Lessons Learned from Taking Postsecondary Peer Assisted Learning Programs Online in 2020: Raw Survey Data

Sonst. Personen	Arendale, David R. (Hrsg.)
Institution	University of Minnesota, Department of Curriculum and Instruction
Titel	Lessons Learned from Taking Postsecondary Peer Assisted Learning Programs Online in 2020: Raw Survey Data
Quelle	(2020), (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Peer Teaching; Best Practices; Study; Group Activities; Communities of Practice; Training; Leadership Qualities; Leadership Training; Educational Technology; Technology Uses in Education; Computer Mediated Communication; Computers; Internet; Tutoring; Scheduling; Integrated Learning Systems; Computer Software; Interaction; Group Dynamics; Learner Engagement; Barriers; Student Behavior; Interpersonal Relationship; Online Courses; Higher Education; College Faculty; College Students; COVID-19; Pandemics + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Studies; Studium; Gruppenaktivität; Community; Ausbildung; Führungseigenschaft; Führungslehre; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computerkonferenz; Digitalrechner; Förderkonzept; Nachhilfeunterricht; Disposition; Interaktion; Gruppendynamik; Student behaviour; Schülerverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Online course; Online-Kurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fakultät; Collegestudent
Abstract	(Purpose) With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring programs online due to Covid-19 pandemic. This document contains the results of that survey. (Methods) In early May 2020, invitations to complete a brief survey on postsecondary peer assisted learning (PAL) programs and their operation online in response to Covid-19 were posted to several national and international email listservs. Directors from 45 programs completed the survey. Since the survey was anonymous, it is impossible to know the institutional type and their locations. It is a reasonable guess that most respondents were from the U.S. with others from Australasia, Europe, and North America. As promised, the survey results are presented as they were received without data analysis. It is with deep gratitude to the program directors for taking time from the busiest time in the academic term in the middle of this pandemic to share valuable information with our world community of PAL professionals. (Results) Their comments were candid and honest about the things that went well and those that did not. The survey statements were grouped into six categories that included: needed equipment and meeting software, approaches and activities, program evaluation, expectations for participants and students leaders, and more. (Implications) Best education practices for providing online academic support were shared that can be studied by others as they make plans for fall 2020 academic term which may be offered online. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01