Postsecondary peer assisted learning programs offered online: 2020 annotated bibliography

Abstract

The purpose of this annotated bibliography is to identify best education practices for offering traditional student-led study group programs online. Lessons can be learned from the past to enable educators now and in the future to offer programs can promote higher student outcomes and increased persistence towards graduation. (Method) This topical annotated bibliography is drawn from a larger database of peer-assisted learning (PAL) programs available at https://www.arendale.org/peer-learning-bib Major national and international models in the bibliography of nearly 1600 citations are: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction (SI), and (g) Video-based Supplemental Instruction (VSI). Some programs are also known by other names such as PASS for the SI Program. Check back throughout the year since the database is frequently updated. Only two of these models provided research studies or implementation information for providing their program online: Peer-Led Team Learning (also known as cPLTL or Cyber PLTL), and Supplemental Instruction/PAL/PASS (also known as iPASS, OPAL, OPASS, and OSI). These publications provide examples from North America, Europe, and Australasia. When available, a weblink is provided so that they can be downloaded. (Results) The thirty-eight publications identify key principles for successful online student peer study groups: needed technology, methods to evaluation, samples of activities and engagement, and more. (Implication) Online academic support programs will continue to be an important part of student retention and academic achievement programs for the future. Identifying best education practices are essential for student success.