Literaturnachweis - Detailanzeige
| Autor/inn/en | Mendoza, Dayra Fallad; Kerl, Elizabeth |
|---|---|
| Titel | Student Perceived Benefits of Embedded Online Peer Tutors |
| Quelle | In: Learning Assistance Review, 26 (2021) 1, S.53-73 (21 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1087-0059 |
| Schlagwörter | Academic Support Services; Online Courses; Interdisciplinary Approach; Computer Assisted Instruction; Peer Teaching; Tutoring; Undergraduate Students; Educational Benefits; Student Attitudes; Learner Engagement; New Mexico |
| Abstract | In fall of 2017, the Center for Academic Program Support at the University of New Mexico revamped its Online Learning Assistant (OLA) Program, which focuses on embedding undergraduate peer tutors in multidisciplinary fully online courses. Students who had an OLA during the Spring 2020 and Fall 2020 semesters, were surveyed to better understand the perceived benefits of having this type of support in their courses. Survey results showed that by engaging with the OLA, students felt their coursework improved, they were more confident in the material, and engaged more in the course. This study should be of interest to learning center practitioners, faculty, and researchers focused on online academic support. (As Provided). |
| Anmerkungen | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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