Peer collaborative learning has been popular in education for decades. As both pedagogy and learning strategy, it has been frequently adopted and adapted for a wide range of academic content areas at the elementary, secondary, and postsecondary levels due to its benefits. The professional literature is filled with reports of individual professors integrating this approach into postsecondary classrooms in diverse ways. Increased attention has been placed on this practice due to claims that carefully implementing learning programs with specific protocols can increase student persistence rates towards graduation, supporting both student goal aspirations as well as bolstering institutional revenues. Much of the narrative from this overview to the bibliography is drawn from a previously published article published by me on peer cooperative learning groups. This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation: Supplemental Instruction (SI) and Video-based Supplemental Instruction (VSI). When possible, original text from the author's document overview or summary paragraphs were used in this annotated bibliography. Frequently when peer collaborative programs are adopted for use outside the institution or country of origin, it is often contextualized for the educational system and needs of each individual setting. Nearly one fourth of the entries in this database are from authors and researchers outside of the United States. Sometimes particular programs are renamed. For example, while the Supplemental Instruction Program is the common term used in the United States, in other countries it is sometimes called PASS (Peer Assisted Study Sessions) or PALS (Peer Assisted Learning Sessions). [This is a revised version of ED480589.]