What Helps or Hinders Learning in an Online SI-PASS Student Leader Training Course Delivered in a Turkish Higher Education Institution

İlknur Bayram

doi:10.21061/jopl.123

What Helps or Hinders Learning in an Online SI-PASS Student Leader Training Course Delivered in a Turkish Higher Education Institution

Journal of Peer Learning

Volume 16 (2025): Issue 1

By: İlknur Bayram

Open Access

|Dec 2025

Abstract

This mixed methods study was designed to investigate the implementation of an online Supplemental Instruction Peer-Assisted Study Sessions (SI-PASS) student leader training course developed and conducted in a Turkish foundation university setting. Based on a sequential explanatory design approach in which quantitative data preceded qualitative data, the study aimed to evaluate the online student leader training course through quantitative and qualitative data collected from six student leaders taking the course. Results indicated that student leaders were satisfied with support offered by instructors; weekly synchronous meetings; alignment of course content with module aims; presentation of knowledge, skills and concepts; videos prepared; and technical support provided. However, they were dissatisfied with course workload when it came to pace and length of the modules, and number of assignments, quizzes, and forum posts. This study offers insights for the future iterations of the course. Encompassing both synchronous and asynchronous interactivity, student leader training analyzed in this study might serve as an alternative to face-to-face student leader training sessions widely organized in higher education institutions. Through constant evaluation of online student leader training, quality could be ensured, and student leader performances could be enhanced.

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