Student perceptions of weekly synchronous team quizzes in an online statistics course

Abstract

In a fully online college introductory statistics class, we incorporated a flexible synchronous course component to provide instructor immediacy and support students who are lacking sufficient prior knowledge when a new topic is introduced. We describe a learning cycle with weekly team quizzes inspired by the readiness assurance process of team-based learning; we interviewed eight students for their perceptions of the course structure. Team quizzes are designed to provide regular formative assessment and feedback in real-time with the goal of improving student satisfaction and success in the course. Overall, students reported that the weekly synchronous sessions contributed to a strong sense of belonging to peers and the instructor, were helpful for their learning and helped them successfully complete the course. Implications for practice or policy: Instructors can use regular synchronous team quizzes in a fully online course to improve student engagement, connectedness, persistence and learning. Instructors can use team quizzes for regular formative assessment and feedback and to facilitate just-in-time intervention.