We know that activity and collaboration are valuable for student motivation and learning. But it can be challenging to achieve, especially with large groups of students. Learning assistants(LA's) can be the solution!

At the University of Oslo, we have a long tradition of hiring students as group teachers, seminar leaders, and the like, but the concept of learning assistants is relatively new in the Norwegian context. The core of the learning assistant model is that former students in the subject are employed and given training to support students working together in groups. This provides students with opportunities to work more actively and collaboratively, and to receive more feedback in the process.

When learning assistants work in this way, research shows that:

Students and learning assistants increase their subject understanding
Completion increases
Students get better grades
Students experience a greater degree of belonging and inclusion

In this module, you will find out how you as a teacher, can include learning assistants in your subject. And learning assistants (LAs) will find concrete tools on how to facilitate and support cooperation that is productive for students.

Recommendation! Use the video cases on the last module page to reflect on your role as a learning assistant, or use them in training sessions for learning assistants.

SOURCES

Alzen, J.L., Langdon, L.S. & Otero, V.K. (2018). A logistic regression investigation of the relationship between the Learning Assistant model and failure rates in introductory STEM courses. International Journal of STEM Education, 5(56), 1-12. Retrieved 26.04.23 from https://doi.org/10.1186/s40594-018-0152-1

Barrasso, A.P., Spilios, K.E. (2021). A scoping review of literature assessing the impact of the learning assistant model. International Journal of STEM Education, 8(12), 1-18. Retrieved 26.04.23 from https://doi.org/10.1186/s40594-020-00267-8

Clements, T. P., Friedman, K. L., Johnson, H. J., Meier, C. J., Watkins, J., Brockman, A. J., and Brame, C. J. (2022). “It made me feel like a bigger part of the STEM community”: Incorporation of Learning Assistants Enhances Students’ Sense of Belonging in a Large Introductory Biology Course. CBE—Life Sciences Education, 21(2), 1-13. Retrieved 26.04.23 from https://doi.org/10.1187/cbe.21-09-0287

Nissen, J., Donatello, R. & Van Dusen, B. (2019). Missing data and bias in physics education research: A case for using multiple imputation. Physical review physics education research, 15(2), 1-15. Retrieved 26.04.23 from https://doi.org/10.1103/PhysRevPhysEducRes.15.020106

Pollock, S. J. (2009). Longitudinal study of student conceptual understanding in electricity and magnetism. Physical review physics education research 5(2), 1-8. Retrieved 26.04.23 from https://doi.org/10.1103/PhysRevSTPER.5.020110