This paper will present results of a study that examined the transfer of a well-established pedagogical strategy, peer-led team learning (PLTL) workshops, to an online environment (cPLTL) workshop for several semesters of the first course in a one-year general chemistry sequence. The findings provide direction for improving the training for facilitators in online environments, design of student collaborations in an online environment, and a call for more comparative research in online course delivery.  Lessons learned inform design of synchronous online student collaborations and study groups to be used in MOOCs as well as other settings.

Research on cyber peer-led team learning (cPLTL) workshops: Opportunities and challenges

247th National Meeting (2014)

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