Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic

Hardt D, Nagler M, Rincke J (2022)

Publication Language: English

Publication Type: Journal article, Original article

Publication year: 2022

Journal

Labour Economics Elsevier

Book Volume: 78

Article Number: 102220

URI: https://www.sciencedirect.com/science/article/pii/S0927537122001075?via=ihub

DOI: 10.1016/j.labeco.2022.102220

Abstract

Online delivery of higher education has taken center stage but is fraught with issues of student self-organization. We conducted an RCT to study the effects of remote peer mentoring at a German university that switched to online teaching due to the COVID-19 pandemic. Mentors and mentees met one-on-one online and discussed topics like self-organization and study techniques. We find positive impacts on motivation, studying behavior, and exam registrations. The intervention did not shift earned credits on average, but we demonstrate strong positive effects on the most able students. In contrast to prior research, effects were more pronounced for male students

Authors with CRIS profile

David Hardt Lehrstuhl für Volkswirtschaftslehre, insbesondere Wirtschaftspolitik Markus Nagler Professur für Arbeitsmarkt- und Innovationsökonomik Johannes Rincke Lehrstuhl für Volkswirtschaftslehre, insbesondere Wirtschaftspolitik

How to cite

APA:

Hardt, D., Nagler, M., & Rincke, J. (2022). Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic. Labour Economics, 78. https://dx.doi.org/10.1016/j.labeco.2022.102220

MLA:

Hardt, David, Markus Nagler, and Johannes Rincke. "Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic." Labour Economics 78 (2022).

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