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Manuscript Format

Original Research

Time required for implementation of resource

N/A

Subdiscipline of Kinesiology

Exercise Physiology

Abstract

Peer-to-peer teaching improves academic performance. During the worldwide pandemic, peer-to-peer teaching was unavailable, and feelings of isolation and loneliness increased. This study investigated the impact of virtual peer-to-peer group study on student performance and class views in a virtual, undergraduate exercise physiology course. Sixty-nine college-aged adults were randomly assigned to study with a virtual group or individually for two instructional units. Students switched groups after the first unit. For virtual group study, students met virtually for at least one hour outside of class to study course content. Those assigned to the individual study did not study virtually with classmates. Unit exams were given after each instructional unit. Mann-Whitney tests were used to evaluate study group differences on class performance. Class views were assessed using seven-point Likert scales and Wilcoxon signed-ranked tests. Exam scores were not significantly different between the virtual group study and individual study for exam 1 (72.3 ± 8.6% vs. 70.4 ± 13.3%, p =0.824) or for exam 2 (68.5 ± 14.5% vs. 67 ± 13.5%, p = 0.782). Virtual group study led to more class connection (2.4 ± 1.3 vs 5.1 ± 1.6; p < 0.001) and focus (2.05 ± 1.11 vs 2.94 ± 1.23; p < 0.001) than individual study. Virtual group study, outside of class, had a significant effect on in-class connection and outside-of-class study focus without reducing class performance. Virtual group study may be an effective tool to help students connect out of class when other meeting options are not available.

Corresponding Author

W. Matt Denning

Department of Human Performance and Recreation, Brigham Young University-Idaho, 525 S. Center Street, Rexburg, Idaho, 83440.

Email: denningw@byui.edu

Phone: 208-496-4699

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