Understanding the Peer Assisted Learning Model: Student Study Groups in Challenging College Courses

Abstract

The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science.

Fostering Sport Sciences Students’ Academic Achievement through Peer Oriented Instruction

“…Among these, and Beyissa (2014) proved peer assisted instruction is effective to teach courses like English and phy-sics. Arendale (2014) also proved peer assisted learning contributes to improve students' academic performance. Likewise, (Topping, 2005;Duah, Croft & Inglis, 2013;Ginty & Harding (2014) mentioned that it is an effective approach for students to adapt the new environment, to understand a course content, to develop learning and study skills and to prepare for better achievement in tests.…”

“…The items were both adopted and adapted from previous studies such as (Capstick, 2004;Smith, May & Burke, 2007;Cheng & Walters, 2009Arendale, 2014 ideas. For instance, items regarding peer assisters and tutees perception towards peer assisted instruction were adopted in Capstick, (2004), and the other items which mentioned practices and challenges of peer assisted instruction were prepared by consulting literatures from Smith, May & Burke ( 2007), Cheng & Walters, (2009) and Arendale, (2014). Therefore, the questionnaire discussed tutees and peer assisters perceptions, approaches and challenges of peer assisted instructional approaches in sport science department.…”

“…The researchers checked the reliability and validity of the instruments. To assure their validity the researchers adopted and adapted questionnaire items by refereeing previous researchers (Capstick, 2004;Smith, May & Burke, 2007;Cheng & Walters, 2009Arendale, 2014 which their validity were proved. Besides, it was viewed and revised by students who pursue their PhD in English language and literature department.…”

“…From the social interaction theory point of view, learning relies on interaction among individuals; learners could improve their learning with the support of adult guidance or mentored by capable peers. Moreover, Vygotsky's 1962 idea cited in (Arendale, 2014) stated the presence of an advance peer within a student group serves as a catalyst for all students to perform at higher levels than they would alone. Hence, through peer assisted instruction, learners acculturated in to knowledge through engagement with more capable peers to enhance their partners' confidence and academic performance (Topping, 2005 cited in Betegiorgis, Abiy andMesafint, 2015).…”

The Case for Intentionally Interwoven Peer Learning Supports in Gateway‐Course Improvement Efforts

“…In this model, groups of eight students, led by peer leaders, are required to meet an additional hour beyond the lecture to solve assigned problems as a group (City College of New York, Center for Peer‐Led Team Learning, ). Peer‐assisted learning (PAL) at the University of Minnesota follows the SI model closely but has modified it to incorporate PLTL and other learning‐assistance models (Arendale, , University of Minnesota, ). In Structured Learning Assistance (SLA) (Ferris State University, n.d.), students are required to attend additional peer‐led group review sessions.…”