Abstract
Imagine, a keen university tutor, excited to help revamp the statistics tutorials for a first-year course into one focused on student-led learning… only to need to rapidly adjust to online teaching thanks to Covid-19. I have been involved in small-class tutorials for two first-year university courses (150 and 2000 students each), with a few modes of learning implemented – in-person, compulsory and non-compulsory tutorials, asynchronous peer discussion videos and tutor videos, as well as live online tutorials. Covid-19 highlighted difficulties implementing active learning in an online environment. With reduced attendance, blank screens, and silence in response to questions, motivating students to actively learn proved difficult. While the adoption of online teaching required rapid adjustments, we can now make improvements to help maintain quality teaching and social connection within our classes. It is important we spend time investigating how to better encourage active learning, with empirical evidence needed to guide future practices.
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