Supplemental Instruction (SI) is a form of structured peer guidance attached to a specific course, provided by an experienced and trained student to a group of students. Previous studies show a positive effect of SI on learning outcomes, some found effects on well-being, and sense of belonging. However, literature on SI lacks randomized controlled trials and does not fully address the risk of self-selection bias. The current study tested whether SI has an effect on grades, mental well-being, and sense of belonging with a pre-registered randomized field experiment and a sample of 493 Dutch first-year students. Students who were offered SI obtained significantly higher grades (d = 0.26) but did not score significantly different on mental well-being or belonging.
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Supplemental instruction, also known as Peer Assisted Study Sessions (SI-PASS), is a well-established form of peer learning that has been implemented in higher education institutions across the globe and that coincides with learning gains for participants. While the effects on learning gains have been extensively studied with quasi-experiments, the underlying mechanisms that make SI-PASS effective are less well understood. This study explored what benefits students thought SI-PASS offered and through which mechanisms. We studied this by interviewing 14 students who participated in SI-PASS during a field experiment that reliably found a significant impact of SI-PASS on performance. The students were asked to expand on if and why they thought SI-PASS was effective. Thematic analysis and independent coding indicated an interplay of three main drivers. SI-PASS was experienced as effective because it stimulated the use of effective study techniques and social learning. These drivers were facilitated and enhanced by a pedagogical climate that lowered the threshold to engage in collaborative learning and effective study techniques. These findings could help pinpoint what elements should be highlighted during the preparation of SI-leaders and what aspects should be monitored and tested when implementing or studying SI-PASS.
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Studentassistenten verrichten verschillende soorten onder-wijstaken in het hoger onderwijs. Deze systematische literatuurstudiebracht het onderzoek in kaart naar hoe studentassistenten worden voor-bereid op hun inzet in het onderwijs, welke soorten onderwijs ze ver-zorgen en wat dit oplevert voor de studentassistenten en hun studenten.De studentassistenten werden vooral bij praktisch vaardigheidsonder-wijs en laboratoriumonderwijs in medische en scheikundige opleidingeningezet, en in mindere mate ook bij casusonderwijs en studievaardig-heden. Qua voorbereiding hadden ze het meeste baat bij een trainingwaar het verwachte gedrag voorgedaan wordt, waar ze kunnen oefenenen hier feedback op krijgen. Wanneer onderwijs door studentassisten-ten als aanvulling op het bestaande onderwijs wordt georganiseerd leidthet tot hogere studenttevredenheid en betere prestaties bij de studen-ten die dit aangeboden krijgen t.o.v. wie dit niet krijgt aangeboden. Deprestaties en tevredenheid van studenten die practica van studentas-sistenten versus docenten zijn vergelijkbaar. Bij de organisatie van stu-dentassistenten in het onderwijs kan geleerd worden van de twee stro-mingen die nu prevaleren: Supplementele Instructie (si-pass ) enPeerAssistedLearning(pal ). Centrale coördinatie van het opleiden van bege-leiders en studentassistenten, duidelijke complementaire functieprofie-len, inzet bij praktische vakken, en inbedding binnen de opleidingen opbasis van passende leeruitkomsten kunnen bijdragen aan duurzame bor-ging.Students perform various types of educational tasks in higher education as teaching assistants. This systematic literature review mapped out the research on how teaching assistants are prepared for their tasks,what types of instruction they provide, and what this yields for both teaching assistants and students. The teaching assistants were primarily deployed in practical skills education and laboratory education in medical and chemistry programs, and to a lesser extent also in case-based education and metacognitive education. In terms of preparation, they benefited most from training that demonstrates expected behaviour, provides opportunities for practice, and offers feedback. The deployment of teaching assistants in education, as a supplement to regular instruction, resulted in higher student satisfaction and better performance. Regarding practical sessions, students taught by teaching assistants did not perform differently or express less satisfaction than those taught by teachers. In organizing student assistants in education, lessons can be learned from the two prevailing approaches: SI-PASS and PAL. Both central coordination with clear complementary job profiles for student assistants or integration within programs based on appropriate learning outcomes can contribute to sustainable implementation.
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Little is known about the effects of different instructional approaches on learner affect in oral interaction in the foreign language classroom. In a randomized experiment with Dutch pre-vocational learners (N = 147), we evaluated the effects of 3 newly developed instructional programs for English as a foreign language (EFL). These programs differed in instructional focus (form-focused vs. interaction strategies- oriented) and type of task (pre-scripted language tasks vs. information gap tasks). Multilevel analyses revealed that learners’ enjoyment of EFL oral interaction was not affected by instruction, that willingness to communicate (WTC) decreased over time, and that self-confidence was positively affected by combining information gap tasks with interactional strategies instruction. In addition, regression analyses revealed that development in learners’ WTC and enjoyment did not have predictive value for achievement in EFL oral interaction, but that development in self-confidence did explain achievement in EFL oral interaction in trained interactional contexts.
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Peer assisted study sessions (PASS), also known as Supplemental instruction, are structured peer guided sessions linked to a specific course, led by experienced and trained students called PASS-leaders. These PASS-leaders undergo several days of training before running their first session and receive supervision and feedback ‘on the job’. Research suggests that training improves student outcomes whereby supervision is considered best practice, as required by PASS protocols. However, it is unclear what type of supervision best supports PASS-leaders. Thus far, studies have not compared different methods for on-the-job interventions. Current practice involves supervisors observing PASS sessions without intervening but providing post hoc feedback. While this prevents undermining the PASS leaders, it delays their ability to act on feedback immediately. This study, carried out at an institution for initial teacher education, developed and tested a method for providing immediate feedback using a bug-in-ear device linked to a live-stream. Six PASS-leaders were observed during 4-6 sessions each, receiving either synchronous feedback with a bug-in-ear or in-person asynchronous post hoc feedback. In group interviews PASS-leaders reported appreciating the immediacy of synchronous feedback which allowed them to act on it in real-time. The surveys after each lesson indicated that they felt significantly more confident about teaching following live feedback. They described the supervisor as an invisible helper, providing support or assistance. Because the bug-in-ear method could only provide feedback on visible instructional and pedagogical actions, both PASS-leaders and PASS-supervisors recommended using this as a supplement to a pre-session briefing and a post-session debrief.
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De faculteit Onderwijs en Opvoeding van de Hogeschool van Amsterdam (HvA) organiseert sinds 2021 Supplementele Instructie (SI). Deze uit de Verenigde Staten afkomstige gestructureerde vorm van aanvullende instructie door getrainde studenten bleek ook in de Nederlandse context goed te werken.
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To benefit from the social capabilities of a robot math tutor, instead of being distracted by them, a novel approach is needed where the math task and the robot's social behaviors are better intertwined. We present concrete design specifications of how children can practice math via a personal conversation with a social robot and how the robot can scaffold instructions. We evaluated the designs with a three-session experimental user study (n = 130, 8-11 y.o.). Participants got better at math over time when the robot scaffolded instructions. Furthermore, the robot felt more as a friend when it personalized the conversation.
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The aim of this dissertation is to examine how adult learners with a spoken language background who are acquiring a signed language, learn how to use the space in front of the body to express grammatical and topographical relations. Moreover, it aims at investigating the effectiveness of different types of instruction, in particular instruction that focuses the learner's attention on the agreement verb paradigm. To that end, existing data from a learner corpus (Boers-Visker, Hammer, Deijn, Kielstra & Van den Bogaerde, 2016) were analyzed, and two novel experimental studies were designed and carried out. These studies are described in detail in Chapters 3–6. Each chapter has been submitted to a scientific journal, and accordingly, can be read independently.1 Yet, the order of the chapters follows the chronological order in which the studies were carried out, and the reader will notice that each study served as a basis to inform the next study. As such, some overlap in the sections describing the theoretical background of each study was unavoidable.
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AIMS: The Canadian Occupational Performance Measure (COPM) can be used to support children to clarify their needs themselves. However, for pediatric occupational therapists it is not sufficiently clear how to effectively use the COPM with children from 8 years of age.This study aimed to formulate specific instructions for using the COPM with children themselves, based on the experience of children, parents, and occupational therapists. In addition, professional consensus on the instructions was reached.METHODS: A multi-stage approach was used to develop the instructions. Triangulation of methods was used to gather knowledge of how the COPM with children themselves is performed in daily practice: interviews with 23 children, questionnaires completed by 30 parents, interviews with 13 therapists, and 10 video recordings of COPM administration. Specific instructions were derived from this knowledge and consensus for these instructions was reached by Delphi method.RESULTS: The data were analyzed and resulted in 40 specific instructions. Consensus of at least 80% amongst 10 occupational therapists, who regularly use the COPM with children, was achieved on each instruction.CONCLUSION: There is consensus on 40 specific instructions for administering the COPM with children. Following these instructions might help children to formulate their own goals for intervention.
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