Work in progress - peer-led team learning implementation in computer science

Alò, Richard A.; Beheshti, Mohsen; Fernandez, John; Gates, Ann Q.; Ranjan, Desh

doi:10.1109/fie.2007.4417938

Cited by 8 publications

(9 citation statements)

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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%

“…In addition to or in lieu of reporting the comparison of mean course grades for PLTL and non-PLTL students, 18 studies reported % ABC (also known as pass rate) and/or % DFW rate, which enumerates students who withdrew from the course or earned grades of D or F. Mitchell, Ippolito, and Lewis; Wamser; Tien, Roth, and Kampmeier; Tenney and Houck; Akinyele; Biggers; Stewart, Amar, and Bruce; and Horwitz reported significantly higher pass rates for PLTL students. Although the Alo et al study of implementation of PLTL in various Computing Alliance of Hispanic Serving Institutions (CA-HSI) partners did not include statistical analysis of differences in pass rates for PLTL and historical non-PLTL students, they reported a 60% increase in ABC grades for University of Houston Downtown college algebra PLTL students as compared to historical non-PLTL course grades. Additionally, they reported improvement in the pass rates of both computer science I (18%) and computer science III (29%) at the University of Texas at El Paso (UTEP) .…”

Section: Student Success Measures As a Means Of Program Evaluationmentioning

confidence: 99%

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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%

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 role of collaborative learning has gained momentum in a variety of scientific disciplines. In the area of Computer Science, collaborative learning models are at the foundation of several successful pedagogical methodologies (e.g., peer-led team learning [2], pair-programming [38]). The Affinity Research Group (ARG) model [14] is a formal model developed, in the context of Computer Science education, to promote structured research groups composed of undergraduate students, where students with diverse backgrounds and levels of preparation are made active participants in both the research and learning experience.…”

Section: Motivationmentioning

confidence: 99%

The collaborative virtual affinity group model: principles, design, implementation, and evaluation

Al-Jarrah

Pontelli

2018

International Journal of Computers and Applications

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The problem addressed in this paper is the challenge arising in enabling collaborative learning in the context distance education models. While research has made quantum leaps in the development of both effective collaborative pedagogical models as well as online learning environments, the research at the intersection of these two areas has been scarce. This paper presents the design for a new collaborative virtual model, named Collaborative Virtual Affinity Group model (CVAG), which is an extension of the successful Affinity Group Research (ARG) model. The new model provides an integration of the principles underlying ARG with the traditional principles of virtual learning environments. The CVAG model is explored in the context of introductory Computer Science courses-where students are focused on learning the basic principles of computer programming.

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“…The traditional PLTL Workshop approach is similar in some ways to other undergraduate student-assisted learning approaches such as supplemental instruction [3], [8], [9], study group programs [10], [12], and Emerging Scholars programs [2], [4], [6]. These collaborative problem-solving sessions are facilitated by undergraduate student leaders and often integrate learning strategies with course content.…”

Section: Introductionmentioning

confidence: 99%

“…Assessment results were pending for several institutions, though preliminary reports from UTEP were encouraging [2].…”

Section: Introductionmentioning

confidence: 99%

Using collaborative, modified peer led team learning to improve student success and retention in intro cs

Biggers

Yilmaz

Sweat

2009

Proceedings of the 40th ACM Technical Symposium on Computer Science Education

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It is common knowledge that enrollments in computer science have plummeted and educators are challenged to find ways to engage and promote success and retention of students while maintaining standards in introductory computer science courses. This study focuses on the implementation of a collaborative, modified peer-led team learning (PLTL) instructional approach in a large sized introductory computer science course. The site is a major southeastern university in the United States where all students are required to take one of three introductory computer science classes. The course version selected for this study specifically targets computer science majors and the study spans three years of data, and involves 591 students. Students who experienced the student-centered instruction and worked in small groups facilitated by a peer leader (treatment) in years 2006-07 and 2007-08 were compared with students who experienced a traditional recitation lecture section (control) in 2005-06. The content and the course owner was the same for all three years. Quantitative data analysis show marked and statistically significant improvements in student performance, for both male and female students. These findings suggest that using undergraduate leaders to implement a peer-led team learning model can be as effective in promoting achievement and retention in computer science education as it has shown to be in math and science classes over the past several years.

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Work in progress - peer-led team learning implementation in computer science

Cited by 8 publications

References 0 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

The collaborative virtual affinity group model: principles, design, implementation, and evaluation

Using collaborative, modified peer led team learning to improve student success and retention in intro cs

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