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Does size matter? Attendance numbers at SI-sessions and how it affects learning conditions

Fredriksson, Johan LU ; Malm, Joakim LU ; Holmer, Arthur LU and Ouattara, Lassana LU (2020) In Journal of Peer Learning 13. p.21-21
Abstract
Supplemental Instruction (SI) is today a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI-sessions are seldom mentioned or reflected upon.
This study investigates if there is a lower, optimal, and upper number of SI-attendees for SI-sessions with viable learning conditions. A literature review of 135 publications on studies of SI-programmes was conducted combined with a survey of 44 SI-leaders and 176 SI-attendees at Lund University in Sweden.
The literature review shows that there is no consensus regarding minimum, optimum or maximum numbers for SI-session attendance size for viable learning conditions.... (More)
Supplemental Instruction (SI) is today a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI-sessions are seldom mentioned or reflected upon.
This study investigates if there is a lower, optimal, and upper number of SI-attendees for SI-sessions with viable learning conditions. A literature review of 135 publications on studies of SI-programmes was conducted combined with a survey of 44 SI-leaders and 176 SI-attendees at Lund University in Sweden.
The literature review shows that there is no consensus regarding minimum, optimum or maximum numbers for SI-session attendance size for viable learning conditions.
In the survey, the number of attendees for optimal learning conditions was estimated to 11-12 by both leaders and attendees. These respondents also estimated that if the number of attendees is below 5 or above 16 students the learning conditions are likely to suffer. In the former case this is attributed to too little collective knowledge, too few viewpoints and a risk of the SI-leader being too prominent (less active participants). In the latter case, attendees are likely to find the conditions noisy and feel that they do not get seen, while the SI-leader may have difficulties in obtaining a good structure in the session as well as getting an overview of the different group discussions.
The results hint to the importance of reporting attendance numbers at an SI-session. Otherwise it is impossible for an outsider to determine if the conditions were favourable for small group learning and thus makes it hard to judge SI’s effectiveness. (Less)
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type
Contribution to journal
publication status
published
subject
in
Journal of Peer Learning
volume
13
pages
35 pages
publisher
University of Wollongong
ISSN
2200-2359
language
English
LU publication?
yes
id
2e98ec4b-2093-49d8-965b-15de29afcd09
alternative location
https://ro.uow.edu.au/ajpl/vol13/iss1/3
date added to LUP
2019-10-26 19:57:44
date last changed
2021-03-12 08:46:02
@article{2e98ec4b-2093-49d8-965b-15de29afcd09,
  abstract     = {{Supplemental Instruction (SI) is today a well-known academic support model to address retention and student performance in higher education. However, in studies reporting the effect of SI, the number of attendees at SI-sessions are seldom mentioned or reflected upon.<br/>This study investigates if there is a lower, optimal, and upper number of SI-attendees for SI-sessions with viable learning conditions. A literature review of 135 publications on studies of SI-programmes was conducted combined with a survey of 44 SI-leaders and 176 SI-attendees at Lund University in Sweden.<br/>The literature review shows that there is no consensus regarding minimum, optimum or maximum numbers for SI-session attendance size for viable learning conditions. <br/>In the survey, the number of attendees for optimal learning conditions was estimated to 11-12 by both leaders and attendees. These respondents also estimated that if the number of attendees is below 5 or above 16 students the learning conditions are likely to suffer. In the former case this is attributed to too little collective knowledge, too few viewpoints and a risk of the SI-leader being too prominent (less active participants). In the latter case, attendees are likely to find the conditions noisy and feel that they do not get seen, while the SI-leader may have difficulties in obtaining a good structure in the session as well as getting an overview of the different group discussions. <br/>The results hint to the importance of reporting attendance numbers at an SI-session. Otherwise it is impossible for an outsider to determine if the conditions were favourable for small group learning and thus makes it hard to judge SI’s effectiveness.}},
  author       = {{Fredriksson, Johan and Malm, Joakim and Holmer, Arthur and Ouattara, Lassana}},
  issn         = {{2200-2359}},
  language     = {{eng}},
  pages        = {{21--21}},
  publisher    = {{University of Wollongong}},
  series       = {{Journal of Peer Learning}},
  title        = {{Does size matter? Attendance numbers at SI-sessions and how it affects learning conditions}},
  url          = {{https://ro.uow.edu.au/ajpl/vol13/iss1/3}},
  volume       = {{13}},
  year         = {{2020}},
}