Research on PLTL at WUSTL has been conducted to document its structure and identify the features that are effective and improve the program. Some of the research projects are the following:
Implementation and Evaluation of PLTL
This project evaluated the effectiveness of Washington University’s implementation of Peer-Led Team Learning (PLTL) in General Chemistry. This study demonstrated its effectiveness and the findings suggested that the PLTL model may be adapted to suit universities in which class-size and course structure differ significantly from the setting in which the model was originally developed and evaluated.
Hockings, S. C., DeAngelis, K. J., & Frey, R. F. (2008). “Peer-led team learning in general chemistry: Implementation and evaluation.” Journal of Chemical Education, 85 (7), 990-996.
An Analysis of Discourse in Peer-Led Team Learning
Supported by a grant from the National Science Foundation, this project examined student-to-student discourse, or conversation, in Peer-Led, Team-Learning (PLTL) groups in General Chemistry. The aim was to shed light on what makes PLTL an effective learning environment in undergraduate science education.
The findings suggest that students talk their way through the problems; practicing a combination of regulative and instructional language to manage the group dynamics of their community of peer learners while developing and using specific disciplinary vocabulary. Additionally, student discourse patterns revealed a focus on the process of complex problem-solving, where students engage in joint decision-making by taking turns, questioning and explaining, and building on one another’s ideas. While students in the study engaged in less of the deeper, meaning-making discourse than expected, these observations about the function of language in small-group learning deepens an understanding of how PLTL and other types of small group learning based on the tenets of social constructivism may lead to improvements in science education, with implications for the structure of small-group learning environments, problem design, and training of peer group leaders to encourage students to engage in more of the most effective discourse in these learning contexts.
Repice, M. D. et al. (2016). “Talking through the problems: a study of discourse in peer-led small groups.” Chem. Educ. Res. Pract., 17, 555-568.
Peer Reviewed Publications about PLTL at Washington University
Szteinberg, G., Repice, M. D., Hendrick, C., Meverink, S., & Frey, R. F. (2020). “Peer Leader Reflections on Promoting Discussion in Peer Group-Learning Sessions: Reflective and Practiced Advice through Collaborative Annual Peer-Advice Books.” CBE-Life Sciences Education, 19 (1).
Frey, R.F., Fink, A., Cahill, M.J., McDaniel, M.A., & Solomon, E.D. (2018). Peer-led team learning in general chemistry I: Interactions with identity, academic preparation, and a course-based intervention. Journal of Chemical Education, 95, 2103-2113.
Repice, M. D. et al. (2016). “Talking through the problems: a study of discourse in peer-led small groups.” Chem. Educ. Res. Pract., 17, 555-568.
Sawyer, K., Frey, R. & Brown, P. (2013) Peer-Led Team Learning in General Chemistry. In D. D. Suthers, K. Lund, C. P. Rose, C. Teplovs, & N. Law (Eds.) Productive Multivocality in the Analysis of Group Interactions: Computer-Supported Collaborative Learning Series (pp. 183-189). New York: Springer.
Sawyer, K., Frey, R. & Brown, P. (2013) Knowledge building discourse in Peer-Led Team Learning (PLTL) groups in first-year General Chemistry. In D. D. Suthers, K. Lund, C. P. Rose, C. Teplovs, & N. Law (Eds.) Productive Multivocality in the Analysis of Group Interactions: Computer-Supported Collaborative Learning Series (pp. 191-204). New York: Springer.
Hockings, S. C., DeAngelis, K. J., & Frey, R. F. (2008). Peer-Led Team Learning in General Chemistry: Implementation and evaluation. Journal of Chemical Education, 85(7), pp. 990-996.
Other Publications about WUSTL PLTL
Weimer, M. (2010, November 16). Peer-Led Team Learning model yields impressive results. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/peer-led-team-learning-model-yields-impressive-results.
Weimer, M. (2009, April 29). Peer-Led Team Learning. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/peer-led-team-learning.
Frey, R., Guan, R., Hockings, S. C., Kuehne, L., & Woods, J. (2004) Peer-Leader training at Washington University progressions. The Peer-Led Team learning project newsletter. 6(1), pp. 3-4.
Other Resources
Peer-Led Team Learning Project Website: pltl.org
Peer-Led Team Learning International Society Website: pltlis.org
Eberlein, T., Kampmeier, J., Minderhout, V., Moog, R. S., Platt, T., Varma-Nelson, P., et al. (2008). Pedagogies of engagement in science: A comparison of PBL, POGIL, and PLTL. Biochemistry and Molecular Biology Education. 36(4), pp. 262-273
Gosser, D.K., Cracolice, M.S., Kampmeier, J.A., Roth, V., Strozak, V., & Varma-Nelson, P. (2000). Peer-Led Team Learning: A guidebook. New York: Prentice Hall.
Roth, V., Goldstein, E., & Marcus, G. (2001). Peer-Led Team Learning: A handbook for team leaders. Upper Saddle-River, NJ: Prentice Hall.
Sarquis, J. L., Dixon, L. J., Gosser, D. K., Kampmeier, J. A., Roth, V., Strozak, V. S., et al. (2001). The workshop project: Peer-Led Team Learning in chemistry. In J. E. Miller, J. E. Groccia & M. S. Miller (Eds.), Student-Assisted Teaching (pp. 150-156). Boston, MA: Anker.
Smith, J., Wilson, S. B., Banks, J., Zhu, L., & Varma‐Nelson, P. (2014). Replicating Peer‐Led Team Learning in cyberspace: Research, opportunities, and challenges. Journal of Research in Science Teaching. 51(6), 714-740.
Varma-Nelson, P. (2008). Peer-Led Team Learning: evaluation, dissemination, and institutionalization of a college level initiative. (Vol. 16). New York: Springer.