[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588651-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-588651-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","what-do-students-experience-as-peer-leaders-of-learning-teams","What Do Students Experience as Peer Leaders of Learning Teams?","","Peer-led team learning workshops are used in an engineering freshmen course where undergraduate volunteers and some paid teaching assistants facilitate optional study sessions. Weekly reflective journals were collected from 14 peer leaders across two semesters, and a basic qualitative analysis was conducted to describe leading experiences over time. Early apprehension about teaching and responding to questions shifted toward frustration, experimentation with student participation, and end-of-semester gains in self-confidence, respect for intellectual diversity, and increased interest in teaching.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/what-do-students-experience-as-peer-leaders-of-learning-teams/588651/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/what-do-students-experience-as-peer-leaders-of-learning-teams/588651.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How are PLTL sessions organized in the described course?","Question",{"text":63,"@type":64},"Permanent learning teams of six to eight students meet weekly for 90 to 120 minutes to collaborate on difficult, open-ended problems without worked examples.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What role do peer leaders play during PLTL workshops?",{"text":68,"@type":64},"Peer leaders function as facilitators rather than content experts: they guide team efforts, help students develop solutions, and support conceptual understanding and justification of problem-solving methods.",{"name":70,"@type":61,"acceptedAnswer":71},"What did peer leaders report experiencing across the semester?",{"text":72,"@type":64},"They began apprehensive about teaching, became frustrated as teaching difficulty increased, tried new ways to encourage participation, and finished with higher self-confidence, appreciation for intellectual diversity, and stronger interest in teaching.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},588651,1792164962,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":55,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","| | Ad | vances in Engineering Edu | cation |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  |  |  |  | |  |\n|  |  |  |  |  |  |\n\nSUMMER 2015  \nWhat Do Students Experience as Peer Leaders of Learning Teams?  \nERIK C. JOHNSON  \nBRETT A. ROBBINS  \nDepartment of Electrical and Computer Engineering University of Illinois at Urbana-Champaign  \nUrbana, IL  \nAND  \nMICHAEL C. LOUI  \nSchool of Engineering Education Purdue University  \nWest Lafayette, IN  \nABSTRACT  \nIn a course for engineering freshmen, peer leaders facilitated optional study sessions, which implemented peer-led team learning workshops. Some leaders were paid teaching assistants, but most were undergraduate volunteers. To understand the experiences of the peer leaders, we asked them to keep weekly reflective journals. By performing a basic qualitative analysis of fourteen journals from two semesters, we developed a description of the experience of leading peer-led team learning workshops over the course of the semester. At the beginning of the semester, the leaders were apprehensive about teaching and concerned with correctly answering students’ questions. Asthe semester progressed, the leaders were often frustrated with the difficulty of teaching, and the leaders tried new ways of encouraging student participation. At the end of the semester, the leaders reported that they increased self-confidence, developed an appreciation for intellectual diversity, and gained an increased interest in teaching.  \nKey Words: Peer-led team learning, qualitative analysis, reflective journals  \nINTRODUCTION  \nIn peer-led team learning (PLTL) (Gosser et al. 2001), permanent learning teams of six to eight students meet weekly for 90 to 120 minutes to collaborate on difficult, open-ended problems. The  \nSUMMER 2015 1  \nADVANCES IN ENGINEERING EDUCATION  \nWhat Do Students Experience as Peer Leaders of Learning Teams?  \nproblems emphasize conceptual understanding of lecture topics, and their solutions require the effort of the entire team. Students work actively on these problems and are not provided worked examples. The learning teams are facilitated by a peer leader, typically an undergraduate student who recently completed the course. The peer leader serves as a facilitator, not as a content expert. The role of the leader is to guide the team’s efforts. The leader helps the students develop their solutions, understand the concepts, and justify their problem solving techniques.  \nWhile PLTL is intended to promote the learning of the participating students, PLTL sessions are an important experience for another group of students: the peer leaders. Many PLTL leaders are undergraduates who recently completed the course. For these students, serving as a PLTL leader is their first college teaching experience, as well as an early collegiate leadership experience.  \nWhen we implemented PLTL in an introductory engineering course, we asked the peer leaders to keep weekly reflective journals. Using these journals, we performed a basic qualitative analysis (Merriam 2009) . We sought a rich, descriptive understanding of the experience of serving as a PLTL leader. By better understanding the experiences and teaching conceptions of the PLTL leaders, course instructors can maximize the benefits to peer leaders.  \nCooperative learning pedagogies have been implemented in a wide variety of contexts, and prior work has shown the cognitive and affective benefits of cooperative learning (Felder & Brent 2007; Millis & Cottell 1997; Prince 2004) . PLTL is a particular form of cooperative learning involving permanent, peer-led student teams. Courses in biology (Born, Revelle, & Pinto 2002), chemistry (Tien, Roth, & Kampmeier 2002), computer science (Horwitz et al. , 2009; Utschig & Sweat 2008), and engineering (Drane, Micari, & Light 2014; Loui & Robbins 2008; Foroudastan 2009; Pazoset al. 2007; Loui et al. 2013) have implemented PLTL. Generally PLTL sessions replace discussion or recitation sessions, although th","cbCaiqzM7uWEVYp6","https://ap.wps.com/l/cbCaiqzM7uWEVYp6","pdf",523008,22,"English","# Introduction\n## Peer-led team learning structure and role of peer leaders\n## Purpose of reflective journals and qualitative analysis","[{\"question\":\"How are PLTL sessions organized in the described course?\",\"answer\":\"Permanent learning teams of six to eight students meet weekly for 90 to 120 minutes to collaborate on difficult, open-ended problems without worked examples.\"},{\"question\":\"What role do peer leaders play during PLTL workshops?\",\"answer\":\"Peer leaders function as facilitators rather than content experts: they guide team efforts, help students develop solutions, and support conceptual understanding and justification of problem-solving methods.\"},{\"question\":\"What did peer leaders report experiencing across the semester?\",\"answer\":\"They began apprehensive about teaching, became frustrated as teaching difficulty increased, tried new ways to encourage participation, and finished with higher self-confidence, appreciation for intellectual diversity, and stronger interest in teaching.\"}]","What Do Students Experience as Peer Leaders of Learning Teams? | PDF",1792065677,55]