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

Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-o...

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Detalles Bibliográficos
Autores principales: Hardt, David, Nagler, Markus, Rincke, Johannes
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Elsevier B.V. 2022
Materias:
Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9251909/
https://www.ncbi.nlm.nih.gov/pubmed/35815179
http://dx.doi.org/10.1016/j.labeco.2022.102220
Descripción
Sumario:Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but there is evidence for positive effects on the most able students.

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