Understanding the Peer Assisted Learning Model: "Student Study Groups in Challenging College Courses"

Autor/in	Arendale, David R.
Titel	Understanding the Peer Assisted Learning Model: "Student Study Groups in Challenging College Courses"
Quelle	In: International Journal of Higher Education, 3 (2014) 2, S.1-12 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-6044
Schlagwörter	Cooperative Learning; Communities of Practice; Self Directed Groups; Study; Group Activities; Peer Teaching; Undergraduate Study; Introductory Courses; Difficulty Level; Learning Strategies; Models; Tutoring; Tutorial Programs; Educational Benefits; Achievement Gap; Program Descriptions; Facilitators (Individuals); Program Evaluation; Metacognition; Minnesota + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Community; Studies; Studium; Gruppenaktivität; Peer group teaching; Peer Group Teaching; Grundstudium; Einführungskurs; Schwierigkeitsgrad; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Analogiemodell; Förderkonzept; Nachhilfeunterricht; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Bildungsertrag; Programme evaluation; Programmevaluation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition
Abstract	The Peer Assisted Learning (PAL) program at the University of Minnesota is a primary academic support program for historically difficult, introductory college courses that serve as gatekeepers to academic degree programs. Based upon operating principles of other academic support programs and educational theories, PAL is integrated into the courses it serves. The PAL groups review essential course content, model cognitive learning strategies to deepen understanding, and promote metacognitive awareness so students are autonomous learners in courses without academic support services. The PAL approach operates at the confluence of collaborative learning, cooperative learning groups, and learning communities. This article provides a detailed overview of the PAL model, educational theories upon which it is based, and how variations of it are implemented at the institution. Quantitative and qualitative studies reveal academic and personal benefits for participating students and those serving as PAL facilitators. The studies validate the role of PAL with closing the achievement gap between students of different ethnicities and levels of academic preparedness for rigorous college courses in mathematics and science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01