Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges

Abstract

This quasi-experimental, mixed methods study examined the transfer of a well-established pedagogical strategy, Peer-Led Team Learning (PLTL), to an online workshop environment (cPLTL) in a general chemistry course at a research university in the Midwest. The null hypothesis guiding the study was that no substantive differences would emerge between the two workshop settings. Students in the PLTL (n ¼ 220) condition were more satisfied with their workshop and earned statistically significantly higher course grades, yet earned comparable standardized final exam scores. They also had lower incidence of students' earning D or F course grades or withdrawing from the course (DFW rates) than students in the cPLTL setting (n ¼ 175). Interviews with 10 peer leaders and 2 faculty members, as well as discourse analysis of workshop sessions, revealed more similarities than differences in the two conditions. The final exam scores and discourse analysis support the null hypothesis and use of both face-to-face and synchronous online peer-led workshops in early science courses. #

Flipped learning in higher education chemistry: emerging trends and potential directions

“…Screencasts themselves could be more interactive, or be user-dependent, so that students could explore their understanding (e.g. Discussion fora have been described for chemistry to enable peer interactions (Seery, 2012a(Seery, , 2012bSmith et al, 2014). Students with identified misconceptions based on their response could be diverted through some activities that would assist their comprehension.…”

Effect of peer-led team learning (PLTL) on student achievement, attitude, and self-concept in college general chemistry in randomized and quasi experimental designs

“…organic chemistry to reduce high student attrition rates, enhance student motivation and engagement, and increase achievement in chemistry (Gosser & Roth, 1998;Hockings, De Angelis, & Frey, 2008;Kampmeier & Varma-Nelson, 2009;Lewis, 2011;Lewis & Lewis, 2005Mitchell et al, 2012;Shields et al, 2012;Smith et al, 2014;Tien et al, 2002;Varma-Nelson & Coppola, 2005;Wamser, 2006).…”

Starting and Sustaining a Peer-Led Team Learning Program

“…cPLTL employs software designed for online collaboration to facilitate interactions from student to student and student to peer leader. Research has found mostly positive but somewhat mixed findings from early adoption of cPLTL (18). First, the gains in student performance and limiting withdrawals with cPLTL were comparable to that observed with the conventional in-person PLTL.…”

“…Cyber Peer-Led Team Learning (cPLTL) has been recently developed to incorporate PLTL into an online learning experience (18). Like the use of flipped classes, this also takes advantage of the rising ease in substantial communications in an online platform.…”