Lessons Learned in 2020 about Postsecondary Online Peer Assisted Learning (PAL) Groups from Previous Research Publications and Recent Survey of PAL Program Administrators

Sonst. Personen	Arendale, David R. (Hrsg.)
Institution	University of Minnesota, Department of Curriculum and Instruction
Titel	Lessons Learned in 2020 about Postsecondary Online Peer Assisted Learning (PAL) Groups from Previous Research Publications and Recent Survey of PAL Program Administrators
Quelle	(2020), (42 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; Disease Control; 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) This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01