Virtual Peer Teaching During the COVID-19 Pandemic

Jeong, Lily; Smith, Zachary L.; Longino, August; Merel, Susan E.; McDonough, Karen

doi:10.1007/s40670-020-01065-1

Cited by 26 publications

(31 citation statements)

References 3 publications

(3 reference statements)

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“…The COVID-19 pandemic forced higher education institutions to rethink traditional pedagogy and modalities relative to teaching content. Adapting quickly, university classrooms capitalized on pedagogies such as flipped classrooms (Nerantzi 2020; Zheng and Zhang 2020), peer learning (Mohammed et al 2020), and peer teaching (Jeong et al 2020). Research on student performance, motivation (Aguilera-Hermida 2020), and student perceptions can also be found in recent research.…”

Section: Thesis Aims Purpose Of Articlementioning

confidence: 99%

COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

2021

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As colleges and universities rapidly closed due to COVID-19, students and faculty were faced with unique challenges. The pandemic forced the cancellation of all campus activities, both extra-curricular and program-focused, such as student teaching experiences and nursing clinical rotations. Additionally, instructors were forced to rethink content delivery as coursework was quickly moved online and administered remotely via virtual platforms. Students were impacted as university level programs underwent a major paradigm shift within a matter of days or weeks. This study examined perspectives of undergraduate and graduate students regarding their experiences with rapid conversion from on-ground, in-person courses to remote instruction during the spring 2020 semester. The researchers employed a QUAN-QUAL descriptive mixed methods design. Using questionnaires and semi-structured interviews, the researchers examined general perspectives on in-person learning before the pandemic; initial perceptions about remote learning; and perceptions of the students about effort, engagement, needs, and ethical behavior as they engaged in totally remote learning. Results, analyzed using SPSS (QUAN) and inter-coder agreement (QUAL), indicated that initially students were engaged and satisfied with their in-person instruction, but became less satisfied and engaged during remote instruction. Undergraduate students experienced feelings of increased frustration, decreased accountability and engagement during remote learning, and turned to collaboration to earn points as they finished the semester.

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Section: Thesis Aims Purpose Of Articlementioning

confidence: 99%

COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

2021

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“… [13] , [14] Online video peer-to-peer teaching has become increasingly popular allowing far more delegates than would have traditionally been able to attend in person. [15] , [16] As online platforms develop these have become increasingly interactive including breakout rooms, workshops and polling allowing greater audience participation. Social media has been used to disseminate learning, host open discussion regarding topics of interest and to spread awareness of teaching resources far and wide.…”

Section: Teachingmentioning

confidence: 99%

Surgical training during the COVID-19 pandemic: preparing for future uncertainty

Ellis

Scrimgeour

Brennan

2022

British Journal of Oral and Maxillofacial Surgery

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The COVID-19 pandemic has brought unprecedented changes in healthcare and surgical training, with elective operating reduced or stopped, conferences rearranged and examinations cancelled. Trainees and trainers have adapted, creating innovative and resourceful ways to continue learning, enabling progression through surgical training. With rising COVID-19 cases across the world and further waves of infections likely, we reflect on recent changes to surgical training and discuss how best to support the next generation of surgeons during this period of uncertainty.

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“…Whilst this form of collaborative learning is well established in campus-based teaching contexts (Anderson et al 2015;Zaniewski and Reinholz 2016), little is known about how we promote peer-led group learning through the use of collaborative learning technologies for students who are not co-located in a lab or work-based setting (Smith et al 2014). Of the most recent studies, Jeong et al (2020) have explored how peer teaching and interactive virtual learning in health sciences education may be supported by using peer teachers, although impact data on this approach have not yet been published.…”

Section: Online Support For Peer-led Group Learningmentioning

confidence: 99%

Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study

Walker

Chong

2021

Research in Learning Technology

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Peer-led group learning is a variation of collaborative learning and is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari, and Light 2010). In this study, we explored how a Slack team environment could be used in a blended course design to support students working remotely on individual research projects, helping them in collaborative trouble-shooting and problem-solving activities with their ‘near peer’. We drew on lessons learned from an initial trial (2017–2018 cohort) to inform a revised peer-led research design (2018–2019 cohort). Our findings demonstrate the potential of collaborative platforms such as Slack to support near-peer learning, providing distinct channels for questioning, ideas sharing and agile problem-solving support in response to individual queries. The peer-led support contributed to high levels of engagement with the project work and deeper learning, helping less confident students to learn from group members and achieve positive outcomes in their own project work. We discuss the necessary conditions for effective peer-led learning to take place within a virtual space – identifying the clear communication of instructional roles, socialisation of students and responsiveness of near peers as factors influencing the adoption of the targeted learning methods – which we addressed in our revised peer-led design.

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Virtual Peer Teaching During the COVID-19 Pandemic

Cited by 26 publications

References 3 publications

COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

COVID-19 Campus Closures in the United States: American Student Perceptions of Forced Transition to Remote Learning

Surgical training during the COVID-19 pandemic: preparing for future uncertainty

Facilitating peer-led group research through virtual collaboration spaces: an exploratory research study

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