The Impact of the Peer-Tutoring Online Discussion (POD) Class Model during the COVID-19 Pandemic

Taeyoung Kim, Sung Kyung Chu, So Yeon Byeon, Hae Gyung Yoon, Yongha Kim and Hyunmyung Jo

International Journal of Higher Education, 2021, vol. 10, issue 7, 53

Abstract: The rapid spread of online classes in higher education during and after the COVID-19 pandemic has created a growing need for research that explores the issue of student disengagement in online courses. In this regard, the present study suggests a Peer-Tutoring Online Discussion (POD) class model to increase student engagement in online courses among undergraduate students with diverse sociocultural backgrounds and college majors. The study also examines the impact of the POD approach by exploring the experiences of undergraduate students who took online liberal arts courses that employed the POD model during the 2020 spring semester. Qualitative analysis of discussion data from students indicates that the POD class model includes characteristics that can be especially significant in the context of the COVID-19 pandemic, such as opportunities for relationship-building, self-directed learning based on establishing a rapport, and discussion management that considers time limits.

Date: 2021
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