Can Peer Mentoring Improve Online Teaching Effectiveness? An RCT during the Covid-19 Pandemic

David Hardt, Markus Nagler and Johannes Rincke

No 8671, CESifo Working Paper Series from CESifo

Abstract: 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.

Keywords: online education; EdTech; COVID-19; mentoring; higher education (search for similar items in EconPapers)
JEL-codes: I20 I23 J24 (search for similar items in EconPapers)
Date: 2020
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (6)

Downloads: (external link)
https://www.cesifo.org/DocDL/cesifo1_wp8671.pdf (application/pdf)

Related works:
Journal Article: Can peer mentoring improve online teaching effectiveness? An RCT during the COVID-19 pandemic (2022)
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:ces:ceswps:_8671

Access Statistics for this paper

More papers in CESifo Working Paper Series from CESifo Contact information at EDIRC.
Bibliographic data for series maintained by Klaus Wohlrabe ().