Megan Mocko (University of Florida)
Abstract
Background. Active learning methods have been shown to increase content learning and bridge gaps for minoritized students. Thus, bringing active learning methods into online learning spaces is crucial. Collaborative Keys have been suggested as a possible method for incorporating active learning in online statistics courses. Statistical anxiety has shown mixed results in relation to performance. There are at least some studies that link statistical anxiety to low performance. Understanding how students navigate statistical anxiety online can help instructors prepare appropriate assignments. Boekart's Dual Processing Theory of Self-regulation suggests that students self-regulate their emotions while learning. The ability to work with others on the collaborative key might help students self-regulate their emotions and better cope with their statistical anxiety.
To examine these relationships, this study studies three cohorts of students during module 2 Fall 2023, module 1 Fall 2024 and module 2 Fall 2024 who completed a 7-week modular online asynchronous online graduate-level statistics course. The online graduate-level course covers the two-sample t-test, one and two-way Anova, simple and multiple linear regression, and logistic regression. The course is taught using the R programming language. Students completed five collaborative keys, using R, as a part of their coursework.
Methods. This study aims to determine how collaborative keys help students mitigate anxiety and avoidance and learn self-regulated learning in an online graduate statistics course at a business college at an R1 institution. The students completed a pre-and post-survey about statistical regulation (EMSR-Q) and statistical anxiety (SAS-R). At the beginning of the term, the LOCUS online assessment of conceptual understanding was also measured.
Findings. I will share the analysis of self-regulated learning and statistical anxiety constructs before and after the use of the collaborative keys controlling for statistical conceptual understanding at the start of the semester. This analysis will include graphical summaries and repeated measures analysis.
Implications For Teaching and For Research. This study will begin to show insight into the relationship between anxiety and self-regulation of emotion when collaborative keys are used. Understanding this can help instructors determine the best practices for collaborative Key implications with low and high-anxiety students.