Measuring the Impact of Cooperative Learning Exercises on Student Perceptions of Peer-to-Peer Learning: A Case Study

2008 ◽  
Vol 19 (3) ◽  
pp. 18-25 ◽  
Author(s):  
Beth J. Alexander ◽  
Lynn E. Lindow ◽  
Michael D. Schock
Keyword(s):  
Cooperative Learning ◽  
Student Perceptions ◽  
Peer Learning ◽  
Peer To Peer ◽  
The Impact

scholarly journals Results from a Psychology OER pilot program: faculty and student perceptions, cost savings, and academic outcomes

Open Praxis ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 83
Author(s):  
Juliana Magro ◽  
Sara V Tabaei
Keyword(s):  
Student Perceptions ◽  
Academic Outcomes ◽  
Cost Savings ◽  
Open Educational Resources ◽  
Pilot Program ◽  
Open Textbooks ◽  
The Impact ◽  
Pedagogical Changes ◽  
Better Than

This case study describes the library’s experience of collaborating with an undergraduate Psychology Department at Touro College to integrate open textbooks into their program. We discuss the pedagogical changes as well as explore the impact of Open Educational Resources (OER) on students’ savings, their academic outcomes and perceptions of OER. Furthermore, we highlight the successes and shortcomings in having the library as a central OER partner. To measure the results, we surveyed students and conducted a faculty survey and a focus group, in addition to analyzing the students’ final grades. This pilot program delivered strong results. The students’ perception was very positive, and faculty’s opinions on the textbooks used were mixed. Some professors felt that the textbook lacked important content, but because of its openness, they added their own content to the book. Students enrolled in OER courses performed better than those enrolled in the same courses using a commercial textbook.

Effect of a Multi-ethnic, Multicultural Program on Student Participants

NASPA Journal ◽  
1998 ◽  
Vol 35 (3) ◽  
Author(s):  
Gwendolyn Vendley
Keyword(s):  
Training Program ◽  
Student Perceptions ◽  
Ethnic Groups ◽  
Developmental Change ◽  
Vantage Point ◽  
Personal Contact ◽  
Mexican Culture ◽  
Multicultural Program ◽  
The Impact

The purpose of this case study was to describe the impact of a multi-ethnic, multicultural program on participating students. The program was designed to immerse students in Mexican culture as a means of combating ignorance of and violence against members of ethnic groups at Fairfield University. Interviews, pretests and post-tests, and participation observation were used to determine whether the training program was responsible for changes in student perceptions and judgements. Four instruments were used, each of which provided a distinct vantage point for viewing developmental change. The study demonstrated that through personal contact changes in attitude can be effected.

scholarly journals A digital peer-to-peer learning platform for clinical skills development.

2017 ◽  
Vol 8 (1) ◽  
pp. e59-66 ◽  
Author(s):  
Jesse Paul Basnak ◽  
Emeka Nzekwu ◽  
Meghan Chow ◽  
Jennifer Ortynski
Keyword(s):  
Medical Students ◽  
Student Perceptions ◽  
Clinical Skills ◽  
Peer Learning ◽  
School Curriculum ◽  
Peer To Peer ◽  
Medical Curricula ◽  
Digital Platform ◽  
University Of Alberta ◽  
Learning Platform

Background: Due to constraints in time and resources, medical curricula may not provide adequate opportunities for pre-clerkship students to practice clinical skills. To address this, medical students at the University of Alberta developed a digital peer-to-peer learning initiative. The initiative assessed if students can learn clinical skills from their peers in co-curricular practice objective structured clinical exams (OSCEs).Methods: A total of 144 first-year medical students participated. Students wrote case scenarios that were reviewed by physicians. Students enacted the cases in practice OSCEs, acting as the patient, physician, and evaluator. Verbal and electronic evaluations were completed. A digital platform was used to automate the process. Surveys were disseminated to assess student perceptions of their experience.Results: Seventy-five percent of participants said they needed opportunities to practice patient histories and physical exams in addition to those provided in the medical school curriculum. All participants agreed that the co-curricular practice OSCEs met this need. The majority of participants also agreed that the digital platform was efficient and easy to use.Conclusion: Students found the practice OSCEs and digital platform effective for learning clinical skills. Thus, peer-to-peer learning and computer automation can be useful adjuncts to traditional medical curricula.

scholarly journals Implementing a Cooperative E-Learning Model by Virtual Interviews with Native Speakers

Teknodika ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 22
Author(s):  
Febrianti Nurul Hidayah
Keyword(s):  
Cooperative Learning ◽  
Student Perceptions ◽  
Learning Process ◽  
Native Speakers ◽  
Learning Model ◽  
Control Group ◽  
Face To Face ◽  
Offline Learning ◽  
Speaking Confidence ◽  
The Impact

<table border="0" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="519"><p class="HeaderAbs"><em>This study aimed to define the impact of the cooperative learning model through virtual interviews with native speakers on learning outcomes and student perceptions in English course. This strategy is applied to overcome obstacles in the absence of offline learning (face-to-face in class) during the covid-19 pandemic; thus, online learning methods need to be modified to optimize student ability in English. A total of 135 students were given a questionnaire to determine their opinion about the virtual interviews and their learning progress. Half of the students taught through the virtual interview with native speakers (experimental group) and the others without native speakers (control group). Results showed that both groups showing increases in speaking confidence and their perception of the learning process, but the experimental group’s mean percentage was higher than in the control group. Therefore, the cooperative learning model's implementation can lead to positive outcomes since they could engage students in the English learning process. The implication of this study calls for the cooperative learning model implementation did not only make students active and motivated in learning, but also can improve the effectiveness and quality of learning. </em></p></td></tr></tbody></table>

Peer-to-Peer Learning: The Impact of Order of Performance on Learning Fundamental Movement Skills Through Video Analysis With Middle School Children

2021 ◽  
pp. 1-11
Author(s):  
Anna Thacker ◽  
Jennifer Ho ◽  
Arsalan Khawaja ◽  
Larry Katz
Keyword(s):  
Middle School ◽  
Video Analysis ◽  
Peer Learning ◽  
Learning Model ◽  
Peer To Peer ◽  
Movement Skills ◽  
Fundamental Movement Skills ◽  
Significant Difference ◽  
Body Roll ◽  
The Impact

Purpose: Through video analysis, this paper explores the impact that order of performance has on middle school students’ performance of fundamental movement skills within a peer-to-peer learning model. Order of performance refers to the order in which a student performed a skill while paired up with a peer. Method: Using a mobile application, Move Improve®, 18 students (eight males and 10 females) completed a standing jump and hollow body roll in partners assigned to order of performance (evaluator/performer). An independent samples t test was conducted to evaluate the differences in the mean scores between students who performed first and those who performed second for each skill. Results: There was a significant difference in standing jump scores (p < .01), where students who performed second had a higher average score than their peers who went first. Although not statistically significant (p = .293), results for hollow body roll also showed a similar performance pattern for students who went second compared with those who performed first. Conclusion: The order of performance within a peer-to-peer learning model may have a significant effect on performance scores for standing jump but not for hollow body roll. Reasons for the discrepancy may be due to a combination of skill familiarity, skill complexity, and training of observational learning.

Blended Courses as Drivers of Institutional Transformation

2011 ◽  
pp. 17-37 ◽  
Author(s):  
Charles Dziuban ◽  
Joel Hartman ◽  
Thomas B. Cavanagh ◽  
Patsy D. Moskal
Keyword(s):  
Blended Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Research University ◽  
Institutional Transformation ◽  
Transformational Process ◽  
Blended Courses ◽  
Research Findings ◽  
The Impact

The authors discuss the transformational potential of blended learning and the importance of alignment with strategic initiatives of the institution. They show that key elements for student and faculty support result in numerous positive outcomes, including increased access and the ability to manage growth effectively. Research findings with very large student samples show the impact of blended learning on student achievement, identify predictors of student success, and illustrate correlates of student satisfaction with blended learning when ambivalent feelings mediate student perceptions of the educational environment. By illustrating these principles through a case study in a large metropolitan research university, the authors contend that strategic alignment and evaluation results inform each other in an incremental, transformational process.

Student Perceptions of Value and the Impact on Curriculum Design

2017 ◽  
pp. 1-33
Author(s):  
Hélène de Burgh-Woodman
Keyword(s):  
Student Perceptions ◽  
Curriculum Design ◽  
Research Question ◽  
Multiple Perspectives ◽  
Design Assessment ◽  
Job Readiness ◽  
Study Approach ◽  
The Impact ◽  
Initial Research

This research adopts a case study approach to interrogate key questions regarding how curriculum design, assessment and delivery impacts on student perceptions of overall value relative to their job readiness. The initial research question to be answered in this study is how can shifts in curriculum design and assessment affect student perceptions of value? The method uses a case study and adapts Brookfield's multiple source approach, which enables the examination of the case study from multiple perspectives. The objective of the case study is to draw out the implications for understandings of student perceptions of value and how curriculum design can enhance this sense of value.

How women experience peer-to-peer learning model - a case study of an IT school in Russia

2021 ◽  
Author(s):  
Tanya Stanko ◽  
Maria Abramova ◽  
Elvira Sagirova ◽  
Oksana Zhirosh ◽  
Sergey Trapitsin
Keyword(s):  
Peer Learning ◽  
Learning Model ◽  
Peer To Peer
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