Peer learning in STEM: a qualitative study of a student-oriented active learning intervention program

ABSTRACT

This study explores how peer learning and teaching interactions in undergraduate STEM courses occurred through the “Peer-Learning Assistant” (PLA) model. This is one of the active learning strategies applied in a curricular setting, and also to find out the learning experiences for STEM students and PLAs from the PLA model. For this study, a qualitative method approach was applied, specifically a case study using the PLA model in a research-oriented university in the Southern region of the United States. Specifically, four STEM classes were observed, and 6 PLA students and 11 students who were served by the PLAs were interviewed. The findings reveal the characteristics of interactions between PLAs and students through PLA model varied by class design and style; however, PLAs and students achieved learning improvement through the same PLA model. The benefits of the PLA model and what should be performed for the model development are discussed.

KEYWORDS:

• Higher education
• STEM education
• peer interaction
• active learning
• learning assistant

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Hee Jung Gong

Hee Jung Gong MA, is a PhD candidate in the Institute of Higher Education (IHE) at the University of Georgia. Her research focuses on educational policy and practice regarding college access, choice and success, student learning and engagement, and STEM higher education. She holds a BA degree in Public Administration and an MA in Education (specializing in higher education). Additionally, she was selected as a grantee of the AERA-NSF Dissertation fellowship and now serves as a graduate editorial board member of the Journal of Student Affairs Research and Practice (JSARP) in NASPA.

Hyeri Park

Hyeri Park MA, is a researcher in the Center for Education Quality Management at the Mokpo National Maritime University in Korea. Her research interests include creativity, design thinking, and Total Quality Management (TQM) in higher education.

Thomas Chase Hagood

Thomas Chase Hagood PhD, serves as the Director of the Division of Academic Enhancement (DAE) at the University of Georgia. Dr. Hagood directs programs, services, initiatives, and a curriculum that foster sustained student development and success while also creating partnerships and communities of support among students, faculty, staff, and administrators at the University.