Implementing Peer-Led Team Learning and Cyber Peer-Led Team Learning in an Organic Chemistry Course

Abstract

AbstractPeer-Led Team Learning (PLTL) is a small-group, collaborative problem-solving model that has significantly increased student performance in a variety of chemistry undergraduate courses and other STEM courses. Cyber Peer-Led Team Learning (cPLTL), an online adaptation of PLTL, has been effective in general chemistry courses, but this study was the first to evaluate the impact of implementing cPLTL in an organic chemistry course. Organic chemistry is a pivotal course in the curriculum of several science majors and preparation for health professions schools. Therefore, it is important to assess an academic intervention with the possibility of improving course performance and retention of science, technology, engineering, and mathematics (STEM) majors. In this study, the course performance and student perceptions from four "comparison group" PLTL and cPLTL sections were analyzed. The results of this study support the hypothesis that implementation of PLTL/cPLTL programs increases both students' performance and perceived learning gains in an organic chemistry course. Moreover, this study demonstrates that a typically face-to-face active learning intervention can be successfully transitioned to an online setting. Additional informationNotes on contributorsSarah Beth WilsonSarah Beth Wilson ([e-mail]) is an associate professor in the Department of Chemistry at the Oakland City University in Oakland City, Indiana.Pratibha Varma-NelsonPratibha Varma-Nelson ([e-mail]) is professor of chemistry and founding executive director of the STEM Education Innovation and Research Institute at Indiana University-Purdue University Indianapolis in Indianapolis, Indiana.