NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1117376
Record Type: Journal
Publication Date: 2016-Oct
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-9584
EISSN: N/A
Small Groups, Significant Impact: A Review of Peer-Led Team Learning Research with Implications for STEM Education Researchers and Faculty
Wilson, Sarah Beth; Varma-Nelson, Pratibha
Journal of Chemical Education, v93 n10 p1686-1702 Oct 2016
Peer-led team learning (PLTL) research has expanded from its roots in program evaluation of student success measures in Workshop Chemistry to a spectrum of research questions and qualitative, quantitative, and mixed methods study approaches. In order to develop recommendations for PLTL research and propose best practices for faculty who will integrate PLTL in their classrooms, the theoretical frameworks, study designs, results, and limitations of sixty-seven peer-reviewed studies, spanning a variety of STEM disciplines and institution types, were examined. Five program evaluation themes emerged from this synthesis of the literature: student success measures; student perceptions; reasoning and critical thinking skills; research on peer leaders; and variants of the PLTL model. For each of the themes, areas for future study and implications for practice are suggested to STEM discipline-based education researchers and faculty.
Division of Chemical Education, Inc and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A