Implementation of a Learning Assistant Program Improves Student Performance on Higher-Order Assessments.

ABSTRACT: Learning assistant (LA) programs have been implemented at a range of institutions, usually as part of a comprehensive curricular transformation accompanied by a pedagogical switch to active learning. While this shift in pedagogy has led to increased student learning gains, the positive effect of LAs has not yet been distinguished from that of active learning. To determine the effect that LAs would have beyond a student-centered instructional modality that integrated active learning, we introduced an LA program into a large-enrollment introductory molecular biology course that had already undergone a pedagogical transformation to a highly structured, flipped (HSF) format. We used questions from a concept test (CT) and exams to compare student performance in LA-supported HSF courses with stu

SUBMITTER: Sellami N 

PROVIDER: S-EPMC5749964 | biostudies-literature | 2017

REPOSITORIES: biostudies-literature