New Perspectives in Science Education
Effectiveness of Learning Assistants on Student’s Active Learning in College STEAM Courses
Shintaro Tajiri, Hokuriku University (Japan)
Naruhiko Shiratori, Kaetsu University (Japan)
Yoshikazu Ishibashi, Yokohama College of Commerce (Japan)
Tetsuya Oishi, Tokyo Institute of Technology (Japan)
Masao Mori, Tokyo Institute of Technology (Japan)
Masao Murota, Tokyo Institute of Technology (Japan)
Abstract
In this study we identified the effectiveness of learning assistants in enhancing college students’ active learning in science education courses. A learning assistant is an undergraduate student who supports and facilitates students’ learning in the assigned undergraduate course under the guidance of a course instructor. More universities in Japan have been introducing a learning assistant program in their science, technology, engineering, and art courses, but its effectiveness has not been examined in detail yet. To analyze that, we conducted a common survey at three universities to ask students taking courses about the effects of learning assistant and received more than 860 answers. By analyzing answers to questions on the supports which learning assistants offer and how effective students consider those, we arrived at the following findings. First, the major supports from learning assistants are answering students’ questions, giving advice on group activities and personal assignments. Second, more than 30% of the students tried to communicate actively with learning assistants. Although, few students were able to establish personal relationships with them. Third, more than half of students consider learning assistants’ various supports effective for enhancing their learning in STEAM courses. In particular, they feel easier to ask questions to learning assistants rather than to course instructors. Also, students realized that it was important to use learning assistant effectively to deepen their understanding. These findings can help improve science education and enhance quality of students’ learning.
Keywords: Learning Assistant, STEAM Education, Active Learning, Student Survey.
References:
[1] Jardine, H. E. & Friedman, L. A.: “Using Undergraduate Facilitators for Active Learning in Organic Chemistry: A Preparation Course and Outcomes of the Experience”, Journal of Chemical Education, 94, 703-709, 2017
[2] Otero, V.: “A physics department’s role in preparing physics teachers: The Colorado learning assistant model”, American Journal of Physics, 78, 1218-1224, 2010
