Implementing Peer Led Team Learning in first-year programming courses

Utschig, Tristan T.; Sweat, Monica

doi:10.1109/fie.2008.4720641

Cited by 3 publications

(3 citation statements)

References 6 publications

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“…PLTL student success measures were evaluated in a variety of undergraduate disciplines, including: general chemistry; ,,− organic chemistry; − allied health, which is also called GOB; introductory biology; , anatomy and physiology; bioinformatics; mathematics; − computer science; ,− engineering; − psychology; and physics . Although implementation of PLTL has been reported in a high school setting, no peer-reviewed articles were available at the time of this review article.…”

Section: Student Success Measures As a Means Of Program Evaluationmentioning

confidence: 99%

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

2016

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Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will integrate PLTL in their classrooms, the theoretical frameworks, study designs, results, and limitations of sixty-seven peer-reviewed studies, spanning a variety of STEM disciplines and institution types, were examined. Five program evaluation themes emerged from this synthesis of the literature: student success measures; student perceptions; reasoning and critical thinking skills; research on peer leaders; and variants of the PLTL model. For each of the themes, areas for future study and implications for practice are suggested to STEM discipline-based education researchers and faculty.

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Section: Student Success Measures As a Means Of Program Evaluationmentioning

confidence: 99%

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

2016

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“…The workshops center on discussions and problem-solving, and provide a stress-free environment for dealing with course-related challenges. This approach has also been successfully adopted for introductory computer science education [Utschig and Sweat 2008]. Peer-led team learning is a form of learning that can be controlled for time and can encourage communication, though may be challenging to implement online.…”

Section: Workload Expectations and Timementioning

confidence: 98%

When Life and Learning Do Not Fit

Benda

Bruckman

Guzdial

2012

ACM Trans. Comput. Educ.

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We present the results of an interview study investigating student experiences in two online introductory computer science courses. Our theoretical approach is situated at the intersection of two research traditions: distance and adult education research, which tends to be sociologically oriented, and computer science education research, which has strong connections with pedagogy and psychology. The article reviews contributions from both traditions on student failure in the context of higher education, distance and online education as well as introductory computer science. Our research relies on a combination of the two perspectives, which provides useful results for the field of computer science education in general, as well as its online or distance versions. The interviewed students exhibited great diversity in both socio-demographic and educational background. We identified no profiles that predicted student success or failure. At the same time, we found that expectations about programming resulted in challenges of time-management and communication. The time requirements of programming assignments were unpredictable, often disproportionate to expectations, and clashed with the external commitments of adult professionals. Too little communication was available to access adequate instructor help. On the basis of these findings, we suggest instructional design solutions for adult professionals studying introductory computer science education. ACM Reference Format:Benda, K., Bruckman, A., and Guzdial, M. 2012. When life and learning do not fit: Challenges of workload and communication in introductory computer science online. ACM Trans. Comput.

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“…Whereas other authors have discussed the theoretical and observed merits of such a program [2,6,8], or focused on how to get a program off the ground [4], our intent is to share the general lessons learned so that others who are starting, growing, or modifying a PLTL program can learn from our experiences.…”

Section: Introductionmentioning

confidence: 99%

Lessons learned from a PLTL-CS program

Murphy

Powell

Parton

et al. 2011

Proceedings of the 42nd ACM Technical Symposium on Computer Science Education

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The Peer-Led Team Learning (PLTL) approach has previously been shown to be effective in recruiting and retaining students, particularly under-represented students, in undergraduate introductory CS courses. In PLTL, small groups of students are led by an undergraduate peer and work together to solve problems related to CS. At Columbia University, the Columbia Emerging Scholars Program has used PLTL in an effort to increase enrollment in CS courses beyond the introductory level, and to increase the number of students who select Computer Science as their major, by demonstrating that CS is necessarily a collaborative activity that focuses more on problem solving and algorithmic thinking than on programming. Over the past five semesters, 68 students have completed the program, and preliminary results indicate that this program has had a positive effect on increasing participation in the major. This paper discusses our experiences of building and expanding the Columbia Emerging Scholars program, and addresses such topics as recruiting, training, scheduling, student behavior, and evaluation. We expect that this paper will provide a valuable set of lessons learned to other educators who seek to launch or grow a PLTL program at their institution as well. {kristen, cannon}@cs.columbia.edu ABSTRACTThe Peer-Led Team Learning (PLTL) approach has previously been shown to be effective in recruiting and retaining students, particularly under-represented students, in undergraduate introductory CS courses. In PLTL, small groups of students are led by an undergraduate peer and work together to solve problems related to CS. At Columbia University, the Columbia Emerging Scholars Program has used PLTL in an effort to increase enrollment in CS courses beyond the introductory level, and to increase the number of students who select Computer Science as their major, by demonstrating that CS is necessarily a collaborative activity that focuses more on problem solving and algorithmic thinking than on programming. Over the past five semesters, 68 students have completed the program, and preliminary results indicate that this program has had a positive effect on increasing participation in the major. This paper discusses our experiences of building and expanding the Columbia Emerging Scholars program, and addresses such topics as recruiting, training, scheduling, student behavior, and evaluation. We expect that this paper will provide a valuable set of lessons learned to other educators who seek to launch or grow a PLTL program at their institution as well.

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Implementing Peer Led Team Learning in first-year programming courses

Cited by 3 publications

References 6 publications

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty

When Life and Learning Do Not Fit

Lessons learned from a PLTL-CS program

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