Abstract
OBJECTIVE: The unique circumstances of COVID-19 have raised questions of best practices for how to teach statistics virtually. The present study evaluated which characteristics of statistics learning activities in the virtual environment increase undergraduate psychology students' (a) engagement, (b) satisfaction, and (c) knowledge of statistics. METHOD: Semi-structured focus groups (N = 13 participants, aged 21-58, 64.3% female, 28.6% male, 7.1% gender fluid) were conducted. The focus group conversations were transcribed and analysed using reflexive thematic analysis. RESULTS: The findings indicate three main themes: catering to/supporting external students, why learning statistics online does not work, and how to make teaching and learning statistics online work. Social norms that prioritise time efficiency over engagement and interaction mean that the immediacy of learning and engaging with an instructor is often lost virtually. Suggestions for how to improve teaching and learning statistics online centred on readily accessible content, statistical software access, a teaching delivery that is methodical and flexible, immediacy of instructor response, and prioritising student-student and student-instructor connection. CONCLUSION: These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.