Postsecondary Peer
Cooperative
Learning Programs:
Annotated Bibliography
2014
Compiler/Editor
David R. Arendale
Revised 2/8/2016
Postsecondary Teaching and Learning Department
College of Education and Human Development
University of Minnesota
Minneapolis, MN
Updated versions of this document available at
http://z.umn.edu/peerbib
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography by David R. Arendale is
licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Based on a work at http://z.umn.edu/peerbib.
, Table of Contents
Overview of Postsecondary Peer Cooperative Learning Programs ............................ 3
Accelerated Learning Groups (ALGs) ....................................................................... 12
Emerging Scholars Program (ESP) ........................................................................... 16
Peer-Led Team Learning (PLTL) .............................................................................. 38
Structured Learning Assistance (SLA) ...................................................................... 95
Supplemental Instruction (SI) .................................................................................... 99
Video-based Supplemental Instruction (VSI)........................................................... 351
2
, Postsecondary Peer Cooperative Learning Program
Annotated Bibliography
Compiler/Editor, David R. Arendale, University of Minnesota
Peer collaborative learning has been popular in education for decades. As both
pedagogy and learning strategy, it has been frequently adopted and adapted for a wide
range of academic content areas at the elementary, secondary, and postsecondary
levels due to its benefits. The professional literature is filled with reports of individual
professors integrating this approach into postsecondary classrooms in diverse ways.
Increased attention has been placed on this practice due to claims that carefully
implementing learning programs with specific protocols can increase student
persistence rates towards graduation, supporting both student goal aspirations as well
as bolstering institutional revenues. Much of the narrative from this overview to the
bibliography is drawn from a previously published article published by me on peer
cooperative learning groups (Arendale, 2004).
This annotated bibliography does not attempt to be inclusive of this broad field of
literature concerning peer collaborative learning. Instead, it is focused intentionally on a
subset of the educational practice that shares a common focus with increasing student
persistence towards graduation. At the end of this overview, several suggestions are
made for differentiating the models from each other and the level of institutional
resources and resolve with implementing them.
The six student peer learning programs included in this bibliography meet the
following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear
set of systematic procedures for its implementation that could be replicated by another
institution; (c) program evaluation studies have been conducted and are available for
review; (d) intentionally embeds learning strategy practice along with review of the
academic content material; (e) outcomes include increased content knowledge, higher
final course grades, higher pass rates, and higher college persistence rates; and (f) the
program has been replicated at another institution with similar positive student
outcomes. From a review of the professional literature, six programs emerged: (a)
Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c)
Peer-Led Team Learning (PLTL), (d) Structured Learning Assistance (SLA), (e)
Supplemental Instruction (SI), and (f) Video-based Supplemental Instruction (VSI).
As will be described in the following narrative, some of the programs share common
history and seek to improve upon previous practices. Other programs were developed
independently.
When possible, original text from the author’s document overview or summary
paragraphs were used in this annotated bibliography. Frequently when peer
collaborative programs are adopted for use outside the institution or country of origin, it
is often contextualized for the educational system and needs of each individual setting.
Nearly one fourth of the entries in this database are from authors and researchers
outside of the United States. Sometimes particular program are renamed. For
example, while the Supplemental Instruction Program is the common term used in the
United States, in other countries it is sometimes called PASS (Peer Assisted Study
Sessions) or PALS (Peer Assisted Learning Sessions). The Emerging Scholars
3
, Program sometimes operates under different names as well. Examples include
Treisman Workshop Program and the Gateway Science Program. If the reader of this
document is aware of a publication related to one of the peer collaborative learning
programs that has not been included or have corrections to the annotations, please
contact the compiler/editor by telephone (612-625-2928) or send an e-mail
().
Collaborative Learning, Cooperative Learning & Learning Communities
A review of the professional literature finds that the terms collaborative learning,
cooperative learning, and learning communities are often used interchangeably with one
another. Although they share similarities with one another, a more precise
differentiation is needed to help explore the area and the utility of each for its intended
educational outcomes (Cooper, Robinson, & Ball, 2003). Regarding their historical
development and appearance within the professional literature in the United States,
collaborative learning appeared first, cooperative learning second, and learning
communities last. A search of the ERIC Database (2014) found more than 18,000
entries regarding descriptive and research studies that contained one or more of these
three terms indexed within their documents.
Collaborative learning refers to a wide range of formal and informal activities that
include any form of peer student interaction. This is the broadest and most general of
the three terms. This term describe any classroom activity by an instructor that involves
student peer-to-peer involvement. Cooperative learning is more narrowly defined as a
subset of collaborative learning. It often follows these principles: (a) positive
interdependence is established in the group through adoption of different roles that
support the group moving to complete a goal, (b) peers interact with one another, (c)
activities are structured to establish individual accountability and personal responsibility,
(d) development of interpersonal and small group skills, and (e) group processing of
small group activities through verification of information accuracy (Cuseo, 2002;
Johnson, Johnson, Holubec, & Roy, 1984).
Collaborative and cooperative learning groups, learning communities are
distinguished by their focus on interactive peer learning. Learning communities often
focuse on enhanced curricular and pedagogical outcomes. In addition to often
employing some version of student interactive learning, learning communities take
several approaches to modifying the classroom experience by restructuring the
curriculum. Some of the ways that courses may be modified is through linked courses,
learning clusters, freshman interest groups, federated learning communities, and
coordinated studies (Gabelnick, MacGregor, Matthews, & Smith, 1990).
A way to understand the relationships among these three terms is through a
Venn visual diagram, most often used in mathematics. Collaborative learning is
considered the largest construct, both due to its general definition as well as its
numerical ranking as most frequently cited in professional literature (ERIC, 2004). A
smaller construct lies within collaborative learning. This is cooperative learning. While
it holds to the same goals of collaborative learning, it is much more specific in its
implementation and following of specified protocols for its use. A related term to both
collaborative and cooperative learning is that of learning communities. While learning
4
Cooperative
Learning Programs:
Annotated Bibliography
2014
Compiler/Editor
David R. Arendale
Revised 2/8/2016
Postsecondary Teaching and Learning Department
College of Education and Human Development
University of Minnesota
Minneapolis, MN
Updated versions of this document available at
http://z.umn.edu/peerbib
Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography by David R. Arendale is
licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Based on a work at http://z.umn.edu/peerbib.
, Table of Contents
Overview of Postsecondary Peer Cooperative Learning Programs ............................ 3
Accelerated Learning Groups (ALGs) ....................................................................... 12
Emerging Scholars Program (ESP) ........................................................................... 16
Peer-Led Team Learning (PLTL) .............................................................................. 38
Structured Learning Assistance (SLA) ...................................................................... 95
Supplemental Instruction (SI) .................................................................................... 99
Video-based Supplemental Instruction (VSI)........................................................... 351
2
, Postsecondary Peer Cooperative Learning Program
Annotated Bibliography
Compiler/Editor, David R. Arendale, University of Minnesota
Peer collaborative learning has been popular in education for decades. As both
pedagogy and learning strategy, it has been frequently adopted and adapted for a wide
range of academic content areas at the elementary, secondary, and postsecondary
levels due to its benefits. The professional literature is filled with reports of individual
professors integrating this approach into postsecondary classrooms in diverse ways.
Increased attention has been placed on this practice due to claims that carefully
implementing learning programs with specific protocols can increase student
persistence rates towards graduation, supporting both student goal aspirations as well
as bolstering institutional revenues. Much of the narrative from this overview to the
bibliography is drawn from a previously published article published by me on peer
cooperative learning groups (Arendale, 2004).
This annotated bibliography does not attempt to be inclusive of this broad field of
literature concerning peer collaborative learning. Instead, it is focused intentionally on a
subset of the educational practice that shares a common focus with increasing student
persistence towards graduation. At the end of this overview, several suggestions are
made for differentiating the models from each other and the level of institutional
resources and resolve with implementing them.
The six student peer learning programs included in this bibliography meet the
following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear
set of systematic procedures for its implementation that could be replicated by another
institution; (c) program evaluation studies have been conducted and are available for
review; (d) intentionally embeds learning strategy practice along with review of the
academic content material; (e) outcomes include increased content knowledge, higher
final course grades, higher pass rates, and higher college persistence rates; and (f) the
program has been replicated at another institution with similar positive student
outcomes. From a review of the professional literature, six programs emerged: (a)
Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c)
Peer-Led Team Learning (PLTL), (d) Structured Learning Assistance (SLA), (e)
Supplemental Instruction (SI), and (f) Video-based Supplemental Instruction (VSI).
As will be described in the following narrative, some of the programs share common
history and seek to improve upon previous practices. Other programs were developed
independently.
When possible, original text from the author’s document overview or summary
paragraphs were used in this annotated bibliography. Frequently when peer
collaborative programs are adopted for use outside the institution or country of origin, it
is often contextualized for the educational system and needs of each individual setting.
Nearly one fourth of the entries in this database are from authors and researchers
outside of the United States. Sometimes particular program are renamed. For
example, while the Supplemental Instruction Program is the common term used in the
United States, in other countries it is sometimes called PASS (Peer Assisted Study
Sessions) or PALS (Peer Assisted Learning Sessions). The Emerging Scholars
3
, Program sometimes operates under different names as well. Examples include
Treisman Workshop Program and the Gateway Science Program. If the reader of this
document is aware of a publication related to one of the peer collaborative learning
programs that has not been included or have corrections to the annotations, please
contact the compiler/editor by telephone (612-625-2928) or send an e-mail
().
Collaborative Learning, Cooperative Learning & Learning Communities
A review of the professional literature finds that the terms collaborative learning,
cooperative learning, and learning communities are often used interchangeably with one
another. Although they share similarities with one another, a more precise
differentiation is needed to help explore the area and the utility of each for its intended
educational outcomes (Cooper, Robinson, & Ball, 2003). Regarding their historical
development and appearance within the professional literature in the United States,
collaborative learning appeared first, cooperative learning second, and learning
communities last. A search of the ERIC Database (2014) found more than 18,000
entries regarding descriptive and research studies that contained one or more of these
three terms indexed within their documents.
Collaborative learning refers to a wide range of formal and informal activities that
include any form of peer student interaction. This is the broadest and most general of
the three terms. This term describe any classroom activity by an instructor that involves
student peer-to-peer involvement. Cooperative learning is more narrowly defined as a
subset of collaborative learning. It often follows these principles: (a) positive
interdependence is established in the group through adoption of different roles that
support the group moving to complete a goal, (b) peers interact with one another, (c)
activities are structured to establish individual accountability and personal responsibility,
(d) development of interpersonal and small group skills, and (e) group processing of
small group activities through verification of information accuracy (Cuseo, 2002;
Johnson, Johnson, Holubec, & Roy, 1984).
Collaborative and cooperative learning groups, learning communities are
distinguished by their focus on interactive peer learning. Learning communities often
focuse on enhanced curricular and pedagogical outcomes. In addition to often
employing some version of student interactive learning, learning communities take
several approaches to modifying the classroom experience by restructuring the
curriculum. Some of the ways that courses may be modified is through linked courses,
learning clusters, freshman interest groups, federated learning communities, and
coordinated studies (Gabelnick, MacGregor, Matthews, & Smith, 1990).
A way to understand the relationships among these three terms is through a
Venn visual diagram, most often used in mathematics. Collaborative learning is
considered the largest construct, both due to its general definition as well as its
numerical ranking as most frequently cited in professional literature (ERIC, 2004). A
smaller construct lies within collaborative learning. This is cooperative learning. While
it holds to the same goals of collaborative learning, it is much more specific in its
implementation and following of specified protocols for its use. A related term to both
collaborative and cooperative learning is that of learning communities. While learning
4
