This publication identifies lessons learned from moving traditional face-to-face peer study groups to online operation. Two sources were consulted. First, previous publications concerning online peer study groups were studied to identify approaches, equipment and software used, and reports of effectiveness. Second, during May 2020 administrators involved with managing peer-assisted learning (PAL) programs were invited to complete an online survey concerning their experiences with operating online in response to the Covid-19 pandemic. (Methods) The individual actions, activities, and approaches recorded in the publications and the 45 surveys were broken into individual units which results in nearly 800 individual pieces of data were created and then they were reorganized into themes and topics for this report. (Results) This data analysis made the identification of best practices more clear since the frequency of them was identified. Eight major themes were identified. (Implications) Lessons have been learned from past experience with offering student-led peer study groups online that can increase the success of students with higher grades and higher rates of persistence towards graduation. It is likely that many or most institutions will begin the fall academic term online and these lessons will be valuable not only for academic assistance, but also with instruction and other student services.
Arendale, D. R. (Ed.). (2020). Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators. Minneapolis, MN: University of Minnesota, College of Education and Human Development, Curriculum & Instruction Department. ERIC database. (ED605529). https://doi.org/10.13140/RG.2.2.28551.62881 https://z.umn.edu/lessonslearnedonlinepal
Arendale, David R..
Lessons learned in 2020 about postsecondary online peer assisted learning (PAL) groups from previous research publications and recent survey of PAL program administrators.
Retrieved from the University of Minnesota Digital Conservancy,
Content distributed via the University of Minnesota's Digital Conservancy may be subject to additional license and use restrictions applied by the depositor.
Showing items related by title, author, creator and subject.
With the end of the spring 2020 academic term, a national survey was conducted to identify best practices of college educators regarding how they moved their traditional face-to-face tutoring and small group tutoring ...
This 2019 annotated bibliography reviews seven postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. An extensive literature search was ...
Course-Based Learning Assistance (CLA) is defined as peer cooperative learning assistance that accompanies a specific targeted course to serve as a supplement for that course. While many CLA activities operate outside of ...