Michele D. Estes

This meta‑analysis compares peer‑led learning with non‑peer‑led approaches on postsecondary students’ cognitive achievement. Twenty‑eight studies (1993–2017) from six countries were analyzed using a random‑effects model and showed a moderate positive overall effect for peer‑led learning. The study examined moderators—program duration, student leader training, and task type—and found task type significantly influenced outcomes: student leaders facilitating problem‑based learning tasks outperformed other task types. The authors discuss implications for designing and coordinating peer‑led learning and call for research on student leaders’ readiness and online implementations.

The paper argues that prevailing views equate accessibility mainly with technology‑centered accommodations (e.g., alternative media) and overlook its broader role in design. Drawing from special education, disability studies, and instructional technology, the authors conceptualize accessibility as a paradigm for all design activity and articulate four interrelated levels—social, physical, intellectual, and motivational—each with distinct barriers. The article traces historical roots (e.g., universal design and UDL), questions assumptions about disability, and proposes bridging UDL and instructional design to improve learning access for all learners.

This article synthesizes research and practice on flipped classrooms in higher education. It clarifies distinctions between flipping and traditional instruction, reviews evidence on learner outcomes, and outlines design considerations that emphasize intentional use of asynchronous and synchronous activities. The authors describe a three‑stage instructional design framework that helps instructors analyze needs, design and develop pre‑class and in‑class activities, implement with appropriate tools, and evaluate learning. Practical strategies and technology options are discussed along with challenges such as student self‑regulation and ensuring accessibility. The paper positions flipping as a learner‑centered approach that can optimize class time for active learning when carefully designed and evaluated.

This case study reports the redesign of a shared STEM laboratory across two universities in the 4‑VA consortium and examines how pedagogical needs informed space and technology recommendations. Using data from site visits, human‑subjects research, technology testing, and evaluation, the authors identified requirements for student‑centered, distributed, and remote‑presence learning. Recommendations address general lab layout, projection and display, storage, cable management, videoconferencing, use and management policies, computing and mobile devices, software, and training. Findings highlight the importance of telepresence and remote interaction for collaborative, problem‑based learning and propose directions for further research.