learning, it also gave rise to new opportunities. While new to many, online education has quickly become “the new norm.” As educators, we have students relying on us to deliver an effective educational experience regardless of the teaching environment. This is our opportunity to turn lemons into lemonade.
The following has been adapted from the webinar, highlighting key points made by the panelists.
Can you share your experience on what resources were needed to teach statistics virtually?
Dr. Banerjee: I used Zoom with PowerPoint slides. I introduced new technology from the school of public health computing services. This included a touch sensitive monitor with a stylus that allowed me to directly write on the screen, which enhanced the ability to give the feel of a whiteboard. It was hard to request students’ videos be turned on, so I would incorporate pop-up quizzes and blank slides to encourage students to turn on their videos and participate with face-to-face interaction. I would pause to check Zoom chat frequently, allowing interactions between students. I arranged one-on-one Zoom sessions as office hours. I enhanced learning with different layers of interactions, such as learning from learners’ point of view.
Dr. Kumar: I prepared videos and shared them with students to watch at their convenience. I used the Google Meet platform for interactive discussion sessions. I served as the mediator instructor, adding topic points. To make them more attentive, I used the names of students to call on them. I used online media including YouTube videos, to support students. I put students in groups using Whatsapp to share their thoughts on topics.
Dr. Gopalakrishnan: At the time of the lockdown, the theoretical parts of the survival analysis course had been taught, and we were already used to blended classes using Google Room, Google Meet. When exams had to be taken, it was time for adopt and adapt mode. You can never substitute the classroom. Because of the abrupt transition, we were not equipped to teach/learn from home. At first, I was using a whiteboard through a camera. Connections were weak. Eye contact was lost. Videos were not on because bandwidth was not affordable. I asked that students use photographs as their icon as a compromise. Students worked through textbook problems. I later used iScribe’s Mobile App. I went light on students and made the best of the situation. I have adapted but am not ready to adopt it.
What resources did students have for these classes?
Dr. Gopalakrishnan: Students were home without connectivity. Most students could not afford mobile or smartphones. Others were conducting R programming on their phones because there was no computer at home. I had compassion for students and went lighter on them. Some had to take exams at a friend’s home. We lost some students. The ambiance of the classroom was needed. There was an infrastructure problem. Some classes were offered through TV channels, but none of these were statistics classes. This situation was difficult for the students.
Dr. Bhatnagar: I taught Introduction to Biostatistics, which is a challenge in person and even more so remotely. The Teaching and Learning Services Department was available to faculty and students. I set up office hours prior to the start of the course to learn student needs, including time zone access to internet and computing resources. The university had a complete license to Zoom. We organized student meetings. We had access to the myCourse platform, which is an educational learning management system with social networking abilities. Student took quizzes online. I used a tablet to write notes and equations.
Dr. Kumar: Few students had laptops and smartphones, so faculty could sponsor students to provide them. Low connectivity was a big issue. I arranged separate sessions for students. Some would have to go to a friend’s house to get a connection.
What specific statistics areas were difficult to teach online?
Dr. Kumar: Theoretical concepts were difficult to teach online. Deriving large theorems was especially complicated. There are lots of equations. Abstract statistics is complicated to teach online. I took the time to interact with students. I created interactive videos to help students.
Dr. Banerjee: Mixed models is a hard course for learners in general. Students felt the urge to learn, but the barrier of math sophistication was a big issue. Case studies helped students relate to the concepts better. I engaged students through the chat. I made it interactive instead of a straight lecture. I recorded our live sessions so students could review afterwards. I used the Canvas system to post all course materials and send notifications regularly. I assigned group projects and take-home exercises. I facilitated open discussions and left time and room for students to collaborate with each other. I emphasized learning, not evaluation.
Dr. Bhatnagar: Not seeing facial expressions made it complicated. The tablet helped for writing equations, but not seeing reactions is a challenge.
Were students learning differently based on their discipline? Was there a difference in the way students reacted?
Dr. Banerjee: Colleagues claimed learning in general was hard regardless of the audience. It was a humbling experience to teach professionals knowing they are front-line workers treating COVID patients. Being made aware of personal situations stressed importance of understanding and being respectful of their contributions. You are keeping us safe, so let us do something for you. Class was a good diversion for some students. I took a compassionate approach. I made class less stressful, not more.
Dr. Bhatnagar: I taught students with a wide range of backgrounds. It is natural for different students to respond differently to statistics. It is not their favorite subject. This was magnified with online teaching. Not being able to interact with peers was hard for international students. Being in the same time zone was better than being isolated and not being able to talk with peers. I held office hours early in the morning to talk with students in other time zones. Background was not so much an issue. Access to internet with a stable connection was the issue. I recorded our synchronous sessions so students could watch afterwards.
How were exams and evaluation processes carried out?
Dr. Bhatnagar: It is important to balance dishonesty with compassion. I used Crowdmark (www.crowdmark.com), which is an online grading platform that is free for most universities. You can time assessments with a window to complete exams and upload solutions. Grading is anonymous. TAs are not given the names of students, and each TA can grade specific questions for all students for consistency across all questions.
Dr. Gopalakrishnan: 50% was continuous evaluation with a more flexible focus on learning. Continuous assessments were typically projects, assignments, discussions, and tutorials. The other 50% was an end of semester exam administered through the university. Exams were given online through Google Meet with timed questions. Cheating was not an issue. Offline end of semester exams were required, where students could come to the department to complete the exam in a secure place.
How can collaboration or linkage benefit teaching, including the sharing of statistical resources for teaching across universities?
Dr. Bhatnagar: Professors posting materials online for free is helpful. We benefit from free learning services that are available online (e.g., https://www.openintro.org/). Peer instruction in which students see the response at the level of their peers with a similar understanding is a powerful tool. Panel discussions such as this one are useful, too!
Dr. Kumar: We use lecture series to bring in professors from around the world. Materials are distributed among the students.
In closing, the panelists shared their lessons learned.
Dr. Banerjee: Less is more. I learned to focus on in-depth learning and give space for interaction and the exchange of ideas. Learning happens best when students are mentally comfortable with the instructor. Compassionate teaching is important. Educators should connect with, encourage, and inspire their students, giving them the motivation and confidence to succeed.
Dr. Gopalakrishnan: Flexibility. There is a delicate balance between emotional and psychological need versus educational need. When this is over, we need to keep blended teaching alive. The world is very small and reachable. Online courses can work and are more flexible for students. I do hope to regain a connection with students on campus.
Dr. Kumar: Face-to-face contact. As a teacher, the satisfaction of teaching in person is missing. I provided international conferences and workshops. I faced the situation in positivity.
What have been your experiences and lessons learned while teaching online during the pandemic? We welcome your thoughts in the comments below.
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