Measuring supports from learning assistants that promote engagement in active learning: evaluating a novel social support instrument

Abstract

Background Active learning supports student performance, but can be challenging to implement in large courses. The Learning Assistant (LA) Program is a growing intervention to support students in large active learning classrooms. This program places advanced undergraduates who have training in pedagogical methods in active learning classrooms to interact with and support students during in-class activities. LAs increase student performance, but the mechanism behind this is still unclear. Social support is a promising framework to help elucidate the types and extent of assistance LAs provide to students and begin exploring the “how” behind LAs effectiveness. The aim of this study was to develop an instrument measuring undergraduate students’ perceptions of the social supports for active learning available to them in the classroom. This instrument was based on both the broader social support literature and the literature on what factors encourage students to engage deeply in active learning. To provide initial evidence of validity, the instrument was completed in six sections of General Chemistry I at one R1 university. Exploratory and confirmatory factor analyses were applied to determine the internal structure of the instrument. Then the instrument’s relationship to engagement in active learning was evaluated as another form of validity evidence. Results These analyses best supported a three-factor instrument that included five items representing supportive feedback provided during active learning (appraisal support), eight items representing emotional support during active learning, and six items representing the communications of norms and values related to active learning (informational support). All three factors were individually correlated with three measures of engagement. In regression analyses with all three factors measured together, only informational support predicted changes in two of the three measures of engagement. Conclusions This study supports the use of the Perception of Social Supports for Active Learning (PSSALI) instrument to understand students’ perceptions of the supports they are receiving to engage in active learning in chemistry courses. One implication of this work is that in order to increase engagement, learning assistants should clearly communicate the value of active learning and the classroom norm of active participation.

“They Have Shown Me It Is Possible to Thrive within STEM”: Incorporating Learning Assistants in General Chemistry Enhances Student Belonging and Confidence

“…Within these results, two observations are worth noting. First, we had anticipated that the incorporation of LAs might have greater impacts for students in underserved populations, both due to LAs’ facilitation of active learning and through the near-peer social support they can provide. , However, our results suggest that our current LA model has similar effects for students in both the underserved and well-served groups that we examined, with effect sizes ranging from 0.47 to 0.69. The exception is among first-generation students, where we saw a large effect size in General Chemistry I but no significant effect in General Chemistry II (notably, the percentage of first-generation students in the study did not differ significantly in the two courses).…”

“…9−11 Thus, LAs have the potential to improve students' experience in introductory science courses in two interrelated ways: (1) they have the potential to reduce social and psychological barriers that students experience and thus strengthen students' sense of belonging, 12 and (2) they can improve the planning and implementation of active learning. 13,14 Importantly, both reducing social and psychological barriers and implementing active learning can have positive impacts on academic performance. 15−17 Previous Research on the LA Model…”

“…Developed in 2001 at the University of Colorado, the LA model involves undergraduates who have successfully completed the course working with instructors to encourage active student engagement during formal class time, whether that is in lecture, recitation, or lab. − LAs meet with the instructor in weekly preparatory meetings that allow them to work together to plan and refine learning activities to address student needs; they often receive a stipend for this work. LAs also take a pedagogy course that helps them learn pedagogical moves that (1) support students’ sense of belonging and (2) facilitate the active learning approaches used in LA-supported courses. − Thus, LAs have the potential to improve students’ experience in introductory science courses in two interrelated ways: (1) they have the potential to reduce social and psychological barriers that students experience and thus strengthen students’ sense of belonging, and (2) they can improve the planning and implementation of active learning. , Importantly, both reducing social and psychological barriers and implementing active learning can have positive impacts on academic performance. − …”

Remote study for the humanities and social sciences: digitization and coaching

“…The researchers also study the factors that motivate students to become deeply involved in active learning. The authors developed and implemented a three-factor support tool: 1) evaluation support: via supportive feedback; 2) emotional support; 3) information support: via communication of norms and values related to active learning [24].…”

Analysis of Learning Assistants' Beliefs of Status and Their Role as Status Interventionists

“…Hernandez et al [27] discuss how LAs can provide social support to elicit increased student engagement. They use social support theory to model how LAs engage in appraisal, emotional, and informational support.…”