scholarly journals Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books

2020 ◽  
Vol 19 (1) ◽  
pp. ar2 ◽  
Author(s):  
Gabriela Szteinberg ◽  
Michelle D. Repice ◽  
Claudia Hendrick ◽  
Stephen Meyerink ◽  
Regina F. Frey
Keyword(s):  
Learning Strategies ◽  
Peer Group ◽  
Complex Problem ◽  
Collaborative Group ◽  
Peer Leaders ◽  
Advice Books ◽  
Improving Student Learning ◽  
Leader Training ◽  
Student Discussion ◽  
Peer Leader

As research has shown, collaborative peer learning is effective for improving student learning. Peer-led team learning (PLTL) is one well-known collaborative-group approach in which groups are facilitated by trained undergraduate peer leaders. This paper contributes to the literature on peer-leader training by examining how peer leaders for a large introductory science course translate their training into practice during their sessions. By conducting qualitative analysis on annual advice books written by emergent peer leaders, we examined the practiced advice and strategies of these peer leaders as they facilitate PLTL groups in a university-level general chemistry course. These advice books are passed on to future peer instructors, creating a community of practice between new and more experienced peer leaders. From the analysis, we discovered that peer leaders focus on developing robust student–student discussion during complex problem solving by 1) creating a community-oriented social and intellectual environment, 2) adapting their tactics and the collaborative-learning strategies to balance different personalities and promote equal participation among all students, and 3) modifying collaborative group approaches when facilitating their sessions. Also, in their correspondence across cohorts, peer leaders provided near-peer support to one another. These annual books disseminate practiced advice between peer-leader generations and are used during new peer-leader training.

Effective Peer Leader Attributes for the Promotion of Walking in Older Adults

2020 ◽  
Vol 60 (6) ◽  
pp. 1137-1148 ◽  
Author(s):  
Marlene Kritz ◽  
Cecilie Thøgersen-Ntoumani ◽  
Barbara Mullan ◽  
Joanne McVeigh ◽  
Nikos Ntoumanis
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Physical Activity Behavior ◽  
Peer Leaders ◽  
Walking Intervention ◽  
Leader Attributes ◽  
Leader Training ◽  
Walking Programs ◽  
Leader Role ◽  
Peer Leader

Abstract Background and Objectives Peer-led interventions are promising for the promotion of physical activity behavior in older adults. However, little is known about the attributes of effective older peer leaders in such intervention programs. The objective was to determine what older adults perceive to be effective peer leader attributes. Research Design and Methods A mixed-methods concurrent triangulation design was used. Participants, aged 60 years and older, were recruited from retirement villages and existing walking groups in Western Australia. They were predominantly white, Australian-born, female, healthy retirees. The sample consisted of four groups of older adults: those who had taken part in past peer-led walking programs (experienced walkers; n = 18), those interested in joining as walkers in a peer-led walking intervention (inexperienced walkers; n = 43), those interested to take on a peer leader role (inexperienced peer leaders; n = 25), and those who had already served as peer leaders (experienced peer leaders; n = 15). Questionnaires measured perceived effective leadership attributes, and physical activity was measured using ActivPAL devices (N = 101; Mage [SD] = 75.36 [7.59]). Semistructured interviews were conducted with the majority of participants (N = 68; Mage [SD] = 74.68 [7.78]). Results Overall, participants described an effective peer leader as optimistic, compassionate, and friendly, but differences in perceptions were apparent between the groups. Discussion and Implications Our findings advance knowledge about important characteristics of an effective older peer leader, which can inform peer leader training, recruitment of peer leaders, and future scale development.

A Mixed Methods Study of Factors that Enhance Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) Students Degree Attainment in STEM

2021 ◽  
Vol Vol 66 (1) (January (1)) ◽  
pp. 6-27
Author(s):  
Felix A. Okojie ◽  
Martha Tchounwou ◽  
Clifton Addison
Keyword(s):  
Mixed Methods ◽  
Learning Strategies ◽  
Financial Incentives ◽  
Institutional Environment ◽  
Degree Attainment ◽  
Peer Group ◽  
Prior Learning ◽  
Minority Participation ◽  
Interactive Lectures ◽  
Infrastructural Support

The purpose of this study was to advance the literature addressing best practices capable of bridging the retention and completion gap in STEM education for underrepresent minority students. Using a mixed-methods design, this article delineates Louis Stokes Mississippi Alliance for Minority Participation (LSMAMP) program experiences, instructional strategies, institutional practices and students’ persistence within the LSMAMP community. Five main themes emerged from the student interviews and survey results: (1) early exposure to STEM and familial support; (2) hands on involvement and academic intervention activities; (3) Peer group support; (4) institutional environment and infrastructural support; and (5) financial incentives. The top choices of faculty about institutional and instructional practices and learning strategies that enhance student learning and degree attainment were faculty mentoring, student opportunities to present research at or attend professional conferences, faculty advising, faculty tutoring/study sessions, peer tutoring, interactive lectures, and student opportunities to connect prior learning to new lecture content.

scholarly journals Effectiveness of Modeling Learning Strategies to improve Student Learning Outcomes

2021 ◽  
Vol 4 (1) ◽  
pp. 926-936
Author(s):  
Emilda Sulasmi
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Descriptive Analysis ◽  
Student Learning Outcomes ◽  
Analysis Model ◽  
Study Approach ◽  
Improving Student Learning

This study aims to analyze the learning process at SMP Negeri 14 Medan. This research uses qualitative research, with a case study approach of SMP Negeri 14 Medan. Data collection techniques used in this study were observation, interviews, focus group discussions and documentation and then analyzed descriptively with descriptive analysis model. The results obtained are that the modeling learning strategy has a good impact on improving student learning outcomes, by making several figures into models who practice certain materials in the learning process, so that learning to dance starts from opening, core activities to closing. The conclusion of this research is that the modeling learning strategy designed by SMP Negeri 14 Medan, the modeling learning strategy takes into account the interests of students, the learning outcomes taught with modeling learning strategies are higher than those taught with conventional learning strategies. 

scholarly journals PENERAPAN STRATEGI PEMBELAJARAN PARTISIPATORI LEARNING PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM

2020 ◽  
Vol 7 (1) ◽  
pp. 55
Author(s):  
Moch. Subekhan
Keyword(s):  
High School ◽  
Student Learning ◽  
Learning Strategies ◽  
Religious Education ◽  
Junior High School ◽  
Learning Strategy ◽  
Learning Motivation ◽  
Learning Activities ◽  
Participatory Learning ◽  
Improving Student Learning

Learning is an important part in the transformation of knowledge in both formal and non-formal education. As time goes by and the learning process still faces various problems in the field. Among those problems is related to the use of learning strategies by a teacher. The use of learning strategies should be able to increase learning motivation, but there are many uses of learning strategies that can not increase student motivation. From here the researchers tried to implement participatory learning strategies to increase student learning motivation in Islamic Religious Education subjects. The formulation of the problem in this study is how the effectiveness of the implementation of Participatory Learning Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects in Pontang 1 Junior High School. While the purpose of this study is to describe the Effectiveness of Implementing Participatory Learning Strategies in Improving Student Learning Motivation in Islamic Religious Education Subjects. This research was conducted at Pontang 1 Junior High School. The research approach used in this study uses a qualitative approach while the research method used is a descriptive qualitative method. Data collection techniques used were observation, interviews and documentation. Data analysis using the Miles and Huberman model, which is an interactive analysis model. The steps of analysis include data reduction, data presentation and conclusion. The informants in this study are the principal, teachers of Islamic education subjects and students. In the process of carrying out this research there were 6 stages that were passed. The stages are as follows: 1) The stage of fostering familiarity, 2) The stage of identifying needs, resources, and possible barriers to learning, 3) The stage of formulating learning objectives, 4) The stage of preparing learning activities programs, 5) The stage of implementing learning activities and 6) Stage of assessment of the process and results of learning activities. The results of this study indicate that the application of this learning strategy is less effective for learning Islamic Religious Education subjects. students do not have a high motivation to learn so, in learning many students do not pay attention to the material. So that the application of this learning strategy is less effective students are less interested and less motivated to learn Islamic Religious Education because the material has already been obtained.

scholarly journals PENGARUH PEMANFAATAN E-LEARNING, LINGKUNGAN TEMAN SEBAYA, DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR

2019 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Haikal Firmansah Anas Pratama ◽  
Sandy Arief
Keyword(s):  
Regression Analysis ◽  
Multiple Regression Analysis ◽  
Learning Outcomes ◽  
Multiple Regression ◽  
Learning Strategies ◽  
Peer Group ◽  
Research Question ◽  
Learning Motivation ◽  
Academic Context ◽  
E Learning

<p><span class="fontstyle0">This study aims to examine the influence of the use of e-learning, peer group and learning motivation towards learning outcomes of Accounting in class X Accounting of SMK Hidayah Semarang. The sample of this study was students of class X Accounting SMK Hidayah Semarang with total of 41 students. A self-administered questionnaires and multiple regression analysis were used to test the research question. In addition, the results showed that there is a positive and significant effect both simultaneously and partially from the use of e-learning, peer group and learning motivation towards learning outcomes in class X Accounting at SMK Hidayah Semarang. The improvement and intensity in using e-learning strategies, teacher's attention to the students’ peer environment specifically on cooperation and competition among students, and students' intelligence in interacting and establishing fair cooperation in the academic context with their peers are very important factors towards learning outcomes</span></p><p><strong><em> <span class="fontstyle0">Keywords: learning outcomes; e-learning; peer group; motivation</span> </em></strong></p><p><strong><em></em><br /></strong></p>

Peer Leader Essays from the Desert Southwest: The Practice of Leading Learning

2021 ◽  
Vol 1 (1) ◽  
pp. 68-91
Author(s):  
Keyword(s):  
El Paso ◽  
Faculty Members ◽  
Peer Leaders ◽  
Permian Basin ◽  
University Of Texas ◽  
Desert Southwest ◽  
The University ◽  
Personal Advice ◽  
Peer Leader

At semester’s end at the University of Texas at El Paso and at the University of Texas of the Permian Basin, faculty members directing the PLTL Programs invite Peer Leaders to reflect on their experience, to describe their challenges, and to offer their personal advice. For the benefit of future Peer Leaders, here are their stories, reflections, observations, and advice about leadership and the practice of leading.

Concept Mapping and Formative Assessment

2010 ◽  
pp. 449-473 ◽  
Author(s):  
Jeffrey Beaudry ◽  
Polly Wilson
Keyword(s):  
Collaborative Learning ◽  
Formative Assessment ◽  
Concept Mapping ◽  
Learning Strategies ◽  
Concept Maps ◽  
Collaborative Group ◽  
High School Science ◽  
Coastal Zones ◽  
Understanding Of Science ◽  
Definition Of

From the authors observations and those of Kinchin (2001) teachers may know about concept mapping but they do not seem to use it as a consistent, effective strategy. The authors argue that the concept mapping may be better understood by using an expanded definition of traditional literacy, listening, speaking, reading and writing; to include visualizing, visual representation, and technological literacy Sinatra (1986). This ethnographic case study examines the use of concept mapping and collaborative learning strategies in the content area of marine ecology in high school science classrooms. To support students’ understanding of science concept and the improvement of writing students began with a field trip to study inter-coastal zones and follow-up laboratory activities, use of digital image analysis, and collaborative group work. Key vocabulary were identified to begin concept maps, and more vocabulary was added to support multiple revisions of concept maps with concept map software, and culminated with students’ writing. Concept mapping integrated with collaborative learning was used to engage students to construct and re-construct their understanding of a complex scientific concept, the energy cycle. The results showed that students benefited from the combination of collaborative learning and concept maps to focus their writing on key ideas, to organize their ideas, and include specific details. However, the interpretation and integration of quantitative data and laboratory results was not as consistent. Most importantly, initial concept maps and revisions provided the teacher with evidence of student learning in the form of formative assessment products, to guide teachers’ focused feedback and clarify specific ideas for re-teaching, as well as students’ self-assessment. The authors provide examples of concept maps and graphic organizers as formative assessment of students’ knowledge, what Novak (1998) calls heuristic or “facilitative tools,” and as visual representations and structures to provide flexible ways supporting learners’ meaningful learning through speaking, writing and in visual forms (Sinatra, 2000; Mintzes, Wandersee, and Novak, 2004).

scholarly journals Metacognitive ability and autonomous learning strategy in improving learning outcomes

2021 ◽  
Vol 15 (1) ◽  
pp. 88-96
Author(s):  
Juliaans Eliezer Rulland Marantika
Keyword(s):  
Learning Outcomes ◽  
Learning Strategies ◽  
Classroom Environment ◽  
Learning Strategy ◽  
Autonomous Learning ◽  
First Semester ◽  
Close Relationship ◽  
Improving Student Learning ◽  
Correlational Method ◽  
Metacognitive Ability

The purpose of this study is to analyze the relationship between metacognitive ability and learning autonomy as a strategy for improving student learning outcomes. Metacognition has a major contribution to the success of learners because it is mainly concerned with the process of thinking. For this reason, the classroom environment must be designed to allow learners the opportunity to autonomously determine their learning strategies. Autonomous learning itself has a close relationship with the ability of learners to express, be more creative, have self-esteem, and understand conceptual learning that is more challenging. The method used in this research is the descriptive correlational method, with a sample of 30 students from the Department of Language and Arts. The research sample was students from the first semester of 2018/2019, who were chosen randomly. Data were collected through questionnaires and tests. The results showed that there was a significant correlation between metacognitive ability, learner’s autonomy, and learning outcomes in Indonesian language courses. These results indicate that there is an encouragement for students to increase their learning capacity for themselves. Also, they are encouraged to develop their learning strategies and have the opportunity to make decisions, especially in developing ideas. 

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