The teaching form uses cooperative learning where most of the teaching will be in the form of lessons with cooperative learning in small groups. This means that you work together in groups of three or four students with a tutor. The groups all sit in a class room and are tutored by a teacher who talks with one group at a time. The work consists of studies of the literature and work with examples and exercises. Each lesson is dedicated to a certain section of the literature.
For each lesson there is a lesson sheet with instructions regarding what should be done during the lesson. This consists of both solving exercises and discussing concepts, explanations, and examples from the literature. By this way of working and discussing together in the group the learning is done in an efficient way. A very good way of learning new things is to try and explain your thoughts to someone else. Basic statistical concepts, interpretation of data and correct conclusions from a statistical analysis are fields that are well suited to being practised in discussions. The teacher will always be present in the class room, circulating among the groups, discussing, and answering questions. The teacher will not, however, hold traditional reviews.
Since the teacher is not giving reviews of the theory you have to prepare for the lessons by reading the material in advance. On the lesson sheet for the previous lesson there will be reading instructions for the next lesson. In order for the group work to be efficient it is necessary for all group members to be prepared.
Attendance is not compulsory but a high attendance is necessary for the method to work satisfactory. The benefit of cooperative learning is diminished if not all group members are attending the whole time. A member of the group will have difficulties contributing to the discussion if he/she has not prepared him/herself in the same way as the others. It is, of course, not good if one of the group members is lagging behind. Because of this the method requires that all group members are prepared. Presence and a common tempo also contribute to a greater possibility for everyone to pass the exam and gives a larger benefit of the lessons. Hopefully the pressure will be perceived as positive.
The total work time (120 hours for a 4.5 ECTS credit course) can be divided into three parts: scheduled time, home work during the course, and studying for the exam. The home work (92 hours) is thus expected to exceed the scheduled time (28 hours) by far, and the teachers will assume this in the planning of the course. It is important to distribute the home work on both preparation and post-processing. The post-processing involves further work with the text and solving the recommended exercises and is expected to take up the majority of the time. The preparation involves reading ahead on the next section and following the instructions on the lesson sheet. Devote time for the preparation even if the post-processing is not altogether finished!