A Meta-Analysis on the Effect of Duration, Task, and Training in Peer-Led Learning

Autor/inn/en	Zha, Shenghua; Estes, Michele D.; Xu, Ling
Titel	A Meta-Analysis on the Effect of Duration, Task, and Training in Peer-Led Learning
Quelle	In: Journal of Peer Learning, 12 (2019), S.5-28, Artikel 2 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2200-2359
Schlagwörter	Meta Analysis; Peer Teaching; Academic Achievement; Comparative Analysis; Teaching Methods; Correlation; Task Analysis; Problem Based Learning; Instructional Design; Online Courses; Elementary Secondary Education; Search Strategies; Foreign Countries; Cross Cultural Studies; Australia; Canada; Netherlands; United States; United Kingdom; Germany + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Peer group teaching; Peer Group Teaching; Schulleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Korrelation; Aufgabenanalyse; Problem-based learning; Problemorientiertes Lernen; Lesson concept; Lessonplan; Unterrichtsentwurf; Online course; Online-Kurs; Suchstrategie; Ausland; Cultural comparison; Kulturvergleich; Australien; Kanada; Niederlande; USA; Großbritannien; Deutschland
Abstract	This meta-analytic study compared the effect of peer-led learning versus non peer-led learning on students' cognitive achievement in post-secondary education. Twenty-eight studies published in English from six countries between 1993 and 2017 were identified and used in the analysis. Result of the analysis on the random-effect model showed a moderate but positive effect, meaning that peer-led learning was associated with higher cognitive achievement than non-peer-led learning. Three study characteristics were examined including duration, student leaders' training, and task type. Only the task type was found significant in moderating the effect of peer-led learning. Student leaders' facilitation of problem-based learning tasks outperformed other types of tasks. Results of this study not only provided suggestions for peer-led learning designers and coordinators but also called for future research of student leaders' readiness as well as online peer-led learning. (As Provided).
Anmerkungen	University of Wollongong. Available from: Centre for Educational Development and Interactive Resources. Northfields Avenue, Wollongong, NSW 2522, Australia. Tel: +61-2-4221-3140; Fax: +61-2-4225-8312; e-mail: jutlp@uow.edu.au; Web site: http://www.uow.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01