2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography

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Sonst. Personen	Arendale, David R. (Mitarb.)
Institution	University of Minnesota, Department of Curriculum and Instruction
Titel	2021 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography
Quelle	(2021), (657 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Arendale, David R., Comp.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Bibliografie; Peer Relationship; Cooperative Learning; Annotated Bibliographies; Program Evaluation; Academic Achievement; Technology Integration; COVID-19; Pandemics; Research Reports; Higher Education; Learning Strategies; Academic Persistence; Citations (References); Acceleration (Education); Video Technology; Best Practices; Teaching Methods; Peer Teaching; Self Concept; Technology Uses in Education + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Kooperatives Lernen; Bibliography; Bibliographies; Bibliografie; Programme evaluation; Programmevaluation; Schulleistung; Research report; Forschungsbericht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Citations; Zitat; Acceleration; Beschleunigung; Teaching method; Lehrmethode; Unterrichtsmethode; Peer group teaching; Peer Group Teaching; Selbstkonzept; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	This updated 2021 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. A number of the publications report how they adapted their programs due to COVID-19 restrictions and online delivery platforms. Technology use was more often reported in these publications. URLs are provided for approximately half of the publications so that they can be downloaded. Nearly twenty-five percent of the entries in this bibliography are from authors and researchers outside of United States. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,640 citations emerged concerning seven programs that met the previously mentioned selection criteria: "Accelerated Learning Groups" (ALGs), "Emerging Scholars Program" (ESP), "Peer Assisted Learning" (PAL), "Peer-Led Team Learning" (PLTL), "Structured Learning Assistance" (SLA), "Supplemental Instruction-PASS" (SI-PASS), and "Video-based Supplemental Instruction" (VSI). Guidance is provided to implement best practices of peer learning programs that improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leader identity emergence, leadership, public speaking, interpersonal communication, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. This annotated bibliography is a revised and expanded version. [For the 2020 edition, see ED611488.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01