Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

Peer-led team learning for introductory biology: relationships between peer-leader relatability, perceived role model status, and the potential influences of these variables on student learning gains

Abstract Student-instructor interactions have an influence on student achievement and perceptions of learning. In college and university settings, large introductory STEM courses are increasingly including Peer-Led Team Learning (PLTL), an evidence-based technique associated with improved student ac...

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Bibliographic Details
Main Authors: Christina I. Winterton, Ryan D. P. Dunk, Jason R. Wiles
Format: Article
Language:English
Published: SpringerOpen 2020-02-01
Series:Disciplinary and Interdisciplinary Science Education Research
Subjects:
Peer-led team learning
Role models
STEM
Active learning
Student interactions
Higher education
Online Access:http://link.springer.com/article/10.1186/s43031-020-00020-9

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http://link.springer.com/article/10.1186/s43031-020-00020-9

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