Effectiveness of Facilitating Small-Group Learning in Large Lecture Classes

Donna Carolyn Lyon · Joseph J. Lagowski

70 citations0/0 files storedJournal of Chemical Education

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Innovative Teaching Methods Problem and Project Based Learning Innovative Teaching and Learning Methods

Abstract

We report the results of a study designed to investigate the effectiveness of peer-led, small-group discussions in a large ( N > 400) general chemistry course usually taught in a traditional lecture format. The administrative structure, the training of the peer facilitators, and the achievement of students exposed to this environment compared with a control group are presented.

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2014It's not about seat time: Blending, flipping, and efficiency in active learning classrooms 2014Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges 2014Paying Attention to Gesture when Students Talk Chemistry: Interactional Resources for Responsive Teaching 2019College Students’ Cognitive Learning Outcomes in Technology-Enabled Active Learning Environments: A Meta-Analysis of the Empirical Literature 2018Strategies for Training Undergraduate Teaching Assistants To Facilitate Large Active-Learning Classrooms 2011Developing Metacognitive and Problem-Solving Skills through Problem Manipulation 2016Impact of instructional decisions on the effectiveness of cooperative learning in chemistry through meta-analysis 2018Arendale, D. R. (Ed.). (2018). Postsecondary peer cooperative learning programs: Annotated bibliography 2018. Unpublished manuscript, Department of Curriculum and Instruction, University of Minnesota, Minneapolis, MN. Updated version retrieved from http://z.umn.edu/peerbib

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