  The Learning Assistant (LA) model supports instructors in implementing
research-based teaching practices in their own courses. In the LA model,
undergraduate students are hired to help facilitate research-based
collaborative-learning activities. Using the Learning About STEM Student
Outcomes (LASSO) database, we examined student learning from 112 first-semester
physics courses that used either lecture-based instruction, collaborative
instruction without LAs, or LA supported instruction. We measured student
learning using 5959 students' responses on the Force and Motion Conceptual
Evaluation (FMCE) or Force Concept Inventory (FCI). Results from Hierarchical
Linear Models (HLM) indicated that LA supported courses had higher posttest
scores than collaborative courses without LAs and that LA supported courses
that used LAs in laboratory and recitation had higher posttest scores than
those that used LAs in lecture.
