Literasi Learning Organization pada Pengurus Persaudaraan Muslimah (Salimah) Kota Bandar Lampung

Literasi learning organization pada pengurus Persaudaraan Muslimah (Salimah) Kota Bandar Lampung bertujuan untuk 1) Meningkatkan partisipasi/ keaktifan pengurus daerah dan anggota Salimah Kota Bandar Lampung. 2) Meningkatkan efektivitas program kerja sehingga dapat berjalan dengan baik. 3) Membentuk sinergitas program antara pengurus cabang dan pengurus daerah. Metode yang dilakukan terdiri dari tiga tahapan: 1) Analisis situasi dilakukan melalui penelusuran penelitian dan kajian tema yang berkaitan. 2) Intervensi Objek: dengan ceramah -tema ceramah: a) Mental model dan personal mastery; b) Shared vision, team learning; dan c) Komunikasi efektif-, focus group discussion, dan pendampingan. 3) Evaluasi dan Refleksi. Secara kuantitatif nilai rata-rata peserta sebelum dilaksanakan kegiatan adalah 70,19 dan mengalami kenaikan menjadi 80,31 setelah dilaksanakan kegiatan pelatihan. Kenaikan rata-rata sebesar 10,12 poin.

Launching PLTL for MATH: Building on the Foundation of Supplemental Instruction

The paper describes the launch of Peer-Led Team Learning for Precalculus Engineering and Math at the University of Texas at Arlington (UTA) and the results that PLTL has had on pass rates. Historically, students placed into Precalculus, instead of being Calculus ready, have experienced higher failure rates than any other student grouping. While UTA has invested in many studies, programs and techniques that aid these underprepared students, a few strategies have emerged as being effective. These strategies have included the previous implementation of Supplemental Instruction (SI), with separate sections devoted specifically to Precalculus co-enrolled engineering-course students, peer-based instruction, and active learning activities as opposed to additional lectures. As a result of these findings, in the Fall 2020 semester, UTA combined all these strategies into a learning course integrating these best practices into a required PLTL learning lab with problem-based activities and studying practices for the engineering course and a self-selected PLTL option for the math course. The goal was to aid in increasing success rates in these classes. The students engaged in effective “study habits” and problem-based learning practices with a Peer-Led Team Learning (PLTL) leader. What we have found is the positive impact that PLTL has on pass rates for at-risk populations in addition to positive satisfaction surveys. This paper will show the effectiveness of PLTL by discussing success rates for the Fall 2020 and Spring 2021 semesters versus the other singular implementations from previous semesters, in this case Supplemental Instruction.

Peer Leader Alumni Reflections: Advancing Visibility and Reach of Peer-Led Team Learning. Panel from the 2021 PLTLIS Conference

Calculating roughly, starting in 1992 with Peer Leaders from “Workshop Chemistry” at the City College of New York, Peer-led Team Learning programs may have an aggregate of perhaps 30,000 students who became Peer Leaders and are now alumni. How are Peer Leaders affected by their experiences? This paper is an edited transcription of Peer Leader Alumni panelists from the discussion at the 2021 PLTLIS Annual Conference, held online on Saturday, June 5, 2021.

Peer-Led Team Learning and Student Success

Peer-Led Team Learning (PLTL), a nationally recognized teaching and learning model, was introduced into the General Chemistry course at Pace University in 2014. The objective of this study was to determine the effect of the introduction of PLTL on the students’ final exam scores, and through surveys, determine how students viewed both the PLTL program and their Peer Leaders. In addition, this study sought to monitor the progress of Peer Leaders as they entered an upper-level Inorganic Chemistry class to determine whether the experience of being a Peer Leader helped their success in this course. The biggest difference, when comparing exam scores from two separate years before and after PLTL implementation, was found to be 10%. However, upon averaging exam scores over several years before and after the introduction of the PLTL program, a more modest average increase of 4% was determined. It was found that students with Peer Leader experience performed better in an upper-level Inorganic Chemistry class compared to those with no Peer Leader experience. Results from surveys administered to both students and Peer Leaders regarding their experiences, as well as the results from students evaluating their Peer Leaders, are reported here. Overall, the implementation of PLTL has led to greater interactions between the Instructor, Peer Leaders, and undergraduate students, thereby furthering a greater interest in chemistry and increasing the students’ sense of community.

Team Learning and the Human Resource Development/Human Resource Management Interface

This editorial reviews my work on team learning published in HRDR, celebrating the 20th anniversary of the journal. The articles conceptualized the value and need for member expansiveness; team’s and individual members’ readiness to change; and the effects of environmental pressures for adaptive, generative, and transformative team learning. I conclude this review with directions for future research and practice in HRD and HRM to support changing conditions, collective self-awareness, and variations in team interactions using advancing technologies.

Team Learning, Work Behaviors, and Performance: A Qualitative Case Study of a Technical University in Ghana

Higher education institutions in Ghana have a lot of expectations but appear to be facing contemporary challenges. Using five focus groups, this study explores individual learning, team learning, organizational citizenship behaviors, leader–member exchanges, innovative work behaviors, and performance in a Ghanaian technical university. Interactive exchanges suggest that individual social behaviors and leadership exchanges are important to higher educational institutions (HEIs). Both stakeholders and managers should activate these behaviors and leadership qualities to enhance performance. The inherent benefits help both faculty and HEIs fulfill their core mandates of teaching, research, and community service. With these, they remain globally competitive given challenges, dynamism, and expected performance from both faculty and HEIs as agents of socio-economic development. This study informs on underlying mechanisms that affect engagement in some of these behaviors, including the effect of culture as an inhibitor of women’s innovative behaviors. Next to that, it provides both theoretical and practical evidence for stakeholders, especially HEI managers, regarding how to increase faculty members’ efficiencies and performance. Finally, the study offers both recommendations and directions for future research.

Students’ perceptions of team learning across teaching frameworks and settings

The benefits of team learning include increased achievement, increased motivation, and greater retention of concepts learned. While team learning has been implemented since the early 20th century, instructors in higher education settings may still experience challenges managing implementation, such as unmotivated students and a lack of accountability among group members. One team learning pedagogy is team-based learning (TBL), a structured course design that combines individual preparation with collaborative problem-solving. Given the benefits of TBL in face-to-face settings, including student learning and improved attitudes, educators have also adapted TBL to online settings. This embedded mixed-method study examined students’ perceptions of TBL in face-to-face and online teacher education courses. We found that students in TBL courses, regardless of delivery method, reported positive perceptions of TBL, and commonly identified the course structure and teams as the most effective aspects of the course.