Adaptability and flexibility when conducting and planning peer study group review sessions

Arendale, David R.
Hane, Amanda, R.
2016
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TLAR Article on Peer Leader Adaptability and Flexibility.pdf (219.79 KB)

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https://nclca.wildapricot.org/tlar_issues/
 http://hdl.handle.net/11299/200331
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Adaptability and flexibility when conducting and planning peer study group review sessions

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2016

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National College Learning Center Association

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This examination of the University of Minnesota Peer Assisted Learning (PAL) program identified five themes of choices made by student leaders during and in preparation for study group review sessions: (a) redefined facilitator role beyond initial training, (b) assessed students to adapt the sessions, (c) adapted sessions to address knowledge or skill deficits of students, (d) empowered student participants to take more regulation of sessions, and (e) engaged in trial and error to add new approaches to sessions. These findings encourage a deeper understanding of beliefs, choices, and professional identity formation of peer study group review leaders. Understanding more deeply the complex process that facilitators employ to prepare for and adapt during study review sessions can guide training practices to increase their effectiveness with improving student grades in historically difficult courses.

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Arendale, D. R., & Hane, A. R. (2016). Adaptability and flexibility when conducting and planning peer study group review sessions. The Learning Assistance Review, 21(2), 9-37. Available online: https://nclca.wildapricot.org/tlar_issues/

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Arendale, David R.; Hane, Amanda, R.. (2016). Adaptability and flexibility when conducting and planning peer study group review sessions. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/200331.

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