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The teaching of statistics in higher education in the UK is still largelylecture-based. This is despite recommendations such as those given by theAmerican Statistical Association's GAISE report that more emphasis should beplaced on active learning strategies where students take more responsibilityfor their own learning. One possible model is that of collaborative learning,where students learn in groups through carefully crafted `problems', which haslong been suggested as a strategy for teaching statistics.  In this article, we review two specific approaches that fall under thecollaborative learning model: problem- and team-based learning. We consider theevidence for changing to this model of teaching in statistics, as well as givepractical suggestions on how this could be implemented in typical statisticsclasses in Higher Education.

A review of problem- and team-based methods for teaching statistics in Higher Education