Cyber Peer-Led Team Learning (cPLTL) workshops are a synchronous online adaptation of the educational intervention PLTL, in which students, under the guidance of undergraduate peer facilitators, work collaboratively in small groups to develop problem-solving and critical thinking skills. This parallel convergent mixed methods study assessed the impact of implementing cPLTL on organic chemistry students’ workshop experiences, performance, and development of curved arrow formalism reasoning skills. Statistical analyses of student perception surveys, course grades, attendance rates, and achievement on an American Chemical Society first-semester organic chemistry Exam were performed. Likewise, workshop discourse and student interview dialogue and artifacts were evaluated using several analytic frameworks, including: Bloom’s Taxonomy; Toulmin’s Argumentation Pattern; a new Curved Arrow Formalism framework; and a new framework for assessing students’ organic chemistry reasoning process. Results and conclusions will be presented, in addition to implications for faculty. This presentation is based on the dissertation of Sarah Beth Wilson.

Cyber Peer-Led Team Learning (cPLTL) in organic chemistry

251st National Meeting (2016)

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