Harvie, D. P., & Luthi, K. A., & Surrency, M., & Wilson, J. K. (2024, June), Effectiveness of Peer Led Team Learning in Online Engineering Courses  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47223

\bibitem{asee_peer_47223}
  Harvie, D. P., \& Luthi, K. A., \& Surrency, M., \& Wilson, J. K. (2024, June), \emph{Effectiveness of Peer Led Team Learning in Online Engineering Courses}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47223

David Paul Harvie, Kimberly A. Luthi, Monica Surrency, and John K. Wilson.  "Effectiveness of Peer Led Team Learning in Online Engineering Courses".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47223 Internet.  30 Jul, 2024

\bibitem{asee_peer_47223}
  David Paul Harvie, Kimberly A. Luthi, Monica Surrency, and John K. Wilson.
  "Effectiveness of Peer Led Team Learning in Online Engineering Courses".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47223 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47223
author = "David Paul Harvie, Kimberly A. Luthi, Monica Surrency, and John K. Wilson"
title = "Effectiveness of Peer Led Team Learning in Online Engineering Courses"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47223}
}

TY  - CPAPER
AB  - This work is an Evidenced-Based Practice paper.  Peer-led team learning (PLTL) is a peer support intervention where a peer leader facilitates active learning sessions with a small group of students to reinforce and provide additional clarity on various topics and concepts introduced in a course.  PLTL has been successful in improving student performance and persistence in science, technology, engineering, and mathematical (STEM) disciplines in traditional face-to-face classroom environments.  This research investigates the effectiveness of PLTL in an online campus environment offered at a unique, private university recognized for offerings in aerospace and aviation-related degrees. This work is sponsored by the National Science Foundation (NSF) Improving Undergraduate STEM Education (IUSE) program with the purpose of investigating peer-led team learning intervention in an asynchronous online environment.  The student population of this online campus consists primarily of adult learners with a majority of them either military veterans or still serving in the military.  The research was conducted in various undergraduate courses that historically have presented greater challenges to students, such as statics, dynamics, digital circuit design, and aerodynamics.  A research hypothesis is that PLTL support in these courses will support engineering education and lead to greater persistence in the associated engineering disciplines.  Peer leaders were recruited from previous course offerings, and participate in a peer leader training to best support other students assist in their acclimation to engineering and commitment to engineering career pathways. Initial results indicated that student participation in peer led learning activities resulted in achieving higher academic scores and a more positive learning experience when compared to non-peer led students. This work examines the effectiveness of peer led learning as it is brought to scale to include additional engineering courses, peer leaders, and instructors.
AU  - David Paul Harvie
AU  - Kimberly A. Luthi
AU  - Monica Surrency
AU  - John K. Wilson
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Effectiveness of Peer Led Team Learning in Online Engineering Courses
UR  - https://peer.asee.org/47223
ER  -