Sequential vs. simultaneous: Approaches to learning programming and statistics

Young, Robert S., Colquhoun, Rebecca L., Marques, Tiago A., Blankinship, Brittany, Evkaya, Ozan and Kay, William P. 2026. Sequential vs. simultaneous: Approaches to learning programming and statistics. Blankinship, Brittany, Orzechowski, Pawel, Desvages, Charlotte, Banas, Kasia, Noè, Umberto, Oldnall, Chris, Sharifi Far, Serveh, Llewellyn-MacRae, Clare, Alex, Beatrice, Evkaya, Ozan and McManus, Franziska, eds. Teaching Programming Across Disciplines, Edinburgh: University of Edinburgh, pp. 110-114. (10.2218/ED.9781836450795.18)

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Abstract

Within many statistics modules, programming is presented as a tool which students need to learn quickly, engage with briefly, and then move on from. Yet, both statistics and programming come with a heavy cognitive load and are sources of angst, anxiety, and confusion for students. This chapter compares three approaches to teaching statistics and programming for students who need to know both. This chapter is for anyone designing (or re-designing) a course teaching both programming and statistics. With concrete examples from the author’s diverse experiences, this chapter presents a practical guide as well as an opportunity to learn from others who have been there before.

Item Type:	Book Section
Date Type:	Publication
Status:	Published
Schools:	Schools > Biosciences
Publisher:	University of Edinburgh
ISBN:	9781836451686
Date of First Compliant Deposit:	27 July 2026
Last Modified:	27 Jul 2026 15:22
URI:	https://orca.cardiff.ac.uk/id/eprint/187884

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