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首页> 外文期刊>CBE Life Sciences Education >Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning
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Facilitating Learning in Large Lecture Classes: Testing the “Teaching Team” Approach to Peer Learning

机译：促进大型演讲课的学习：测试“教学团队”的同伴学习方法

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We tested the effect of voluntary peer-facilitated study groups on student learning in large introductory biology lecture classes. The peer facilitators (preceptors) were trained as part of a Teaching Team (faculty, graduate assistants, and preceptors) by faculty and Learning Center staff. Each preceptor offered one weekly study group to all students in the class. All individual study groups were similar in that they applied active-learning strategies to the class material, but they differed in the actual topics or questions discussed, which were chosen by the individual study groups. Study group participation was correlated with reduced failing grades and course dropout rates in both semesters, and participants scored better on the final exam and earned higher course grades than nonparticipants. In the spring semester the higher scores were clearly due to a significant study group effect beyond ability (grade point average). In contrast, the fall study groups had a small but nonsignificant effect after accounting for student ability. We discuss the differences between the two semesters and offer suggestions on how to implement teaching teams to optimize learning outcomes, including student feedback on study groups.
机译：在大型的入门生物学讲座中，我们测试了自愿的，由同伴协助的研究小组对学生学习的影响。教员和学习中心的工作人员对同伴辅导员（主持人）作为教学团队的一部分（教师，研究生助理和主持人）进行了培训。每个主持人每周为班上的所有学生提供一个学习小组。所有单个学习小组的相似之处在于，他们将主动学习策略应用于课堂材料，但它们在讨论的实际主题或问题上有所不同，这些主题或问题是由单个学习小组选择的。研究组的参与与两个学期的不及格分数和课程辍学率降低相关，并且参与者在期末考试中得分更高，并且比非参与者获得更高的课程成绩。在春季学期中，较高的分数显然是由于研究组超出了能力（平均成绩）而产生的显着效果。相反，考虑到学生的能力，秋季学习小组的影响很小但不显着。我们讨论了两个学期之间的差异，并就如何建立教学团队以优化学习成果（包括学生对学习小组的反馈）提供了建议。

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