Peer-led team learning in a college of engineering: First-year students’ achievements and peer leaders’ gains
Peer-led team learning in a college of engineering: First-year students’ achievements and peer leaders’ gains
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工程学院同伴主导的团队学习：一年级学生的成就和同伴领导者的收获
DOI：
10.1080/14703297.2017.1285714
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发表时间：
2017
影响因子：
1.8
通讯作者：
O. Herscovitz
中科院分区：
文献类型：
--
作者：
Orna Muller;Miri Shacham;O. Herscovitz
摘要由于一年级学生的辍学率很高(30%)，我们工学院开设了促进学生保留和学习的课程。同行主导的团队学习(PLTL)课程伴随着高失败率的科学、技术、工程和数学入门课程，并包括由学生小组举办的研讨会，以培养积极学习和解决问题的技能。工作坊由来自高年级的优秀学生领导；同龄人领袖(PL)。这项研究的重点是PLTL方案(40个讲习班，26个PLS)对参加讲习班的学生和没有参加讲习班的学生的成绩的影响，以及它对PLTL的影响。研究结果表明，工作坊可以促进各个层次的学生，提高他们在几门课程上的成绩，同时对学术能力更高的学生做出更大的贡献。请感到满意，并相信他们获得了自信，并获得了指导和沟通技能，为他们未来的职业生涯。
Abstract Due to high dropout rates (30%) among first-year students, our college of engineering operates programmes for promoting students’ retention and learning. The peer-led team learning (PLTL) programme accompanies Science, Technology, Engineering and Mathematics introductory courses with a high rate of failures, and incorporates workshops of small groups of students for developing active-learning and problem-solving skills. The workshops are led by outstanding students from advanced years; the peer leaders (PL). This study focused on the effects of the PLTL programme (40 workshops, 26 PLs) on the achievements of students who participated in the workshops compared with those who did not, and on its impact on the PLs. Findings reveal that workshops advance students of all levels and improve their achievements in several courses, while contributing more to students with higher academic capabilities. PLs felt satisfaction and believe they have gained self-confidence, and mentoring and communication skills for their future careers.