1. Investigating the Effects of Learning Assistant-Supported
Active Learning Environments: LAs as Mediators in the Classroom
Mary Nyaema Idaykis Rodriguez, Oscar Diaz, Hagit Kornreich-Leshem, Laird H.Kramer
Florida International University STEM Transformation Institute, Miami, Fl
History of Beyond Project
Started in 2015.
Collaboration between University of Colorado, Denver, Florida International University and North Dakota State University.
Initiated to study learning assistant (LA)- active learning environment primarily in large introductory
s science classrooms.
LA increase student, understanding of concepts & their attitude towards learning especially in active learning environments.1,2
Discussion
-LA mediate:
Resources
Student motivation
Student success in class
-Instructor agreement on presence of these roles in the classroom
-More research needed to find out impact of increasing frequencies in each of these roles has on achieving learning goals
-Further studies to find out how the three roles affect students’ self- efficacy.
Research Question: What are student perceptions of LA roles in the classroom?
Methodology
Mediating student success
The LA talk to me about how to be successful in the class
The LA share information about their experience in the course
The LA share tips on how to study for the exam quiz/ final
Adapted from Jonassen & Rohrer-Murphy (1999)
Mediating resources
The LA explain how to solve a problem or how I can reach an answer in class
The LA clarify questions posed by the instructor to help me understand
Mediating student motivation
The LA encourage me to think about my prior knowledge or experiences to answer a question
The LA encourage me to consider multiple perspectives
The LA ask guiding questions to help me get the answer myself
Comparative case study research.
Participants: 462 undergraduate students, 37 LA and 5 instructors.
Research Instruments: Students, LA surveys, Instructor interviews.
Validation of survey items through student interviews.
Data analysis: triangulation of data to compare agreement between instructors, students and LA’s .
Further classification of LA roles into three main roles that promote student learning in active learning classrooms.
Student Perception of LA roles in the Classroom
Instructor/ Context
Description of Classroom
Instructor 1, tier style lecture room
-Has used LAs for 3 years
-active learning games
Instructor 2 , Active learning setting
3 years experience with LA use ,
Whole class discussion and student presentation
Instructor 3 , tier style lecture room
Has used LA for one year
Makes use of models in teaching
Instructor 4 , Active learning setting
-First time working with LA.
Has previous experience with active learning
Instructor 5, Active learning setting
-Has used LA since the onset of her instructions (five years).
Hybrid model of teaching, active learning games
“Since most LA are previous students of the course, one of their biggest tools is explaining to students how to be successful in the course.” – Instructor 1
“LA clarify things that are said which the students may not understand.” –Instructor 5
“LA speak about themselves during the first lecture and say what they did to be successful in the class.” – Instructor 4
“ LA talk to students about how to be successful in the course”- Instructor 3
“LA probe or ask leading questions in order to guide students when answering questions.”- Instructor 2
“ LA are instructed to ask students to think about past experiences, what they have done in precious classes and how that ties in to the material being covered.” –Instructor 1
Active learning setting
Tier style lecture room
References: 1. Otero, V., Pollock, S., McCray, R., & Finkelstein, N. (2006). Who is responsible for preparing science teachers?. Science, 313(5786),
2. Van Dusen, B., Langdon, L., & Otero, V. (2015). Learning assistant supported student outcomes (LASO) study initial findings. arXiv preprint arXiv:
3. Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1),
NSF Project #