Sheet 1 (Raw-Data): The raw data of the study is provided, presenting the tagging results for the used measures described in the paper. For each subject, it includes multiple columns: A. a sequential student ID B an ID that defines a random group label and the notation C. the used notation: user Story or use Cases D. the case they were assigned to: IFA, Sim, or Hos E. the subject's exam grade (total points out of 100). Empty cells mean that the subject did not take the first exam F. a categorical representation of the grade L/M/H, where H is greater or equal to 80, M is between 65 included and 80 excluded, L otherwise G. the total number of classes in the student's conceptual model H. the total number of relationships in the student's conceptual model I. the total number of classes in the expert's conceptual model J. the total number of relationships in the expert's conceptual model K-O. the total number of encountered situations of alignment, wrong representation, system-oriented, omitted, missing (see tagging scheme below) P. the researchers' judgement on how well the derivation process explanation was explained by the student: well explained (a systematic mapping that can be easily reproduced), partially explained (vague indication of the mapping ), or not present.

Tagging scheme:
Aligned (AL) - A concept is represented as a class in both models, either

with the same name or using synonyms or clearly linkable names; Wrongly represented (WR) - A class in the domain expert model is incorrectly represented in the student model, either (i) via an attribute, method, or relationship rather than class, or (ii) using a generic term (e.g., user'' instead ofurban planner''); System-oriented (SO) - A class in CM-Stud that denotes a technical implementation aspect, e.g., access control. Classes that represent legacy system or the system under design (portal, simulator) are legitimate; Omitted (OM) - A class in CM-Expert that does not appear in any way in CM-Stud; Missing (MI) - A class in CM-Stud that does not appear in any way in CM-Expert.

All the calculations and information provided in the following sheets

originate from that raw data.

Sheet 2 (Descriptive-Stats): Shows a summary of statistics from the data collection,

including the number of subjects per case, per notation, per process derivation rigor category, and per exam grade category.

Sheet 3 (Size-Ratio):

The number of classes within the student model divided by the number of classes within the expert model is calculated (describing the size ratio). We provide box plots to allow a visual comparison of the shape of the distribution, its central value, and its variability for each group (by case, notation, process, and exam grade) . The primary focus in this study is on the number of classes. However, we also provided the size ratio for the number of relationships between student and expert model.

Sheet 4 (Overall):

Provides an overview of all subjects regarding the encountered situations, completeness, and correctness, respectively. Correctness is defined as the ratio of classes in a student model that is fully aligned with the classes in the corresponding expert model. It is calculated by dividing the number of aligned concepts (AL) by the sum of the number of aligned concepts (AL), omitted concepts (OM), system-oriented concepts (SO), and wrong representations (WR). Completeness on the other hand, is defined as the ratio of classes in a student model that are correctly or incorrectly represented over the number of classes in the expert model. Completeness is calculated by dividing the sum of aligned concepts (AL) and wrong representations (WR) by the sum of the number of aligned concepts (AL), wrong representations (WR) and omitted concepts (OM). The overview is complemented with general diverging stacked bar charts that illustrate correctness and completeness.

For sheet 4 as well as for the following four sheets, diverging stacked bar

charts are provided to visualize the effect of each of the independent and mediated variables. The charts are based on the relative numbers of encountered situations for each student. In addition, a "Buffer" is calculated witch solely serves the purpose of constructing the diverging stacked bar charts in Excel. Finally, at the bottom of each sheet, the significance (T-test) and effect size (Hedges' g) for both completeness and correctness are provided. Hedges' g was calculated with an online tool: https://www.psychometrica.de/effect_size.html. The independent and moderating variables can be found as follows:

Sheet 5 (By-Notation):

Model correctness and model completeness is compared by notation - UC, US.

Sheet 6 (By-Case):

Model correctness and model completeness is compared by case - SIM, HOS, IFA.

Sheet 7 (By-Process):

Model correctness and model completeness is compared by how well the derivation process is explained - well explained, partially explained, not present.

Sheet 8 (By-Grade):

Model correctness and model completeness is compared by the exam grades, converted to categorical values High, Low , and Medium.

The aim of this survey was to collect feedback about existing training programmes in statistical analysis for postgraduate researchers at the University of Edinburgh, as well as respondents' preferred methods for training, and their requirements for new courses. The survey was circulated via e-mail to research staff and postgraduate researchers across three colleges of the University of Edinburgh: the College of Arts, Humanities and Social Sciences; the College of Science and Engineering; and the College of Medicine and Veterinary Medicine. The survey was conducted on-line using the Bristol Online Survey tool, March through July 2017. 90 responses were received. The Scoping Statistical Analysis Support project, funded by Information Services Innovation Fund, aims to increase visibility and raise the profile of the Research Data Service by: understanding how statistical analysis support is conducted across University of Edinburgh Schools; scoping existing support mechanisms and models for students, researchers and teachers; identifying services and support that would satisfy existing or future demand.

Building strong quantitative skills prepares undergraduate biology students for successful careers in science and medicine. While math and statistics anxiety can negatively impact student learning within biology classrooms, instructors may reduce this anxiety by steadily building student competency in quantitative reasoning through instructional scaffolding, application-based approaches, and simple computer program interfaces. However, few statistical programs exist that meet all needs of an inclusive, inquiry-based laboratory course. These needs include an open-source program, a simple interface, little required background knowledge in statistics for student users, and customizability to minimize cognitive load, align with course learning outcomes, and create desirable difficulty. To address these needs, we used the Shiny package in R to develop a custom statistical analysis application. Our “BioStats” app provides students with scaffolded learning experiences in applied statistics that promotes student agency and is customizable by the instructor. It introduces students to the strengths of the R interface, while eliminating the need for complex coding in the R programming language. It also prioritizes practical implementation of statistical analyses over learning statistical theory. To our knowledge, this is the first statistics teaching tool where students are presented basic statistics initially, more complex analyses as they advance, and includes an option to learn R statistical coding. The BioStats app interface yields a simplified introduction to applied statistics that is adaptable to many biology laboratory courses.

Primary Image: Singing Junco. A sketch of a junco singing on a pine tree branch, created by the lead author of this paper.

A little paragraph from one real dataset, with a few little changes to protect students' private information. Permissions are given.

Goals

You are going to help teachers with only the data: 1. Prediction: To tell what makes a brilliant student who can apply for a graduate school, whether abroad or not. 2. Application: To help those who fails to apply for a graduate school with advice in job searching.

Tips

1. Educational data may have subtle structures, hierarchies and heterogeneity are probably involved. Simple regressions can hardly make any difference. Also, you should keep an eye on the collinearity in some indicators collected by teachers who have already forgot statistics.
2. Not all students are free to choose to apply for a graduate school, but some were born with privileges.
3. Some of the students are trying (or planning to try) to apply for a graduate school for years, you should be responsible to give advice accurately under their circumstances

About the Data

Some of the original structure are deleted or censored. For those are left: Basic data like: - ID - class: categorical, initially students were divided into 2 classes, yet teachers suspect that of different classes students may performance significant differently. - gender - race: categorical and censored - GPA: real numbers, float

Some teachers assume that scores of math curriculums can represent one's likelihood perfectly: - Algebra: real numbers, Advanced Algebra - ......

Some assume that background of students can affect their choices and likelihood significantly, which are all censored as: - from1: students' home locations - from2: a probably bad indicator for preference on mathematics - from 3: how did students apply for this university (undergraduate) - from4: a probably bad indicator for family background. 0 with more wealth, 4 with more poverty

The final indicator y: - 0, one fails to apply for the graduate school, who may apply again or search jobs in the future - 1, success, inland - 2, success, abroad

Snapshot img

Online Data Science Training Programs Market Size 2025-2029

The online data science training programs market size is forecast to increase by USD 8.67 billion, at a CAGR of 35.8% between 2024 and 2029.

The market is experiencing significant growth due to the increasing demand for data science professionals in various industries. The job market offers lucrative opportunities for individuals with data science skills, making online training programs an attractive option for those seeking to upskill or reskill. Another key driver in the market is the adoption of microlearning and gamification techniques in data science training. These approaches make learning more engaging and accessible, allowing individuals to acquire new skills at their own pace. Furthermore, the availability of open-source learning materials has democratized access to data science education, enabling a larger pool of learners to enter the field. However, the market also faces challenges, including the need for continuous updates to keep up with the rapidly evolving data science landscape and the lack of standardization in online training programs, which can make it difficult for employers to assess the quality of graduates. Companies seeking to capitalize on market opportunities should focus on offering up-to-date, high-quality training programs that incorporate microlearning and gamification techniques, while also addressing the challenges of continuous updates and standardization. By doing so, they can differentiate themselves in a competitive market and meet the evolving needs of learners and employers alike.

What will be the Size of the Online Data Science Training Programs Market during the forecast period?

Request Free SampleThe online data science training market continues to evolve, driven by the increasing demand for data-driven insights and innovations across various sectors. Data science applications, from computer vision and deep learning to natural language processing and predictive analytics, are revolutionizing industries and transforming business operations. Industry case studies showcase the impact of data science in action, with big data and machine learning driving advancements in healthcare, finance, and retail. Virtual labs enable learners to gain hands-on experience, while data scientist salaries remain competitive and attractive. Cloud computing and data science platforms facilitate interactive learning and collaborative research, fostering a vibrant data science community. Data privacy and security concerns are addressed through advanced data governance and ethical frameworks. Data science libraries, such as TensorFlow and Scikit-Learn, streamline the development process, while data storytelling tools help communicate complex insights effectively. Data mining and predictive analytics enable organizations to uncover hidden trends and patterns, driving innovation and growth. The future of data science is bright, with ongoing research and development in areas like data ethics, data governance, and artificial intelligence. Data science conferences and education programs provide opportunities for professionals to expand their knowledge and expertise, ensuring they remain at the forefront of this dynamic field.

How is this Online Data Science Training Programs Industry segmented?

The online data science training programs industry research report provides comprehensive data (region-wise segment analysis), with forecasts and estimates in 'USD million' for the period 2025-2029, as well as historical data from 2019-2023 for the following segments. TypeProfessional degree coursesCertification coursesApplicationStudentsWorking professionalsLanguageR programmingPythonBig MLSASOthersMethodLive streamingRecordedProgram TypeBootcampsCertificatesDegree ProgramsGeographyNorth AmericaUSMexicoEuropeFranceGermanyItalyUKMiddle East and AfricaUAEAPACAustraliaChinaIndiaJapanSouth KoreaSouth AmericaBrazilRest of World (ROW)

By Type Insights

The professional degree courses segment is estimated to witness significant growth during the forecast period.The market encompasses various segments catering to diverse learning needs. The professional degree course segment holds a significant position, offering comprehensive and in-depth training in data science. This segment's curriculum covers essential aspects such as statistical analysis, machine learning, data visualization, and data engineering. Delivered by industry professionals and academic experts, these courses ensure a high-quality education experience. Interactive learning environments, including live lectures, webinars, and group discussions, foster a collaborative and engaging experience. Data science applications, including deep learning, computer vision, and natural language processing, are integral to the market's growth. Data analysis, a crucial application, is gaining traction due to the increasing demand for data-driven decisio

Descriptive and statistical analysis of the mental health measures regarding the course levels students are currently enrolled in (n = 2,437).

The uploaded files serve as a concise but meaningful training data set in the Galaxy training network (https://galaxyproject.github.io/training-material/).

HEK and E.coli cell pellets were lysed with 5 % SDS, 50 mM triethylammonium bicarbonate (TEAB), pH 7.55. The obtained protein extracts were reduced by adding f.c. 5 mM TCEP and alkylated by the addition of f.c. 10 mM iodacetamide. Protein digestion and purification was performed on S-Trap columns. To ensure protein binding to the S-Trap columns, samples were acidified to a final concentration of 1.2 % phosphoric acid (~ pH 2). Six times the sample volume S-Trap buffer (90% aqueous methanol containing a final concentration of 100 mM TEAB, pH 7.1) was added to the samples which were then loaded on the columns and washed with S-Trap buffer. Protein digestion was performed with trypsin and LysC for one hour at 47 °C. Peptides were eluted in three steps with (1) 50 mM TEAB, (2) 0.2 % aqueous formic acid and (3) 50 % acetonitrile containing 0.2 % formic acid. Eluted peptides of HEK and E.coli were mixed in two different ratios and four replicates of each Spike/in ratio were measured and analysed using OpenSwathWorkflow in Galaxy. Results were exported using PyProphet and can be used for the statistical analysis and detection of the two different Spike-in Ratios. The Spike-in ratios were the following:

Sample HEK E.coli
Spike_in_1 2.5 0.15 Spike_in_2 2.5 0.80

Besides the two PyProphet export files, we uploaded a sample annotation file as well as a comparison matrix file. Additionally, we uploaded the Galaxy MSstats training result files: MSstats_ComparisonResult_export_tabular and MSstats_ComparisonResult_msstats_input.

It is a widely accepted fact that evolving software systems change and grow. However, it is less well-understood how change is distributed over time, specifically in object oriented software systems. The patterns and techniques used to measure growth permit developers to identify specific releases where significant change took place as well as to inform them of the longer term trend in the distribution profile. This knowledge assists developers in recording systemic and substantial changes to a release, as well as to provide useful information as input into a potential release retrospective. However, these analysis methods can only be applied after a mature release of the code has been developed. But in order to manage the evolution of complex software systems effectively, it is important to identify change-prone classes as early as possible. Specifically, developers need to know where they can expect change, the likelihood of a change, and the magnitude of these modifications in order to take proactive steps and mitigate any potential risks arising from these changes. Previous research into change-prone classes has identified some common aspects, with different studies suggesting that complex and large classes tend to undergo more changes and classes that changed recently are likely to undergo modifications in the near future. Though the guidance provided is helpful, developers need more specific guidance in order for it to be applicable in practice. Furthermore, the information needs to be available at a level that can help in developing tools that highlight and monitor evolution prone parts of a system as well as support effort estimation activities. The specific research questions that we address in this chapter are: (1) What is the likelihood that a class will change from a given version to the next? (a) Does this probability change over time? (b) Is this likelihood project specific, or general? (2) How is modification frequency distributed for classes that change? (3) What is the distribution of the magnitude of change? Are most modifications minor adjustments, or substantive modifications? (4) Does structural complexity make a class susceptible to change? (5) Does popularity make a class more change-prone? We make recommendations that can help developers to proactively monitor and manage change. These are derived from a statistical analysis of change in approximately 55000 unique classes across all projects under investigation. The analysis methods that we applied took into consideration the highly skewed nature of the metric data distributions. The raw metric data (4 .txt files and 4 .log files in a .zip file measuring ~2MB in total) is provided as a comma separated values (CSV) file, and the first line of the CSV file contains the header. A detailed output of the statistical analysis undertaken is provided as log files generated directly from Stata (statistical analysis software).

The open science movement produces vast quantities of openly published data connected to journal articles, creating an enormous resource for educators to engage students in current topics and analyses. However, educators face challenges using these materials to meet course objectives. I present a case study using open science (published articles and their corresponding datasets) and open educational practices in a capstone course. While engaging in current topics of conservation, students trace connections in the research process, learn statistical analyses, and recreate analyses using the programming language R. I assessed the presence of best practices in open articles and datasets, examined student selection in the open grading policy, surveyed students on their perceived learning gains, and conducted a thematic analysis on student reflections. First, articles and datasets met just over half of the assessed fairness practices, but this increased with the publication date. There was a..., Article and dataset fairness To assess the utility of open articles and their datasets as an educational tool in an undergraduate academic setting, I measured the congruence of each pair to a set of best practices and guiding principles. I assessed ten guiding principles and best practices (Table 1), where each category was scored ‘1’ or ‘0’ based on whether it met that criteria, with a total possible score of ten. Open grading policies Students were allowed to specify the percentage weight for each assessment category in the course, including 1) six coding exercises (Exercises), 2) one lead exercise (Lead Exercise), 3) fourteen annotation assignments of readings (Annotations), 4) one final project (Final Project), 5) five discussion board posts and a statement of learning reflection (Discussion), and 6) attendance and participation (Participation). I examined if assessment categories (independent variable) were weighted (dependent variable) differently by students using an analysis of ..., , # Data for: Integrating open education practices with data analysis of open science in an undergraduate course

Author: Marja H Bakermans Affiliation: Worcester Polytechnic Institute, 100 Institute Rd, Worcester, MA 01609 USA ORCID: https://orcid.org/0000-0002-4879-7771 Institutional IRB approval: IRB-24–0314

Data and file overview

The full dataset file called OEPandOSdata (.xlsx extension) contains 8 files. Below are descriptions of the name and contents of each file. NA = not applicable or no data available

1. BestPracticesData.csv
   • Description: Data to assess the adherence of articles and datasets to open science best practices.
   • Column headers and descriptions:
     • Article: articles used in the study, numbered randomly
     • F1: Findable, Data are assigned a unique and persistent doi
     • F2: Findable, Metadata includes an identifier of data
     • F3: Findable, Data are registered in a searchable database
     • A1: ...

📊 Dataset Title: Daily Active Users Dataset

📝 Description

This dataset provides detailed insights into daily active users (DAU) of a platform or service, captured over a defined period of time. The dataset includes information such as the number of active users per day, allowing data analysts and business intelligence teams to track usage trends, monitor platform engagement, and identify patterns in user activity over time.

The data is ideal for performing time series analysis, statistical analysis, and trend forecasting. You can utilize this dataset to measure the success of platform initiatives, evaluate user behavior, or predict future trends in engagement. It is also suitable for training machine learning models that focus on user activity prediction or anomaly detection.

📂 Dataset Structure

The dataset is structured in a simple and easy-to-use format, containing the following columns:

• Date: The date on which the data was recorded, formatted as YYYYMMDD.
• Number of Active Users: The number of users who were active on the platform on the corresponding date.

Each row in the dataset represents a unique date and its corresponding number of active users. This allows for time-based analysis, such as calculating the moving average of active users, detecting seasonality, or spotting sudden spikes or drops in engagement.

🧐 Key Use Cases

This dataset can be used for a wide range of purposes, including:

1. Time Series Analysis: Analyze trends and seasonality of user engagement.
2. Trend Detection: Discover peaks and valleys in user activity.
3. Anomaly Detection: Use statistical methods or machine learning algorithms to detect anomalies in user behavior.
4. Forecasting User Growth: Build forecasting models to predict future platform usage.
5. Seasonality Insights: Identify patterns like increased activity on weekends or holidays.

📈 Potential Analysis

Here are some specific analyses you can perform using this dataset:

• Moving Average and Smoothing: Calculate the moving average over a 7-day or 30-day period.
• Correlation with External Factors: Correlate daily active users with other datasets.
• Statistical Hypothesis Testing: Perform t-tests or ANOVA to determine significant differences in user activity.
• Machine Learning for Prediction: Train machine learning models to predict user engagement.

🚀 Getting Started

To get started with this dataset, you can load it into your preferred analysis tool. Here's how to do it using Python's pandas library:

import pandas as pd

# Load the dataset
data = pd.read_csv('path_to_dataset.csv')

# Display the first few rows
print(data.head())

# Basic statistics
print(data.describe())

Mathematical and Statistical analysis skills are important skills to be included in the course curriculum. Together or individually, these skills can advance knowledge, critical thinking, and creativity. In this guide, I provide an overview of how leadership roles, AI skills, simulation based learning and google tools can be integrated into class activities to help students understand examples of application of mathematical and statistical concepts such as sum, mean, data and data analysis. Through these activities, students develop an understanding that mathematics and statistics are interdependent and cross disciplines. Using simulations, students use the simulation tools to learn about application of mathematics and statistics in real-life and research practices as they learn the concepts of mathematics through PhET Simulation and collect data to apply data organization, analysis and statistics through HHMI-Biointeractive Data Explorer thus introducing key concepts in mathematics and statistics.

Statistics and Epidemiology are crucial both in clinical decision-making and clinical research. Teaching these disciplines in a Bachelor’s Degree in Medicine is a significant challenge. In this paper, we aim to describe two participatory teaching methods used in a yearlong second-year course that includes both Epidemiology and Statistics, and to analyze how these two methodologies affect the students’ perception of the course and their abilities related to these subjects. Both methodologies consist in carrying out a specific practical activity. The first practical activity is carried out using a website and aims to help students understand concepts and interpret information; the second involves analyzing a database using a statistical package and, subsequently, producing a scientific report. In addition, we prepared a questionnaire to find out the students’ perception of these issues. The nine questionnaire items were assessed using a rating scale and adapted to characteristics of the course, which covers Epidemiology and Statistics in an integrated manner. Then we assessed the differences in perception before and after the activities were carried out. The results show that the students’ perception improved significantly in the following items: “importance of Statistics and Epidemiology in Medicine”; “usefulness in clinical practice”; “understanding concepts”; “ability to perform a statistical analysis”; and “ability to sort data”. The difference was not significant in the remaining four items. In conclusion, the students’ perception of their ability in Statistics and Epidemiology significantly improved after completing the practical activities, and their perception of importance and usefulness of these subjects also improved.

This study aimed to explore whether the framing effect could be reduced in medical students and residents by teaching them the statistical concepts of effect size, probability, and sampling for use in the medical decision-making process. Ninety-five second-year medical students and 100 second-year medical residents of Austral University and Buenos Aires University, Argentina were invited to participate in the study between March and June 2017. A questionnaire was developed to assess the different types of framing effects in medical situations. After an initial administration of the survey, students and residents were taught statistical concepts including effect size, probability, and sampling during 2 individual independent official biostatistics courses. After these interventions, the same questionnaire was randomly administered again, and pre- and post-intervention outcomes were compared among students and residents.