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Evaluating Peer-Led Team Learning: A Study of Long-Term Effects on Former Workshop Peer Leaders
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Abstract
Peer-led team learning (PLTL) is a program of small-group workshops, attached to a course, under the direction of trained peer leaders who have completed the course. Peer leaders ensure that team members engage with the materials and with each other, they help build commitment and confidence, and they encourage discussion. Studies of PLTL have found that grades and retention improve, and students value the workshops as important in their learning. With a ten-year history, it was possible to study the impact of PLTL on former leaders as they took subsequent steps into graduate work and careers. A survey was developed, piloted, revised, and placed online. Nearly 600 former leaders from nine institutions were contacted; 119 completed surveys were received. Respondents reported that leading the workshops reinforced the breadth and depth of their own learning, helped them develop personal qualities such as confidence and perseverance, and fostered a variety of presentation and team-related skills. The respondents offered rich insights into issues in implementing workshops. This study contributes to the literature on involvement theory in the academic development of college students.
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Chemical Education ResearchKeywords (Feature):
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Collaborative / Cooperative LearningKeywords (Subject):
Learning TheoriesCiting Articles
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This article has been cited by 5 ACS Journal articles (5 most recent appear below).
Retention and Reform: An Evaluation of Peer-Led Team Learning
Scott E. LewisJournal of Chemical Education2011 Article ASAPRetention and Reform: An Evaluation of Peer-Led Team Learning
Scott E. LewisJournal of Chemical Education2011 Article ASAPThis study describes an evaluation of the Peer-Led Team Learning (PLTL) reform model in first-semester general chemistry. PLTL was implemented in place of one-third of the available lecture time, maintaining the same amount of structured class time under ...
General Chemistry Student Surveys: Longitudinal Data about Which Factors Helped Students Learn
Norbert J. Pienta2011 (), 121-135General Chemistry Student Surveys: Longitudinal Data about Which Factors Helped Students Learn
Norbert J. Pienta2011 (), 121-135A survey in which students assign value to course components that they believe helped them learn in a first semester general chemistry course was used over a ten year period to examine changes in administrative and curricular processes. Students were ...
Peer-Led Team Learning: 2008 James Flack Norris Award Address
David K. Gosser, Jr, Jack A. Kampmeier, Pratibha Varma-NelsonJournal of Chemical Education2010 87 (4), 374-380Peer-Led Team Learning: 2008 James Flack Norris Award Address
David K. Gosser, Jr, Jack A. Kampmeier, Pratibha Varma-NelsonJournal of Chemical Education2010 87 (4), 374-380This paper offers an overview of the development of the peer-led team learning (PLTL) model for teaching and learning chemistry, from the personal journeys of the authors in their classrooms to the national dissemination of the model to the full range of ...
What Teaching Teaches: Mentoring and the Performance Gains of Mentors
Katie E. Amaral , Martin ValaJournal of Chemical Education2009 86 (5), 630What Teaching Teaches: Mentoring and the Performance Gains of Mentors
Katie E. Amaral , Martin ValaJournal of Chemical Education2009 86 (5), 630A peer mentoring program was added to an introductory chemistry course at a large university. The introductory chemistry course prepares students with little or no previous chemistry background to enter the main-stream general chemistry sequence and is ...
Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-Led Team Learning in General Chemistry: Implementation and Evaluation
Susan C. Hockings , Karen J. DeAngelis and Regina F. FreyJournal of Chemical Education2008 85 (7), 990Peer-led team-learning (PLTL) groups have been implemented in both semesters of the general chemistry series at Washington University. We have adapted the PLTL model to fit into a traditional university structure (classes are large; there are multiple ...
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- Received: August 03, 2009
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