Showing papers in "Psychology, Learning and Teaching in 2014"
TL;DR: The growing proportion of non-traditional students, very commonly defined as students over the age of 25 (though other features vary from study to study) necessitates more studies with this increas...
Abstract: The growing proportion of non-traditional students, very commonly defined as students over the age of 25 (though other features vary from study to study) necessitates more studies with this increas...
25 citations
TL;DR: The authors examined the roles of two discussion group characteristics: identification and effectiveness, in predicting course interest and engagement, critical thinking and application, and course satisfaction among psychology students assigned to discussion groups in a large class (N = 81).
Abstract: Higher student enrolment at North American tertiary institutions over the last decade has led to a greater reliance on lecturing in large classes (i.e., 50 students or more). The efficiency of lecturing as a method of instruction can sometimes come at the cost of student interaction, engagement, critical thinking and satisfaction. Implementing discussion groups in large lecture classes is one technique that can reverse these costs, however it is not clear what it is about discussion groups that promotes these outcomes. Drawing on social identity theory (Tajfel, 1981), the present study examined the roles of two discussion group characteristics: identification and effectiveness, in predicting course interest and engagement, critical thinking and application, and course satisfaction among psychology students assigned to discussion groups in a large class (N = 81) over a 12-week period. Findings indicated that discussion group effectiveness, but not discussion group identification, predicted course interest ...
17 citations
TL;DR: This article investigated the perceived value of peer editing to students and found that students viewed editing a peer's paper as more helpful in improving their own writing than receiving peer's feedback, while acting as peer editor was negatively correlated with the assignment grades.
Abstract: The perceived value of peer editing to students is unclear. To investigate, first-year students (N = 35) completed a writing attitudes scale and first writing assignment in September 2012. The expected writing requirements were explained and handouts provided, as well as subsequent instructor feedback and grades. A second writing assignment was completed in October with peer editing taking place before the due date. Perceived helpfulness of giving and receiving peer feedback was evaluated. This was repeated in November for a third writing assignment. Rating means for both assignments indicated that students viewed editing a peer's paper as more helpful in improving their own writing than receiving a peer's feedback. For the first assignment, acting as peer editor was negatively correlated with the assignment grades, but not for the second assignment. With repeated assignments of similar format, perhaps a single peer editing experience is sufficient for building students' understanding of expectations and ...
16 citations
TL;DR: In this paper, the authors describe a course on innovative teaching projects in university education, where two educational psychologists assisted lecturers for one complete term in planning and realizing innovative teaching concepts, and finally in evaluating their evaluation.
Abstract: Seeing the need to change parts of one's teaching project may be the starting point for scholars to seek inspiration and guidance from educational psychologists for innovation in their teaching. In this report, the authors address the question of how educational psychologists can assist lecturers in higher education with the implementation of innovative teaching projects. Reflection of existing teaching practices helps promote the use of innovative teaching projects. The diversity of lecturers and teaching subjects in higher education makes counselling tailored to each individual teacher essential. In the present contribution, the authors describe a course on innovative teaching projects in university education. Participants represented various disciplines and were at different stages of their academic careers. Instructors of the course were two educational psychologists who assisted participants for one complete term in planning and realizing innovative teaching concepts, and finally in evaluating their ...
11 citations
TL;DR: In this paper, the authors examined student performance in a traditional lecture-based course (n = 43) and a team-based learning (N = 47) course, using a quasi-experimental design.
Abstract: Using a quasi-experimental design, the authors examined student performance (i.e., exam scores) in a traditional, lecture-based course (n = 43) and a team-based learning (TBL) course (n = 47). Stud...
10 citations
TL;DR: The American Psychological Association (APA) recently approved a new set of Guidelines for the undergraduate psychology major, version 2.0 as mentioned in this paper, which addressed ethics specifically, and yet the guidelines were not implemented in many universities.
Abstract: The American Psychological Association (APA) recently approved a new set of Guidelines for the undergraduate psychology major, version 2.0 (APA, 2013a) which addressed ethics specifically. Yet the ...
9 citations
TL;DR: This paper explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline and found that introductory psychology students completed the PAS course with a higher acceptance rate than introductory intro-psychology students.
Abstract: Two studies explored conceptual change in undergraduate psychology students' acceptance of the scientific foundations of the discipline. In Study 1, Introductory Psychology students completed the P...
9 citations
TL;DR: In this article, the authors presented the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections, which included improving academic performance and student engagement through the use of empirically supported pedagogical methods.
Abstract: Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving academic performance and student engagement through the use of empirically supported pedagogical methods, increasing course completion rates, reducing course drift, and reducing instructional costs. Student data from traditional sections taught in fall 2011 (n = 284) were compared to data obtained from students in redesigned sections in fall 2012 (n = 1340). Results indicated significant increases in academic performance in the redesigned course compared to the traditional sections. Performance with online course materials predicted overall exam performance and all pedagogical enhancements were, on average, perceived by students as effective. While course completi...
9 citations
TL;DR: This article used a measure of multicultural competence to assess the effectiveness of a semester-long undergraduate multicultural course and found that the multicultural course was more effective than a personality course in increasing multicultural knowledge but had no impact on multicultural awareness.
Abstract: The American Psychological Association (APA) recently revised their Guidelines for the undergraduate psychology major in 2013. In this updated version diversity is included in the broad goal of ethical and social responsibility in a diverse world. Indicators associated with this goal include student awareness of prejudice within themselves and others, sensitivity to issues of power, privilege and discrimination, and knowledge of cultural diversity. Previous researchers have discussed the conditions necessary and processes by which intercultural learning and prejudice reduction occur. The current study utilized a measure of multicultural competence to assess the effectiveness of a semester-long undergraduate multicultural course. The results indicated the multicultural course was more effective than a personality course in increasing multicultural knowledge but had no impact on multicultural awareness. The discussion focused on the conditions that may have influenced the results.
8 citations
TL;DR: The Careers in Psychology course as mentioned in this paper is a one-credit online course required for all psychology majors and involves a high level of student engagement through interactive activities, customized curriculum to individual career goals, videos of guest speakers, online discussions, and professional development assignments.
Abstract: Invisible knowledge or the hidden curriculum, the informal education some students get from faculty mentors, is a privilege not afforded to all students. Many universities have instituted psychology careers courses to assist undergraduate psychology students with academic and career advisement. Designed to share this invisible curriculum with all psychology majors, the Careers in Psychology course introduced here is a one-credit online class required for all majors. The course involves a high level of student engagement through interactive activities, customized curriculum to individual career goals, videos of guest speakers, online discussions, and professional development assignments. Feedback from formal student evaluations and student reflections about the careers course suggest students gained valuable professional skills and mentoring.
8 citations
TL;DR: In this paper, the authors present a review of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning, and the aim of the...
Abstract: There has been considerable criticism of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning. The aim of the ...
TL;DR: This paper adapted the Grand Rounds model to a graduate clinical psychology training program to foster applied learning in multicultural competence, which may help others in doctoral psychology training programs develop experiential learning opportunities to further enhance professional competence.
Abstract: Preparing students to enter the field of psychology as competent professionals requires that multicultural practices be infused into all areas of training. This article describes how the Grand Rounds model was adapted to a graduate clinical psychology training program to foster applied learning in multicultural competence. This extension of Grand Rounds as A? student-driven program to enhance multiculturalism may help others in doctoral psychology training programs develop experiential learning opportunities to further enhance professional competence.
TL;DR: In this paper, a theory-practice psychology course on reading education in a German teacher education program is described, where pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five individual reading lessons.
Abstract: The report portrays a theory-practice psychology course on reading education in a German teacher education programme. Having completed a theoretical course phase that is largely based on knowledge from cognitive and educational psychology, pre-service student-teachers applied their acquired knowledge by working with a fifth-grader in five individual reading lessons. During the sessions, students were supported by a mentor and received individual video feedback as well as peer feedback. The students also kept a learning journal to document and reflect on their practical experiences. The results from a small-scale evaluation study suggest that the course format bears a high potential for meaningful learning experiences regarding both general teaching practice and reading instruction.
TL;DR: In this paper, a move from lecture-based to interactive teaching approaches, students are encouraged in a variety of ways to share personal experiences in classroom settings. Among those self-disclosures, st...
Abstract: With a move from lecture-based to interactive teaching approaches, students are encouraged in a variety of ways to share personal experiences in classroom settings. Among those self-disclosures, st...
TL;DR: A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA, and students collected data and applied course concepts to real-life problems, then discussed their work on a Facebook page as mentioned in this paper.
Abstract: There is a demand for the integration of global learning/diversity across the curriculum. A series of cross-cultural assignments was created to facilitate global learning in two social psychology classes, one in Egypt, and one in the USA. In these assignments, students collected data and applied course concepts to real-life problems, then discussed their work on a Facebook page. A survey at the end of the semester found that students reported a greater appreciation for diversity, a decline in prejudice, and a new recognition of cultural similarities. Students also felt that their cross-cultural collaboration had helped them better understand and think more deeply about course concepts. Considerations for using online platforms as a global learning tool are discussed.
TL;DR: In this paper, the authors examined evidence of psychological engagement in a personalized web-based learning experience, given the more general interest in student engagement of students in higher education, and found that most students felt they formed a relationship with their child and had positive feelings such as happiness with and pride towards their child.
Abstract: Students are very familiar with digital media and computers. The aim of this study was to take advantage of this skill-set and examine evidence of psychological engagement in a personalized webbased learning experience, given the more general interest in student engagement of students in Higher Education. In this study, 117 students each raised their own virtual child as a term-long project within a child development course. The website MyVirtualChild© was used, in which students make parenting decisions, receive feedback, and write assignments designed to integrate course material with their simulated parenting experience. Teaching evaluation data showed students felt the program helped with learning and critical thinking skills. In addition, an open-ended question on the final exam was coded for emotional and behavioral content, and showed that most students felt they formed a relationship with their child and had positive feelings such as happiness with and pride towards their child. Some also made comments that showed self-reflection about either their own parenting skills or childhood experiences, and related the program to course content. This suggests that students found the program emotionally engaging and personally meaningful, which are aspects of psychological engagement in learning.
TL;DR: The authors found that lecturers aligned more of their words to those of the students; in the Chinese ethnicity and indirect style conditions, lecturers' responses were longer and more polite when ethnicity and style were congruent, fewer negative appraisals were produced.
Abstract: A significant amount of communication between lecturers and students takes place via e-mail This study provides evidence that two types of cultural cues contained in the e-mail impacts lecturers' linguistic adaptation to, and appraisal of, the student A total of 186 psychology lecturers from universities in Germany answered a fictitious student's e-mail inquiry and reported their perceptions of the student The inquiry was manipulated with regard to ethnicity (German, Chinese) and communication style (direct, indirect) Further, the participants answered to one of two versions that differed in the wording This was done in order to study lexical alignment In the German ethnicity and direct style conditions, lecturers aligned more of their words to those of the students; in the Chinese ethnicity and indirect style conditions, lecturers' responses were longer and more polite When ethnicity and style were congruent, fewer negative appraisals were produced
TL;DR: In this paper, a novel assignment involving students giving a presentation on YouTube about how to apply behavior modification principles to change a specific type of behavior, chosen by each student, covered topics such as how to end nail biting and reduce anxiety about public speaking.
Abstract: This article describes a novel assignment involving students giving a presentation on YouTube about how to apply behavior-modification principles to change a specific type of behavior, chosen by each student. The presentations covered topics such as how to end nail biting and how to reduce anxiety about public speaking. Giving an oral presentation on YouTube rather than in the classroom has advantages in (1) being feasible for large classes and for students in online-only courses, (2) saving class time, (3) allowing students to view their own performance, (4) allowing easier grading, and (5) creating an opportunity for students to ‘give psychology away’ to the public. Submission of links to YouTube videos by almost every student in the course, with no significant technical problems, demonstrated the feasibility of requiring video presentations. Evaluations of the assignment by 48 students, responding anonymously, indicated that students viewed the experience as helping them increase their public-speaking ...
TL;DR: This article found that creating literature reviews encompasses skills that are central to psychology students' academic and professional lives, yet writing them consistently challenges students, and research shows that they consistently challenge students.
Abstract: Creating literature reviews encompasses skills that are central to psychology students' academic and professional lives, yet writing them consistently challenges students. Research shows that instr...
TL;DR: The authors investigated the relationship between intended course objectives and teaching effectiveness through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation.
Abstract: In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel questionnaires administered to 1647 students and 84 lecturers in 84 psychology courses. In particular, lecturers rated the importance of 11 course objectives for their course, while students rated their perceived achievement throughout the course according to the same 11 course objectives. Corresponding importance and achievement ratings were used to calculate separate measures of students' achievement of intended and unintended course objectives. Results show that students' perceived achievement of intended course objectives was associated with better SETs and LSEs. No association with SETs or LSEs were found for students' perceived achievement of unintended course object...