Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic
通过随机对照试验，考察了德国一所大学在疫情期间转为线上教学后，远程同伴指导对学生动机、学习行为和考试注册的积极影响，但对平均学分无显著提升。
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 there is evidence for positive effects on the most able students.