Pub Date : 2022-12-01DOI: 10.3167/latiss.2022.150305
N. Lewis, S. Robertson, M. Lim, Janja Komljenovic, Chris Muellerleile, C. Shore, T. Bajenova
This collection of short essays presents and examines six vignettes of organisational change in British, New Zealand and European universities. Drawing on the social studies of economisation literature, formal research projects and auto-ethnographic insights, the authors detail profound changes in how knowledge is produced in universities. They examine policy documents, calculative techniques and management practices to illustrate how proliferating market rationalities, technologies and relations are reimagining university missions, reframing their practices and refashioning their subjects. Their vignettes demonstrate that market-making pressures are emerging from micro-scale socio-technical arrangements as well as altered funding models and external policy imperatives. They reveal the extent and detail of market-making pressures on academic practice in research and teaching. Finding ways to contest these pressures is imperative.
{"title":"Market making and the (re)production of knowledge in public universities","authors":"N. Lewis, S. Robertson, M. Lim, Janja Komljenovic, Chris Muellerleile, C. Shore, T. Bajenova","doi":"10.3167/latiss.2022.150305","DOIUrl":"https://doi.org/10.3167/latiss.2022.150305","url":null,"abstract":"\u0000This collection of short essays presents and examines six vignettes of organisational change in British, New Zealand and European universities. Drawing on the social studies of economisation literature, formal research projects and auto-ethnographic insights, the authors detail profound changes in how knowledge is produced in universities. They examine policy documents, calculative techniques and management practices to illustrate how proliferating market rationalities, technologies and relations are reimagining university missions, reframing their practices and refashioning their subjects. Their vignettes demonstrate that market-making pressures are emerging from micro-scale socio-technical arrangements as well as altered funding models and external policy imperatives. They reveal the extent and detail of market-making pressures on academic practice in research and teaching. Finding ways to contest these pressures is imperative.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78557962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.3167/latiss.2022.150303
S. Alemu, Mei Qu, Zulfa Sakhiyya
From the perspective of peripheralised countries, internationalisation is imbalanced and hegemonic, as it is predominantly constructed by universities in the Global North. We explore the imbalanced internationalisation from the cases of sub-Saharan Africa through the dominance of Western knowledge systems and brain drain; China through isolation and playing ‘catch up’; and Indonesia through the financial crisis, the bailout conditions of the International Monetary Fund and World Bank and marketisation. By taking the cases of sub-Sahara Africa, China and Indonesia, this article problematises the idea of internationalisation and argues that it further relegates universities from the peripheralised countries to the margin.
{"title":"Voices of internationalisation of higher education from sub-Saharan Africa, China and Indonesia","authors":"S. Alemu, Mei Qu, Zulfa Sakhiyya","doi":"10.3167/latiss.2022.150303","DOIUrl":"https://doi.org/10.3167/latiss.2022.150303","url":null,"abstract":"\u0000From the perspective of peripheralised countries, internationalisation is imbalanced and hegemonic, as it is predominantly constructed by universities in the Global North. We explore the imbalanced internationalisation from the cases of sub-Saharan Africa through the dominance of Western knowledge systems and brain drain; China through isolation and playing ‘catch up’; and Indonesia through the financial crisis, the bailout conditions of the International Monetary Fund and World Bank and marketisation. By taking the cases of sub-Sahara Africa, China and Indonesia, this article problematises the idea of internationalisation and argues that it further relegates universities from the peripheralised countries to the margin.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86800254","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.1177/14757257221138936
Michiel Hulsbergen, Jutta de Jong, M. J. van der Smagt
To aid in teaching dialogue skills a virtual simulator called Communicate! was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments (n = 128 and 133, a year apart), we investigated if and how Communicate! can be an effective aid to study and practice dialogue skills, by comparing it to traditional “passive” learning tools, such as literature-study and a lecture, in an undergraduate psychology dialogue-skills course. Students were divided into four groups, two of which both read an article about conducting a bad-news dialogue and played a bad-news-dialogue-scenario (but in a different order), while the third group only played the scenario. The final group only read the article (expt. 1) or also attended a lecture on the topic (expt. 2). Playing a scenario improved performance on a different scenario played later. It increased the students’ reported engagement and motivation to learn about this topic, compared to reading the article, whereas their reported self-efficacy decreased, which may indicate a recognized learning need. It also increased the score on an MC-knowledge test on this type of dialogue. This suggests that online dialogue simulations aid studying (basic) dialogue skills, by providing flexible, authentic learning experiences.
{"title":"Exploring the use of Online Simulations in Teaching Dialogue Skills","authors":"Michiel Hulsbergen, Jutta de Jong, M. J. van der Smagt","doi":"10.1177/14757257221138936","DOIUrl":"https://doi.org/10.1177/14757257221138936","url":null,"abstract":"To aid in teaching dialogue skills a virtual simulator called Communicate! was developed at Utrecht University. Teachers can build scenarios for students to practice dialogues with a virtual character. In two experiments (n = 128 and 133, a year apart), we investigated if and how Communicate! can be an effective aid to study and practice dialogue skills, by comparing it to traditional “passive” learning tools, such as literature-study and a lecture, in an undergraduate psychology dialogue-skills course. Students were divided into four groups, two of which both read an article about conducting a bad-news dialogue and played a bad-news-dialogue-scenario (but in a different order), while the third group only played the scenario. The final group only read the article (expt. 1) or also attended a lecture on the topic (expt. 2). Playing a scenario improved performance on a different scenario played later. It increased the students’ reported engagement and motivation to learn about this topic, compared to reading the article, whereas their reported self-efficacy decreased, which may indicate a recognized learning need. It also increased the score on an MC-knowledge test on this type of dialogue. This suggests that online dialogue simulations aid studying (basic) dialogue skills, by providing flexible, authentic learning experiences.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47521788","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-10DOI: 10.1177/14757257221136660
Julia Glaser, Tobias Richter
The benefits of practice testing for long-term learning are well established in many contexts. However, little is known about learner characteristics that might moderate its effectiveness. The effects of practice tests might depend on individual prerequisites for learning, especially in real-world educational settings. We explored whether the effects of practice testing in a regular university lecture would depend on cognitive (e.g., prior knowledge), motivational (e.g., learning motivation), or emotional (test anxiety) dispositions. We implemented an experimental intervention design in psychology courses for teacher students (N = 208). One week before the lecture, focal learner characteristics were assessed. Immediately after the lecture, participants completed an online review session with short-answer questions (practice testing with corrective feedback) or summarizing statements (restudy), alternating within each participant. One week later, retention of learning contents was assessed with a criterial test containing short-answer and multiple-choice questions. A testing effect emerged (ηp² = .07), with better retention for the tested compared with the restudied contents. Some learner characteristics affected learning outcomes, but no interactions with testing vs. restudy occurred. These results suggest that the testing effect in the university classroom is a robust phenomenon that benefits learning irrespective of primary individual learning prerequisites.
{"title":"The Testing Effect in the Lecture Hall: Does it Depend on Learner Prerequisites?","authors":"Julia Glaser, Tobias Richter","doi":"10.1177/14757257221136660","DOIUrl":"https://doi.org/10.1177/14757257221136660","url":null,"abstract":"The benefits of practice testing for long-term learning are well established in many contexts. However, little is known about learner characteristics that might moderate its effectiveness. The effects of practice tests might depend on individual prerequisites for learning, especially in real-world educational settings. We explored whether the effects of practice testing in a regular university lecture would depend on cognitive (e.g., prior knowledge), motivational (e.g., learning motivation), or emotional (test anxiety) dispositions. We implemented an experimental intervention design in psychology courses for teacher students (N = 208). One week before the lecture, focal learner characteristics were assessed. Immediately after the lecture, participants completed an online review session with short-answer questions (practice testing with corrective feedback) or summarizing statements (restudy), alternating within each participant. One week later, retention of learning contents was assessed with a criterial test containing short-answer and multiple-choice questions. A testing effect emerged (ηp² = .07), with better retention for the tested compared with the restudied contents. Some learner characteristics affected learning outcomes, but no interactions with testing vs. restudy occurred. These results suggest that the testing effect in the university classroom is a robust phenomenon that benefits learning irrespective of primary individual learning prerequisites.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-11-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538752","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14757257221119298
Veit Kubik, Richard Harris, Camilla Hakelind
1. Abstracts of recent articles published in Psychology Teaching Review (PTR28(1)) 2. Abstracts of recent articles published in Teaching of Psychology (ToP49(2)) Guest Editors November 2022 Veit Kubik Bielefeld University, Germany Richard Harris University of Leeds, England Camilla Hakelind Umeå University, Sweden 192 Psychology Learning & Teaching 21(3)
{"title":"Teaching and Learning Psychology in Times of COVID and Beyond: Special Issue of the ESPLAT Conference 2021","authors":"Veit Kubik, Richard Harris, Camilla Hakelind","doi":"10.1177/14757257221119298","DOIUrl":"https://doi.org/10.1177/14757257221119298","url":null,"abstract":"1. Abstracts of recent articles published in Psychology Teaching Review (PTR28(1)) 2. Abstracts of recent articles published in Teaching of Psychology (ToP49(2)) Guest Editors November 2022 Veit Kubik Bielefeld University, Germany Richard Harris University of Leeds, England Camilla Hakelind Umeå University, Sweden 192 Psychology Learning & Teaching 21(3)","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46184052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-09-01DOI: 10.1177/14757257221106147
P. Allen, J. L. Fielding, Annabel H. Westermann, K. Stamm, Rory A. Pfund, Peggy Christidis, Robin Hailstorks
In 2020, the pandemic altered not only the way many teachers approach the classroom but also their understanding of challenges faced by students and the relevance of psychology to every-one ’ s lives. This article serves as an STP Presidential welcome to the work and resources of the Society. I also highlight the rationale behind the 2022 STP Presidential task forces. These task forces were shaped by events of the past two years and focus on four major themes: Teaching to make a difference; ethical literacy, thinking, and reasoning; diversity, equity, and inclusion (DEI); and our interconnected world. The pandemic changed the way many of us teach and let ’ s hope we can take what we have learned to move forward with increased resilience and improved pedagogy. Background: provide a good opportunity for to effective learning strategies integrated with content. Objective: and ’ self-reported use of strategies before and after a term paper assignment and examined relationships between Method: Three hundred eighty- fi ve introductory psychology students completed surveys on their use of 11 learning strategies at the beginning and end of the semester, read an empirical article and wrote a term paper about the learning strategy of practice testing, and completed four exams among other assessments. Results: Replicating prior work, students generally reported improvements in their use of learning strategies over the course of the semester, though improvements were largely attributable to grade point aver-age (GPA). Two learning strategies — self-explanation and practice testing — were positively correlated with course performance in the second half of the semester, over and above the effects associated with GPA. Conclusion: Teaching students about bene fi cial learning strategies may increase their adoption of those strategies as well as their course performance, replicating prior research. Teaching Implications: In order to improve course performance, instructors may consider adapting assignments in ways that increase students ’ knowledge and use of effective learning strategies. training in ethics included signi fi cantly more ethical principles in their honor codes. Conclusion: Findings support APA ’ s call to embed training on ethics throughout the undergraduate curriculum. Background: Most students rely on ineffective study habits to learn material instead of using evidence-based strategies known to improve learning. Objective: The purpose of this study was to examine the effectiveness of a novel in-class quizzing strategy (i.e., Make & Take Quizzes) that was intentionally designed to engage students in evidence-based study strategies. Method: Final exam grades between sections of identical courses where students completed (N = 74) or did not complete (N = 73) Make & Take Quizzes were compared. Changes in the use of study strategies from the beginning to the end of the semester in two courses where students completed the quizzes were also examined. Resu
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"P. Allen, J. L. Fielding, Annabel H. Westermann, K. Stamm, Rory A. Pfund, Peggy Christidis, Robin Hailstorks","doi":"10.1177/14757257221106147","DOIUrl":"https://doi.org/10.1177/14757257221106147","url":null,"abstract":"In 2020, the pandemic altered not only the way many teachers approach the classroom but also their understanding of challenges faced by students and the relevance of psychology to every-one ’ s lives. This article serves as an STP Presidential welcome to the work and resources of the Society. I also highlight the rationale behind the 2022 STP Presidential task forces. These task forces were shaped by events of the past two years and focus on four major themes: Teaching to make a difference; ethical literacy, thinking, and reasoning; diversity, equity, and inclusion (DEI); and our interconnected world. The pandemic changed the way many of us teach and let ’ s hope we can take what we have learned to move forward with increased resilience and improved pedagogy. Background: provide a good opportunity for to effective learning strategies integrated with content. Objective: and ’ self-reported use of strategies before and after a term paper assignment and examined relationships between Method: Three hundred eighty- fi ve introductory psychology students completed surveys on their use of 11 learning strategies at the beginning and end of the semester, read an empirical article and wrote a term paper about the learning strategy of practice testing, and completed four exams among other assessments. Results: Replicating prior work, students generally reported improvements in their use of learning strategies over the course of the semester, though improvements were largely attributable to grade point aver-age (GPA). Two learning strategies — self-explanation and practice testing — were positively correlated with course performance in the second half of the semester, over and above the effects associated with GPA. Conclusion: Teaching students about bene fi cial learning strategies may increase their adoption of those strategies as well as their course performance, replicating prior research. Teaching Implications: In order to improve course performance, instructors may consider adapting assignments in ways that increase students ’ knowledge and use of effective learning strategies. training in ethics included signi fi cantly more ethical principles in their honor codes. Conclusion: Findings support APA ’ s call to embed training on ethics throughout the undergraduate curriculum. Background: Most students rely on ineffective study habits to learn material instead of using evidence-based strategies known to improve learning. Objective: The purpose of this study was to examine the effectiveness of a novel in-class quizzing strategy (i.e., Make & Take Quizzes) that was intentionally designed to engage students in evidence-based study strategies. Method: Final exam grades between sections of identical courses where students completed (N = 74) or did not complete (N = 73) Make & Take Quizzes were compared. Changes in the use of study strategies from the beginning to the end of the semester in two courses where students completed the quizzes were also examined. Resu","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47982379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1177/14757257221117833
M. Tulis
This experimental field study (pre-post-follow-up design) with 184 student teachers examined the effectiveness of an intervention to reduce misconceptions about psychology within an introductory psychology course. For this purpose, over the course’s one-semester duration, all students attended six lectures and, in addition, worked individually on six assignments in between. In both, the intervention and control group, assignments covered the same learning content but assignments for the intervention group particularly addressed six topic-related misconceptions, and were designed to bring about conceptual change. These assignments included refutational texts and other tasks that triggered conceptual inconsistency and emphasized students’ use of scientific concepts. Students in the control group completed assignments designed for rehearsal of and elaboration on the topics at hand but were not exposed to the respective misconceptions. The findings demonstrate the efficacy of this slight modification of tasks in reducing students’ misconceptions around psychology. While the groups did not differ in exam performance, the positive associations found between exam performance and high-confidence rejection of psychological myths, and their correlation with evaluativist epistemic beliefs and critical thinking, underline the importance of early interventions in teacher education with the aim of dispelling misconceptions about psychology.
{"title":"Refuting Misconceptions in an Introductory Psychology Course for Preservice Teachers","authors":"M. Tulis","doi":"10.1177/14757257221117833","DOIUrl":"https://doi.org/10.1177/14757257221117833","url":null,"abstract":"This experimental field study (pre-post-follow-up design) with 184 student teachers examined the effectiveness of an intervention to reduce misconceptions about psychology within an introductory psychology course. For this purpose, over the course’s one-semester duration, all students attended six lectures and, in addition, worked individually on six assignments in between. In both, the intervention and control group, assignments covered the same learning content but assignments for the intervention group particularly addressed six topic-related misconceptions, and were designed to bring about conceptual change. These assignments included refutational texts and other tasks that triggered conceptual inconsistency and emphasized students’ use of scientific concepts. Students in the control group completed assignments designed for rehearsal of and elaboration on the topics at hand but were not exposed to the respective misconceptions. The findings demonstrate the efficacy of this slight modification of tasks in reducing students’ misconceptions around psychology. While the groups did not differ in exam performance, the positive associations found between exam performance and high-confidence rejection of psychological myths, and their correlation with evaluativist epistemic beliefs and critical thinking, underline the importance of early interventions in teacher education with the aim of dispelling misconceptions about psychology.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48920792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-02DOI: 10.1177/14757257221113942
M. Greisel, Christina Wekerle, Theresa Wilkes, R. Stark, I. Kollar
Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers’ evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained self-reported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers’ motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills.
{"title":"Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?","authors":"M. Greisel, Christina Wekerle, Theresa Wilkes, R. Stark, I. Kollar","doi":"10.1177/14757257221113942","DOIUrl":"https://doi.org/10.1177/14757257221113942","url":null,"abstract":"Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers were asked about these motivationally relevant antecedents to engaging in evidence-informed reasoning about classroom-related challenges and analyzed case scenarios of problematic teaching situations. Results revealed that self-reported evidence-informed reasoning was directly predicted by intention to engage in evidence-informed reasoning, self-efficacy, and attitude toward evidence-informed reasoning. However, the objectively coded quality of teachers’ evidence-informed reasoning was seemingly negatively predicted by perceived costs and self-efficacy. Thus, the theory of planned behavior partly explained self-reported evidence-informed reasoning, but not objectively observed reasoning. Pre-service teachers might not be skilled enough to assess their own competency accurately and might be unaware of external conditions facilitating or hindering evidence-informed reasoning. Thus, interventions aiming to foster pre-service teachers’ motivation to engage in evidence-informed reasoning might not be effective until such teachers gain the necessary skills.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44416373","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-24DOI: 10.1177/14757257221107348
Marcus C. G. Friedrich, Jennifer Muselick, E. Heise
Gender-fair language makes women and other genders, their interests, and their achievements more visible and is particularly relevant to grammatical gender languages such as German, in which most nouns and personal pronouns are assigned to a specific gender. The present study tested the often repeated critical claims that gender-fair language impairs the comprehensibility and aesthetic appeal of videos. In an experiment with N = 105 students, participants watched a video on self-determination theory, either with masculine-only forms or using the glottal stop, a form of spoken gender-fair language that inserts an abrupt and sustained closure of the vocal cords in the larynx between the masculine form or the stem and the feminine ending of words (e.g. in German “Leserʔinnen”, ∼feʔmale readers). Subsequently, participants completed a questionnaire regarding the video's comprehensibility. The results show no statistically significant impairment regarding the general subjective comprehensibility (partial η2 < .01), the ease of ascribing meaning to the words (partial η2 < .01), the ease of decoding the syntax of the sentences (partial η2 = .03), or the aesthetic appeal of the videos (partial η2 = .02). The critics’ claims are therefore questioned.
{"title":"Does the use of Gender-Fair Language Impair the Comprehensibility of Video Lectures? – An Experiment Using an Authentic Video Lecture Manipulating Role Nouns in German","authors":"Marcus C. G. Friedrich, Jennifer Muselick, E. Heise","doi":"10.1177/14757257221107348","DOIUrl":"https://doi.org/10.1177/14757257221107348","url":null,"abstract":"Gender-fair language makes women and other genders, their interests, and their achievements more visible and is particularly relevant to grammatical gender languages such as German, in which most nouns and personal pronouns are assigned to a specific gender. The present study tested the often repeated critical claims that gender-fair language impairs the comprehensibility and aesthetic appeal of videos. In an experiment with N = 105 students, participants watched a video on self-determination theory, either with masculine-only forms or using the glottal stop, a form of spoken gender-fair language that inserts an abrupt and sustained closure of the vocal cords in the larynx between the masculine form or the stem and the feminine ending of words (e.g. in German “Leserʔinnen”, ∼feʔmale readers). Subsequently, participants completed a questionnaire regarding the video's comprehensibility. The results show no statistically significant impairment regarding the general subjective comprehensibility (partial η2 < .01), the ease of ascribing meaning to the words (partial η2 < .01), the ease of decoding the syntax of the sentences (partial η2 = .03), or the aesthetic appeal of the videos (partial η2 = .02). The critics’ claims are therefore questioned.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49073127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01DOI: 10.3167/latiss.2022.150204
Bexi J. Perdomo, María del Carmen Llontop Castillo, Òscar Mas
During the COVID-19 pandemic, one of the major concerns at the Universidad de Ciencias y Artes de América Latina (UCAL; the University of Sciences and Arts of Latin America) has been to keep offering high-quality education with effective teaching methodologies and creativity at its core. This article aims to describe and understand the use of digital tools for class preparation, synchronous encounters, storage, interaction, collaborative work and assessment by UCAL’s instructors in creative careers. It finds that instructors were proactive about learning and using a variety of digital tools. Gamification apps and interactive boards were instructors’ favourites because they tended to motivate their students the most. No statistically significant associations were found between tool selection and course, sex, or age. Based on the evidence, this article will propose general guidelines for a training plan for instructors.
{"title":"Teaching creative careers in the pandemic","authors":"Bexi J. Perdomo, María del Carmen Llontop Castillo, Òscar Mas","doi":"10.3167/latiss.2022.150204","DOIUrl":"https://doi.org/10.3167/latiss.2022.150204","url":null,"abstract":"During the COVID-19 pandemic, one of the major concerns at the Universidad de Ciencias y Artes de América Latina (UCAL; the University of Sciences and Arts of Latin America) has been to keep offering high-quality education with effective teaching methodologies and creativity at its core. This article aims to describe and understand the use of digital tools for class preparation, synchronous encounters, storage, interaction, collaborative work and assessment by UCAL’s instructors in creative careers. It finds that instructors were proactive about learning and using a variety of digital tools. Gamification apps and interactive boards were instructors’ favourites because they tended to motivate their students the most. No statistically significant associations were found between tool selection and course, sex, or age. Based on the evidence, this article will propose general guidelines for a training plan for instructors.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83074260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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