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An Analysis of Discourse in Peer-Led Team Learning (PLTL) | DivCHED CCCE: Committee on Computers in Chemical Education

Peer-Led Team Learning (PLTL) is a structured method for helping students engage actively in collaborative conversations. The method originated in undergraduate chemistry courses, but is now used in math and in other science classes as well. Previous studies have shown that PLTL results in improved learning in undergraduate chemistry. However, researchers have not studied the group mechanisms and discourse processes that lead to this improved outcome. This study is the first to explore those mechanisms and processes. We observed videotapes of PLTL sessions and analyzed the actions and interactions of peer leaders and of students. We found that peer leaders used two distinct interactional styles, which we call instructional and facilitative. The effects of these two interactional styles on the students’ dialogue, participation, and knowledge building will be presented.