Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning

Autor/inn/en	Stanger-Hall, Kathrin F.; Lang, Sarah; Maas, Martha
Titel	Facilitating Learning in Large Lecture Classes: Testing the "Teaching Team" Approach to Peer Learning
Quelle	In: CBE - Life Sciences Education, 9 (2010) 4, S.489-503 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.09-12-0093
Schlagwörter	Academic Achievement; Learning Strategies; Learning Centers (Classroom); Lecture Method; Active Learning; Cooperative Learning; Introductory Courses; Portfolio Assessment; Team Teaching; Peer Teaching; Facilitators (Individuals); Instructional Effectiveness; Large Group Instruction; Teaching Methods; Biology + Suchen Sie Ihr Suchwort? Schulleistung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtsdifferenzierung; Aktives Lernen; Kooperatives Lernen; Einführungskurs; Portfoliobeurteilung; Teamteaching; Peer group teaching; Peer Group Teaching; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Biologie
Abstract	We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups. (Contains 7 tables and 7 figures.) (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10