Hardt D, Nagler M, Rincke J (2022)
Publication Language: English
Publication Type: Journal article, Original article
Publication year: 2022
Book Volume: 78
Article Number: 102220
URI: https://www.sciencedirect.com/science/article/pii/S0927537122001075?via=ihub
DOI: 10.1016/j.labeco.2022.102220
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
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://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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