Patterns of Interaction With Videos and Collaborative Assignments in an Asynchronous Online Statistics Course

This paper investigates a fully and asynchronous online introductory statistics course with a collaboration component (Collaborative Keys). We evaluate how students use collaborative assignments and videos, whether they are used as intended, and how they relate to student performance. The results suggest that the use of course resources is related to student achievement, with higher performing students focusing on video resources created by the instructor and showing more consistency in their use of resources throughout the term. Based on these findings, improvements were made to the collaborative assignments to provide better engagement and interactions between the students and to make students more accountable for watching the videos.