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It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses

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Title: It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses
Language: English
Authors: Brittney Ferrari, Peyton LaBonte, Julie Kittleson
Source: Journal of College Science Teaching. 2024 53(6):546-553.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 8
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Biology, Science Instruction, College Science, Peer Teaching, Introductory Courses, Academic Support Services, Evidence Based Practice, Research Universities, Active Learning, Undergraduate Students, Classroom Environment, Training, Teaching Methods, Student Attitudes, Required Courses, Majors (Students), Peer Relationship, Small Group Instruction
DOI: 10.1080/0047231X.2024.2390299
ISSN: 0047-231X
1943-4898
Abstract: As introductory college science courses transition from large, passive lectures to more student-centered active learning environments, additional instructional support may be needed. Peer Learning Assistants (PLAs) can aid course transformations by helping facilitate active learning and peer engagement among students in the classroom. Pedagogical training prepares PLAs to guide student learning through a variety of evidence-based strategies. However, little is known about how PLAs enact these pedagogical strategies to promote learning during student interactions. In this qualitative study, we sought to understand the ways in which PLAs support student learning in introductory college biology courses. Thematic analysis of interviews with PLAs revealed they use both relational and cognitive strategies while interacting with students. Relational strategies included making students comfortable and attending to student differences to create an inclusive learning environment. Cognitive strategies related to building students' understanding by asking guiding questions, eliciting student thinking, and providing alternative explanations. By engaging in these actions with PLAs, students may learn to adopt similar practices. Therefore, PLAs facilitate student-centered instruction by guiding student thinking and fostering student development of learning strategies.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1445258
Database: ERIC
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: As introductory college science courses transition from large, passive lectures to more student-centered active learning environments, additional instructional support may be needed. Peer Learning Assistants (PLAs) can aid course transformations by helping facilitate active learning and peer engagement among students in the classroom. Pedagogical training prepares PLAs to guide student learning through a variety of evidence-based strategies. However, little is known about how PLAs enact these pedagogical strategies to promote learning during student interactions. In this qualitative study, we sought to understand the ways in which PLAs support student learning in introductory college biology courses. Thematic analysis of interviews with PLAs revealed they use both relational and cognitive strategies while interacting with students. Relational strategies included making students comfortable and attending to student differences to create an inclusive learning environment. Cognitive strategies related to building students' understanding by asking guiding questions, eliciting student thinking, and providing alternative explanations. By engaging in these actions with PLAs, students may learn to adopt similar practices. Therefore, PLAs facilitate student-centered instruction by guiding student thinking and fostering student development of learning strategies.
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        Value: 10.1080/0047231X.2024.2390299
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    Subjects:
      – SubjectFull: Biology
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: College Science
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      – SubjectFull: Peer Teaching
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      – TitleFull: It's Personal and Pedagogical: Peer Learning Assistants Use Multiple Strategies to Support Student Learning in College Biology Courses
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