Research Studies

2018 Revised Annotated Bibliography of Postsecondary Peer Cooperative Learning Programs

I am happy to announce that the 2018 Revised Annoated Bibliography of Postsecondary Peer Cooperative Learning Programs is now available to download. Click on this link for a PDF or Word version of it.

There are now nearly 1,500 entries spanning 488 pages. I noticed recent listserv conversations about locating research studies to support Supplemental Instruction programs or similar approaches operating at the college level. The directory grew significantly in the past two years. The directory includes the Emerging Scholars Program (Dr. Uri Treisman model), Peer-Led Team Learning, Supplemental Instruction, and Video-based Supplemental Instruction, Structured Learning Assistance, Accelerated Learning Groups, and Peer Assisted Learning.

You can download the directory as a PDF or Word document. I also included some sub-topics of the directory such as facilitator development, vocational influence, identity development and more. I also provide the EndNote library file to allow you to more easily search the database for the topic you want.  Be sure also to download the keyword search guide to discover all the ways to search the contents for the information you want. Other bibliographic database systems may be able to open the EndNote file but I am not an expert with that process.

No doubt I missed some citations related to these seven major peer learning programs. Please send me the citation and perhaps a copy of the publication and I will be happy to include in an update. Thanks for consideration.

Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development

Guyon, A., Butterfint, Z., Lacy, A., Sanosi, A., Sheridan, K., & Unwin, J. (2015). Speech and language therapy students' experience of Peer Assisted Learning: Undergraduates investigate PAL as a means of enhancing academic and professional development. Journal of Learning. Retrieved from https://ueaeprints.uea.ac.uk/55820/1/PAL_Project_FINAL.pdf

The implementation of Peer Assisted Learning (PAL) on healthcare courses in Higher Education Institutions has been explored in a number of studies. This paper presents research into the experience of PAL on a BSc Speech & Language Therapy (SLT) programme. The research was conducted by final year undergraduate SLTstudents to form the basis for their final dissertations. The focus for their research was on the effects of PAL on academic and professional development for both mentees and mentors on the same course. Data were generated from standard PAL evaluations and focus roups. Findings indicate that mentees benefit from PAL in terms of their university experience and learning. Mentors benefited from opportunities to develop and practice skills for their future employment. Engagement with PAL is attributed toits structured yet informal nature and the enthusiasm of the mentors. However, the collaborative nature of PAL take  time to develop, impacting on the behaviours of both mentees and mentors. Overall PAL offers mentees and mentors opportunities which enhance their academic learning and professional development.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Developing student mentor self-regulation skills through formative feedback: Rubric development phase

Hammill, J., Best, G., & Anderson, J. (2015). Developing student mentor self-regulation skills through formative feedback: Rubric development phase. Journal of Peer Learning, 8(1), 48-58. Retrieved from http://ro.uow.edu.au/ajpl/vol8/iss1/6/

Research into Peer Assisted Study Sessions (PASS) in Higher Education has largely focused on the positive effects of PASS on student motivation, retention and engagement. Less attention has been given to the cognitive, affective and professional development of the PASS Student Mentors through their engagement with students and academic staff. At Victoria University learning and development for Student Mentors begins at training and continues during the semester, supported by several methods of formative feedback: weekly reflective posts through an online platform, weekly development workshops, observations, progress interviews, and evaluations. Despite ongoing training and development throughout the semester, PASS supervisors have observed that some Student Mentors do not have a clear understanding of the role expectations. This paper describes the processes undertaken to develop a rubric that clarifies PASS facilitation objectives for Student Mentors and their PASS supervisors.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Analysis of student performance in peer led undergraduate supplements

Gardner, L. M. (2015). Analysis of student performance in peer led undergraduate supplements. (Ph.D. Dissertation), University of Kansas, Lawrence, Kansas.  Retrieved from https://kuscholarworks.ku.edu/bitstream/handle/1808/19159/Gardner_ku_0099D_14264_DATA_1.pdf?sequence=1&isAllowed=y

Foundations of Chemistry courses at the University of Kansas have traditionally accommodated  nearly 1,000 individual  students every year with a single course in a large lecture hall.  To develop  a more student-centered learning atmosphere, Peer Led Undergraduate Supplements (PLUS) were introduced  to  assist  students,  starting  in  the  spring  of  2010.    PLUS  was  derived  from the  more well-known Peer-Led  Team  Learning  with  modifications  to  meet  the  specific  needs  of  the university and the students.  The  yearlong  investigation  of  PLUS  Chemistry  began  in  the  fall  of  2012  to  allow  for adequate  development  of  materials  and  training  of  peer  leaders.    We  examined  the  impact  of academic achievement for students who attended PLUS sessions while controlling for high school GPA, math ACT scores, credit hours earned in high school, completion of calculus, gender, and those aspiring to bepharmacists (i.e., pre-pharmacy students).  In a least linear squares multiple regression,  PLUS  participants  performed  on  average  one  percent  higher  on  exam  scores  for Chemistry 184  and  four  tenths  of  a  percent  on  Chemistry  188  for  each  PLUS  session  attended. Pre-pharmacy  students  moderated  the  effect  of  PLUS  attendance  on  chemistry  achievement, ultimately negating any relative gain associated by attending PLUS sessions.  Evidence of gender difference was demonstrated in the Chemistry 188 model, indicating females experience a greater benefit from PLUS sessions.  Additionally,  an  item  analysis  studied  the  relationship  between  PLUS  material  to individual  items  on  exams.    The  research  discovered  that  students  who  attended  PLUS  session, answered  the  items correctly  10  to  20  percent  more  than  their  comparison  group  for  PLUS interrelated items and no difference to 10 percent for non-PLUS related items.   In summary, PLUS has a positive effect on exam performance in introductory chemistry courses at the University of Kansas. the implementation of the program in the university, particularly for the accounting faculty.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

From the horses’ mouths: Reflections on transition from peer leaders.

Dean, B. A., Harden-Thew, K., Austin, K., & Zaccagnini, M. (2015). From the horses’ mouths: Reflections on transition from peer leaders. Unpublished manuscript. University of Wollongong. Australia. Retrieved from http://www.unistars.org/papers/STARS2015/09B.pdf

World-wide peer learning programs support students in their transition to university. Peer leader support is distinctive, being closer to the learning experience or transition encountered. This paper explores transition into the first year of university through the reflections of peer leaders. It outlines two synergetic programs at the University of Wollongong (UOW): one supporting high school students in the early stages of transition to university (In2Uni); and the second supporting enrolled university students (PASS). Focus groups were conducted to elicit the voices of leaders reflecting on their own transition and experiences of mentoring peers through transition. The findings suggest peer leaders assist transitioning students to confront change; develop strong social networks; make connections within and across curriculum; and learn how to learn in the new academic context. It was found that peer leaders valued peer support in their own transition (or wished for it) and saw its ongoing significance for others in transition.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Assessing the impact of a muilti-disciplinary Peer Led-Team Learning program on undergraduate STEM education

Carlson, K., Celotta, D. T., Curran, E., Marcus, M., & Loe, M. (2016). Assessing the impact of a muilti-disciplinary Peer Led-Team Learning program on undergraduate STEM education. Journal of University Teaching & Learning Practice, 13(1), article 1. Retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1570&context=jutlp.

There has been a national call to transition away from the traditional, passive, lecture-based model of STEM education towards one that facilitates learning through active engagement and problem solving. This mixedmethods research study examines the impact of a supplemental Peer-Led Team Learning (PLTL) program on knowledge and skill acquisition for students in introductory biology, chemistry, calculus and applied statistics courses. Results indicate program participants reliably outperform their matched pairs in courses that emphasize quantitative reasoning. Moreover, program participants report acquiring important insights about learning, collaboration, and engagement in undergraduate STEM education. These results are consistent with previous findings on PLTL and also provide insight into the roles of course context and student population on program outcomes.

To download the complete annotated bibliography of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib

Monitoring and evaluation of peer academic support programs in South African higher education institutions

Tangwe, M. N., & Rembe, S. (2015). Monitoring and evaluation of peer academic support programs in South African higher education institutions. International Journal of Education Science, 8(7), 249-260. Retrieved from http://www.krepublishers.com/02-Journals/IJES/IJES-08-0-000-15-Web/IJES-08-2-000-15-Abst-PDF/IJES-8-2-249-15-507-Tangwe-N-N/IJES-8-2-249-15-507-Tangwe-N-N-Tx%5B1%5D.pdf

The high failure and retention rates at universities despite peer academic support programs has necessitated the need for the present study to investigate how monitoring and evaluation is carried out to support the facilitators of these programs. The study adopted a qualitative approach, collecting data from a sample of 12 participants made up of program coordinators and peer academic facilitators. The results indicate that there is monitoring and evaluation of these programs by program coordinators and peer facilitators. This is achieved through observation during sessions, unannounced visits and support to facilitators. However, the structures and mechanisms of monitoring and evaluation are not strong enough to enhance effective implementation of the programs. It is concluded that although there are good peer academic support programs at this university under study, there is need for rigorous monitoring and evaluation as well as support by more qualified person.

To download the complete annotated bibliographny of more than 1,100 citations of postsecondary peer cooperative learning programs, click on the following link, http://z.umn.edu/peerbib