2022 Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography
Author: Arendale, David R., Comp.
Date: 2022-12-31
Type: Reference Materials - Bibliographies
Subjects: Postsecondary Education,Peer Teaching,Cooperative Learning,Academic Achievement,Publications,Program Implementation,Program Effectiveness,Best Practices,Academic Persistence,Student Development

This updated 2022 annotated bibliography reviews nine postsecondary peer cooperative learning programs that have been implemented nationally and internationally to increase student achievement. A number of the publications report how they adapted their programs due to COVID-19 restrictions and online delivery platforms. They have been so satisfied with that move, they are now providing their services both face-to-face and online. Technology use was more often reported in these publications. URLs are provided for approximately half of the publications so that they can be downloaded. Nearly twenty-five percent of the entries in this bibliography are from authors and researchers outside of the United States. An extensive literature search was conducted of published journal articles, newspaper accounts, book chapters, books, ERIC documents, thesis and dissertations, online documents, and unpublished reports. Peer learning programs in this bibliography meet the following characteristics: (a) program must have been implemented at the postsecondary or tertiary level, (b) program has a clear set of systematic procedures for its implementation at an institution, (c) program evaluation studies have been conducted and are available for review, (d) program intentionally embeds learning strategy practice along with review of the academic content material, (e) program outcomes include both increased content knowledge with higher persistence rates, and (f) program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, 1,987 citations (a growth of 347 over the last edition) emerged concerning nine programs that met the previously mentioned selection criteria: &quot;Accelerated Learning Groups&quot; (ALGs, USC model), &quot;Emerging Peer Educator&quot;, &quot;Emerging Scholars Program&quot; (ESP, UC Berkeley; Treisman model), Learning Assistant&quot; (CU Boulder model), &quot;Peer Assisted Learning&quot; (PAL, UMN model), &quot;Peer-Led Team Learning&quot; (PLTL, CUNY model), &quot;Structured Learning Assistance&quot; (SLA, FSU model), &quot;Supplemental Instruction-PASS&quot; (SI, UMKC model), and &quot;Video-based Supplemental Instruction&quot; (VSI, UMKC model). This is the first year for the inclusion of the Emerging Peer Educator and Learning Assistant models in this bibliography. Guidance is provided to implement best practices of peer learning programs that improve academic achievement, persistence to graduation, and professional growth of participants and facilitators of these student-led groups. The literature reports not only positive outcomes for the student participants of such programs, but includes outcomes for the student peer leaders of these academic support programs such as skill improvement with leader identity emergence, leadership, public speaking, interpersonal communication, and other employment skills along with an impact of their future vocational choices including a career in teaching at the secondary or postsecondary level. Educators need to investigate these peer learning programs to discover effective learning practices that can be adapted and adopted for use in supporting higher student achievement for students of diverse backgrounds. This annotated bibliography is a revised and expanded version. [For the 2021 edition, see ED618445.]