Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic

Hardt, David; Nagler, Markus; Rincke, Johannes

doi:10.1016/j.labeco.2022.102220

Cited by 10 publications

(4 citation statements)

References 68 publications

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“…Scholars were interested in whether past program efforts, especially mentoring and undergraduate research programs, might prove effective in the unparalleled challenge of COVID-19 rules and restrictions. The benefits for mentees, particularly those in their first year of university, have been explored in universities around the world (Beltman et al, 2019;Carragher & McGaughey, 2016;Hardt et al, 2022). Mentoring in higher education has been shown to positively influence key outcomes, and peer mentoring, in particular, has been able to increase persistence and retention rates by improving overall psychological well-being, a sense of belonging, and school engagement (Carragher & McGaughey, 2016;Power et al, 2011).…”

Section: Covid Aftermathmentioning

confidence: 99%

Student-Initiated Research, Consequences, Peer Mentors, and Finding the Hope Inside for MilleniGenZ Students during the COVID-19 Years

Emerson,

Dong,

Aquino

et al. 2023

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The Office of Undergraduate Research (OUR) at Cal Poly Pomona explored factors contributing to student enrollment and engagement, especially for MilleniGenZ students. The research was built on the latest evidence that college students who engaged in research along with faculty mentoring and team collaboration were more able to persist in their studies than their peers who did not participate in similar activities. Most important for OUR was testing if participation was equitable by race, gender, and income categories in COVID-19 years (2020-2022) as compared with non-COVID-19 years (2016-2019). The study used quantitative analysis of the public record, qualitative review of student reflections, and open-ended interviews with peer mentors during the COVID-19 years of 2020 through 2022. As a result of our process, this is a convergent mixed methods design, which enabled the researchers to triangulate the findings and develop a deeper understanding of the research question: How well did diverse students navigate their college studies in uncertain circumstances?

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Section: Covid Aftermathmentioning

confidence: 99%

Student-Initiated Research, Consequences, Peer Mentors, and Finding the Hope Inside for MilleniGenZ Students during the COVID-19 Years

Emerson,

Dong,

Aquino

et al. 2023

jcscore

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“…Accessible through a wide range of mediums, desktop audio/video conferencing and audio-graphic environments that place an emphasis on visual information are now proven effective tools for language learning (e.g., Skype, Elluminate, Flash Meeting, WebCT, NetMeeting, DimDim, etc.). Researchers prior to the rise of the Internet mostly concentrated on spoken and written text, but in multimodal discourse, visual components of text also contributed to the formation of meaning ( Hardt et al, 2022 ; Zhu et al, 2022 ). In cyberspace, the binaries between modes blur and take on greater nuance.…”

Section: Introductionmentioning

confidence: 99%

“…As a result, some of the following factors can be used as the basis for strategic decision-making in online classrooms. Traditional barriers to second language (L2) learners generating or co-constructing meaningful dialogs are exacerbated in our case by factors such as first, the relatively low level of language competency of beginning learners, and second, the lack of certain compensating mechanisms in an online setting (Chen, 2022;Hardt et al, 2022;Zhang et al, 2022;Liu et al, 2023). Students need a foundational understanding of both the target language and the technology used to deliver the course material in order to make the most of their time in online language programs (Huang et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

The implications of internet-based Chinese language courses on online classes

Khan,

Zhuang

2024

Front. Psychol.

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Interactionist and social-cultural perspectives on second language acquisition suggest that interactions between teachers and students offer promising avenues for acquiring Chinese as a second language, which the vast majority of international students consider difficult. Computer-mediated communication is far safer than face-to-face encounters during the present pandemic. Three aims are being investigated here. It is important to first analyze the differences between traditional classroom and online learning by different modes, then analyze the various ways teachers use computer-mediated communication, and finally analyze the challenges and opportunities presented by online Chinese as a second language courses using qualitative research methods. Three teachers and 84 students are analyzed statistically in terms of their multimodal interactions, and the quality of their weekly classroom exchanges is assessed through an interpretive analysis of questionnaire data, all in the name of a mixed-methods approach. Particular attention was paid to the challenges of online tutoring for students, the discrepancy between instructor and student understandings, and the use of several teaching strategies with international students. The online classroom environment places unique demands on the quality of student-teacher communication. Different strategies must be used when teaching non-native speakers of Chinese as a second language compared to teaching in a traditional classroom setting.

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“…Students' confidence and happiness and increased selfesteem develop as a result of positive feedback and encouragement from team members (Schulze, 2022) and this applies to collaborative learning. Peer-trained high school students demonstrate comparable skills and are as effective as professional-led teaching both offline (Santomauro et al, 2017), as well as online (Hardt et al, 2022). The effectiveness of collaborative learning itself cannot be separated from the role of a teacher in the learning process in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Self-Confidence Reinforcement on Changes in Students’ Cognitive Ability in Collaborative Learning

Yudho¹,

Pratama²,

Julianti³

et al. 2022

EJEDU

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Self-confidence as an important psychological component in the academic learning process is always interesting to review in various situations and learning models for physical education students, both in schools and colleges environment. Reinforcement that strengthens the quality of students’ self-confidence is something that might have a significant impact on improving students’ cognitive and even overall learning outcomes. This study aims to investigate the effect of reinforcement performed by the teacher on students’ self-confidence, as well as to reveal the effect of self-confidence itself on student learning outcomes cognitively. The self-confidence instrument used in this study was a self-confidence questionnaire, totaling 38 questions, which were addressed to 38 research sample students of physical education at universities. The confidence level of the samples themselves became the reference for categorizing the research samples into samples based on gender with high and low levels of confidence. The method used in this study is a quasi-experimental test with 3 stages of testing to determine the cognitive abilities of students before and after the learning process, as many as 12 face-to-face meetings. The learning process is carried out using a collaborative learning model with the peer-teaching method carried out by 12 groups in turns. The data were then analyzed using statistical software with the conclusion of a significant effect between the confidence level of the samples on their cognitive abilities, and the reinforcement to enhance the student’s self-confidence carried out by the teacher in the middle of the learning process affected significantly in increasing the cognitive abilities of the samples in following the learning process.

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Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic

Cited by 10 publications

References 68 publications

Student-Initiated Research, Consequences, Peer Mentors, and Finding the Hope Inside for MilleniGenZ Students during the COVID-19 Years

Student-Initiated Research, Consequences, Peer Mentors, and Finding the Hope Inside for MilleniGenZ Students during the COVID-19 Years

The implications of internet-based Chinese language courses on online classes

The Effect of Self-Confidence Reinforcement on Changes in Students’ Cognitive Ability in Collaborative Learning

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