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