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ERIC Number: ED489957
Record Type: Non-Journal
Publication Date: 2005-Jun-14
Pages: 238
Abstractor: Author
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography
Arendale, David R., Comp.
Online Submission
Purpose: This annotated bibliography is focused intentionally on postsecondary peer cooperative learning programs that increasing student achievement. Peer learning has been popular in education for decades. As both a pedagogy and learning strategy, it has been frequently adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels. Increased attention has been placed on this practice due to claims by some programs that carefully managed learning programs with specific protocols can increase student persistence rates towards graduation, supporting both student goal aspirations as well as bolstering institutional revenues. Methodology: An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Student peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. Results: From a review of the professional literature, more than 730 citations emerged concerning six programs that met the previously mentioned selection criteria: Accelerated Learning Groups (ALGs), Emerging Scholars Program (ESP), Peer-Led Team Learning (PLTL), Structured Learning Assistance (SLA), Supplemental Instruction (SI), and Video-based Supplemental Instruction (VSI). Some of the programs share common history and seek to improve upon previous practices. Frequently when peer cooperative programs are adopted for use outside the institution or country of origin, it is often contextualized for the educational system and needs of each individual setting. Nearly one fourth of the entries in this bibliography are from authors and researchers outside of United States. Conclusions: Through a careful analysis of peer reviewed and fugitive literature, more than 730 annotated citations were discovered that identify six major peer cooperative learning programs that have been implemented in a diverse number of educational settings, different academic disciplines, and various student populations to increase student academic achievement and persistence rates. Recommendations: Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement.
Publication Type: Information Analyses; Reference Materials - Bibliographies
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: University of Minnesota, Department of Postsecondary Teaching and Learning
Grant or Contract Numbers: N/A