Adaptation and Flexibility When Conducting and Planning Peer Study Group Review Sessions

Autor/inn/en	Arendale, David R.; Hanes, Amanda R.
Titel	Adaptation and Flexibility When Conducting and Planning Peer Study Group Review Sessions
Quelle	In: Learning Assistance Review, 21 (2016) 2, S.9-37 (29 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1087-0059
Schlagwörter	Peer Groups; Communities of Practice; Leadership Role; Student Needs; Decision Making; Student Leadership; Cooperative Learning; Peer Teaching; Constructivism (Learning); College Students; Facilitators (Individuals); Online Surveys; Data Analysis; Minnesota + Suchen Sie Ihr Suchwort? Gleichaltrigengruppe; Peer Group; Community; Decision-making; Entscheidungsfindung; Studentenwerk; Kooperatives Lernen; Peer group teaching; Peer Group Teaching; Collegestudent; Auswertung
Abstract	Based on an evaluation of the professional literature of postsecondary learning assistance, little is known about decisions made by student leaders during their peer study group review sessions. Our research question for this study is "How did study group leaders adapt their role to better meet the needs of the students who participated in their academic review sessions?" Most research publications instead focus on final course grades or student satisfaction ratings by participants in study groups (Arendale, 2016a). Few of these studies offer insights into decisions made by student group leaders in preparation for or during review sessions (Arendale, 2016b). Our research is a replication of these earlier studies of the study group session process and seeks to build on their discoveries. (As Provided).
Anmerkungen	National College Learning Center Association. Web site: http://www.nclca.org/tlar
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01