The paper describes the experience of using undergraduate students as peer learning assistants (PLAs) in different undergraduate computer science courses which have graduate teaching assistants (TAs) as well. Depending on the course, PLAs have some of the following roles - holding office hours, helping with the labs and tutorials, facilitating student group work in class. The impact of PLAs on student learning outcomes is assessed by comparing student grades in the offerings of the course with and without PLAs and comparing the numbers of student visits outside of the class meeting times to the instructor, to the TAs, and to the PLAs. In addition to that, questionnaires are used to solicit feedback from students and PLAs about their experience. We find that the use of PLAs results in statistically significant increase in student course grades and decrease in the number of non-passing grades. Student experiences with PLAs are very positive. Many students prefer to seek help from the PLAs rather than from the TAs or instructor. PLAs report that the experience was beneficial to them, too. The paper discusses benefits of using PLAs, student preferences regarding PLAs and TAs, and what practices worked best.
['Inna Pivkina']
Peer learning assistants in undergraduate computer science courses