Pub Date : 2022-06-01DOI: 10.3167/latiss.2022.150205
Suzanne Hudson, Roslyn M Franklin, P. Hudson, S. James
Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers’ confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers’ self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.
{"title":"Supporting preservice teachers to transition to university through a purposely structured Health and Physical Education subject","authors":"Suzanne Hudson, Roslyn M Franklin, P. Hudson, S. James","doi":"10.3167/latiss.2022.150205","DOIUrl":"https://doi.org/10.3167/latiss.2022.150205","url":null,"abstract":"Transitioning to university can be challenging for many first-year students. This study focusses on a Health and Physical Education (HPE) subject delivered at an Australian regional university and designed to support first-year preservice teachers training to teach in primary schools. The aim of this mixed-methods research was to investigate if a purposely structured first-year HPE subject could support primary preservice teachers’ confidence to (1) be part of a community of learners; (2) promote success and retention at university; and (3) develop the skills for teaching HPE, specifically, Fundamental Movement Skills. Survey results indicated 90 per cent or more of the preservice teachers’ self-reported confidence across the three areas being investigated. Interview responses highlighted the importance of well-structured coursework and real-world learning experiences in developing confidence for teaching HPE.","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":"87616419","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.2022.150202
Wen-Pu Cheng, Geethanjali Selvaretnam
This article studies the multicultural experience of students who completed a group project in an undergraduate economics course. Students were required to work in groups of four consisting of at least two nationalities. Feedback on this multicultural experience was gathered through a questionnaire. The results show strong support for intervention by academic staff to promote multicultural interactions on campus, identify many benefits and highlight potential challenges. We found evidence that students interacted on topics wider than the project topic itself, such as differences in culture, university life, and leisure activities, and that almost half of them agreed that their quality of work improved when they worked in mixed groups. Cultural diversity in group work should be built into the early years of degree programmes to help students develop multicultural competency.
{"title":"Effects of mixed groups on multicultural interaction and student experience","authors":"Wen-Pu Cheng, Geethanjali Selvaretnam","doi":"10.3167/latiss.2022.150202","DOIUrl":"https://doi.org/10.3167/latiss.2022.150202","url":null,"abstract":"This article studies the multicultural experience of students who completed a group project in an undergraduate economics course. Students were required to work in groups of four consisting of at least two nationalities. Feedback on this multicultural experience was gathered through a questionnaire. The results show strong support for intervention by academic staff to promote multicultural interactions on campus, identify many benefits and highlight potential challenges. We found evidence that students interacted on topics wider than the project topic itself, such as differences in culture, university life, and leisure activities, and that almost half of them agreed that their quality of work improved when they worked in mixed groups. Cultural diversity in group work should be built into the early years of degree programmes to help students develop multicultural competency.","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":"79667731","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 : 2022-05-20DOI: 10.1177/14757257221097289
Birgit Spinath
After online teaching prevailed during the last semesters, most students and instructors are keen on meeting face-to-face again. However, it will not be easy to get everybody back into class. Some students liked the new freedom that came along with online teaching. Others are happy to go back to some of their classes but would like to learn at home for others. Cannot the course material be provided via the internet and be available at all times? Cannot instructors provide videos or at least audio tracks along with their slides? Why is it necessary to come to this particular class? Such discussions will take place among students and instructors.Will instructors have good arguments for face-to-face teaching? Or will they as well prefer to stay online? It was one thing to get teaching online and it is another to get students back in class. I believe that psychology is in a very good position in this respect, because our students are interested in human interaction and the teaching of psychology is usually of high quality. The more we offer excellent learning opportunities face-to-face, the fewer discussions about sense and nonsense of class attendance we will have. Some new ideas of how to improve psychology teaching and learning might be found in this new issue of PLAT.
{"title":"Editorial PLAT 21(2) 2022","authors":"Birgit Spinath","doi":"10.1177/14757257221097289","DOIUrl":"https://doi.org/10.1177/14757257221097289","url":null,"abstract":"After online teaching prevailed during the last semesters, most students and instructors are keen on meeting face-to-face again. However, it will not be easy to get everybody back into class. Some students liked the new freedom that came along with online teaching. Others are happy to go back to some of their classes but would like to learn at home for others. Cannot the course material be provided via the internet and be available at all times? Cannot instructors provide videos or at least audio tracks along with their slides? Why is it necessary to come to this particular class? Such discussions will take place among students and instructors.Will instructors have good arguments for face-to-face teaching? Or will they as well prefer to stay online? It was one thing to get teaching online and it is another to get students back in class. I believe that psychology is in a very good position in this respect, because our students are interested in human interaction and the teaching of psychology is usually of high quality. The more we offer excellent learning opportunities face-to-face, the fewer discussions about sense and nonsense of class attendance we will have. Some new ideas of how to improve psychology teaching and learning might be found in this new issue of PLAT.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41296727","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 : 2022-05-20DOI: 10.1177/14757257221079193
Megan H. Vinco, Kayla B. Lee, Jenilee F. Accurso, L. Scott, Benjamin C. Heddy
Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to fi nd evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may bene fi t quiz performance for lecture-style information and could improve student performance in class. Background: Previous research suggests a relationship between teacher behaviors and students ’ effort. However, it is not clear what role the students ’ expectations (i.e., importance of teacher behaviors) play in this relationship. Objective: Utilizing the teacher behavior checklist, this study sought to investigate whether teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students ’ effort. Further, the study explored which speci fi c behaviors in fl uence students ’ effort. Method: Cross-sectional survey data were analyzed ( N = 159) using mediation analysis and step-wise multiple linear regression. Results: There was evidence that teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students ’ effort. Four of the 28 teacher behaviors had a signi fi cant relationship to students ’ effort: creative and interesting, enthusiastic about teaching, happy/positive/humorous, and promotes critical thinking. Conclusion: Knowing students ’ expectations (i.e., the importance of teacher behaviors) is essential to increasing students ’ effort. Teaching Implications: Happy/positive/humorous had a negative relationship with students ’ effort, while creative and interesting, enthusiastic about teaching, and promotes critical thinking showed a positive relationship with students ’ effort. strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internal validity. Our fi ndings provide a clear map of student potholes in research methods courses and suggest ways to change student attitudes about the same. Background: The course on cognitive assessment is mandatory for all
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"Megan H. Vinco, Kayla B. Lee, Jenilee F. Accurso, L. Scott, Benjamin C. Heddy","doi":"10.1177/14757257221079193","DOIUrl":"https://doi.org/10.1177/14757257221079193","url":null,"abstract":"Background: Many students use laptops in the classroom to take notes; however, even when laptops are used for the sole purpose of taking notes they can negatively impact academic performance. Objective: The current study examined state-dependent effects, and the potential for a match in note taking and quiz taking methods to improve quiz performance. Method: Participants were placed into a congruent (take notes by hand and complete the quiz by hand or take notes using a laptop and complete an online quiz) or an incongruent condition (take notes by hand and take an online quiz or take notes using a laptop and complete the quiz by hand). Results: The results revealed that participants who took notes by hand performed better on the quiz overall, and better on conceptual questions, then students who took notes using a laptop. We failed to fi nd evidence for state-dependent effects. Conclusions: The current study suggests that taking notes by hand may improve how students encode material, and result in higher quality external storage used by students when studying for quizzes. Teaching Implications: Reinforcing the notion that taking notes by hand may bene fi t quiz performance for lecture-style information and could improve student performance in class. Background: Previous research suggests a relationship between teacher behaviors and students ’ effort. However, it is not clear what role the students ’ expectations (i.e., importance of teacher behaviors) play in this relationship. Objective: Utilizing the teacher behavior checklist, this study sought to investigate whether teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students ’ effort. Further, the study explored which speci fi c behaviors in fl uence students ’ effort. Method: Cross-sectional survey data were analyzed ( N = 159) using mediation analysis and step-wise multiple linear regression. Results: There was evidence that teacher behaviors mediate the relationship between the importance students set on teacher behaviors and students ’ effort. Four of the 28 teacher behaviors had a signi fi cant relationship to students ’ effort: creative and interesting, enthusiastic about teaching, happy/positive/humorous, and promotes critical thinking. Conclusion: Knowing students ’ expectations (i.e., the importance of teacher behaviors) is essential to increasing students ’ effort. Teaching Implications: Happy/positive/humorous had a negative relationship with students ’ effort, while creative and interesting, enthusiastic about teaching, and promotes critical thinking showed a positive relationship with students ’ effort. strategies, they are less likely to be challenged by the concepts of samples and variables and threats to internal validity. Our fi ndings provide a clear map of student potholes in research methods courses and suggest ways to change student attitudes about the same. Background: The course on cognitive assessment is mandatory for all ","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45393439","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 : 2022-05-12DOI: 10.1177/14757257221098763
J. Richmond, J. Cranney
The goal of this work was to determine whether contextualized prompting can promote student engagement with resources designed to develop self-management skills. In a second-year social and developmental psychology unit, a special section of the learning management system (LMS) contained multiple self-management tools/resources which covered topics such as time-management, study strategies, and emotional regulation. “Just-in-time” (JIT) prompts regarding selected self-management tools were delivered through LMS reminders (e.g., time-management tools early in the term). The primary measures were the number of hits on each resource and the percentage of students who accessed each resource, which allowed comparison between those resources selected for JIT LMS prompts, and those that were not. Across two studies (whereby in the second study, the LMS section was simplified, and the frequency of JIT prompts was increased), it was found that there were more hits on the JIT-prompted resources than those resources that were not prompted, and that the percentage of students accessing the JIT resources generally dropped off across the term. In addition, Study 2 suggested that increasing the frequency of JIT prompts did not increase student engagement. Limitations, implications, and future directions for this initiative are discussed.
{"title":"Curricular Approaches to Supporting University Student Academic Success and Wellbeing","authors":"J. Richmond, J. Cranney","doi":"10.1177/14757257221098763","DOIUrl":"https://doi.org/10.1177/14757257221098763","url":null,"abstract":"The goal of this work was to determine whether contextualized prompting can promote student engagement with resources designed to develop self-management skills. In a second-year social and developmental psychology unit, a special section of the learning management system (LMS) contained multiple self-management tools/resources which covered topics such as time-management, study strategies, and emotional regulation. “Just-in-time” (JIT) prompts regarding selected self-management tools were delivered through LMS reminders (e.g., time-management tools early in the term). The primary measures were the number of hits on each resource and the percentage of students who accessed each resource, which allowed comparison between those resources selected for JIT LMS prompts, and those that were not. Across two studies (whereby in the second study, the LMS section was simplified, and the frequency of JIT prompts was increased), it was found that there were more hits on the JIT-prompted resources than those resources that were not prompted, and that the percentage of students accessing the JIT resources generally dropped off across the term. In addition, Study 2 suggested that increasing the frequency of JIT prompts did not increase student engagement. Limitations, implications, and future directions for this initiative are discussed.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970988","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 : 2022-05-09DOI: 10.1177/14757257221098024
Sue Morris, J. Cranney
The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.
{"title":"Promoting Student Wellbeing Through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations","authors":"Sue Morris, J. Cranney","doi":"10.1177/14757257221098024","DOIUrl":"https://doi.org/10.1177/14757257221098024","url":null,"abstract":"The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42622532","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 : 2022-04-18DOI: 10.1177/14757257221093490
Terese Glatz, S. Bergbom, Sarah Edlund
In a clinical psychology training context, there is a need to examine students’ theoretical knowledge as well as their professional competence. One promising method to assess students’ professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including lesson learned regarding the structure and content for this examination. We also report on preliminary results, in which we explored students’ perceived competence and worries, and their supervisors’ reports regarding their clinical practicum, in relation to a new curriculum that includes more simulation-based elements (including the OSCE) than the old curriculum. Results showed that students on the new curriculum reported lower levels of perceived competence before the clinical practicum, but increased significantly more over time in comparison to students on the old curriculum. These results are discussed in relation to the potential role of OSCE in clinical psychology students’ development of professional competence. Due to methodological limitations, these results should be interpreted with caution and should be viewed as exploratory. All in all, this report can be viewed as a guideline for implementation of OSCE on similar programmes in psychology.
{"title":"Lessons Learned and Preliminary Results from Implementing Simulation-Based Elements in a Clinical Psychology Programme","authors":"Terese Glatz, S. Bergbom, Sarah Edlund","doi":"10.1177/14757257221093490","DOIUrl":"https://doi.org/10.1177/14757257221093490","url":null,"abstract":"In a clinical psychology training context, there is a need to examine students’ theoretical knowledge as well as their professional competence. One promising method to assess students’ professional competence is the Objective and Structured Clinical Examination (OSCE). In this report, we describe and discuss the implementation of OSCE on a clinical psychology programme at a university in Sweden, including lesson learned regarding the structure and content for this examination. We also report on preliminary results, in which we explored students’ perceived competence and worries, and their supervisors’ reports regarding their clinical practicum, in relation to a new curriculum that includes more simulation-based elements (including the OSCE) than the old curriculum. Results showed that students on the new curriculum reported lower levels of perceived competence before the clinical practicum, but increased significantly more over time in comparison to students on the old curriculum. These results are discussed in relation to the potential role of OSCE in clinical psychology students’ development of professional competence. Due to methodological limitations, these results should be interpreted with caution and should be viewed as exploratory. All in all, this report can be viewed as a guideline for implementation of OSCE on similar programmes in psychology.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44059652","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 : 2022-04-12DOI: 10.1177/14757257221089334
Lena Schützler, O. Christ
Statistics is not the subject most psychology students are feverishly looking forward to. Fears and doubts about its relevance are quite common. This is especially pronounced at our institution, a large distance-teaching university with highly heterogeneous students. We recognized three clusters of students that might need special support: (1) students with fear of statistics, (2) students whose school time was a long time ago, (3) students who already failed the statistics exam. We gave those students the opportunity to participate in small, supervised groups to discuss learning strategies, problems, or fears. Students who did not participate served as a control group. We exploratively evaluated which kind of students were interested, and if the groups affected attitudes towards statistics, general self-efficacy, and exam-related variables. Interest and activity in the groups were low. No unique effect of participation in the groups on attitudes and grades were observable. Students stated that the groups did not help them to deal with the course. If these results prove stable in further studies with an improved design, one might conclude that setting up such small groups is not worth the effort.
{"title":"Come As You Are – Small Groups in an Online Statistics Course for Highly Heterogeneous Students","authors":"Lena Schützler, O. Christ","doi":"10.1177/14757257221089334","DOIUrl":"https://doi.org/10.1177/14757257221089334","url":null,"abstract":"Statistics is not the subject most psychology students are feverishly looking forward to. Fears and doubts about its relevance are quite common. This is especially pronounced at our institution, a large distance-teaching university with highly heterogeneous students. We recognized three clusters of students that might need special support: (1) students with fear of statistics, (2) students whose school time was a long time ago, (3) students who already failed the statistics exam. We gave those students the opportunity to participate in small, supervised groups to discuss learning strategies, problems, or fears. Students who did not participate served as a control group. We exploratively evaluated which kind of students were interested, and if the groups affected attitudes towards statistics, general self-efficacy, and exam-related variables. Interest and activity in the groups were low. No unique effect of participation in the groups on attitudes and grades were observable. Students stated that the groups did not help them to deal with the course. If these results prove stable in further studies with an improved design, one might conclude that setting up such small groups is not worth the effort.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46349978","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}
The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach.
{"title":"What to Blend? Exploring the Relationship Between Student Engagement and Academic Achievement via a Blended Learning Approach","authors":"Paraskevi Argyriou, Kenza Benamar, Milena Nikolajeva","doi":"10.1177/14757257221091512","DOIUrl":"https://doi.org/10.1177/14757257221091512","url":null,"abstract":"The present study investigated whether student engagement with different online blended learning activities predicts academic performance as measured via a multiple-choice online exam for an undergraduate cognitive psychology course. Higher completion rates of weekly online quizzes predicted final exam performance. Findings are discussed in relation to using online learning resources to enhance student engagement and performance and learning analytics to identify students in need of further support. Since findings only revealed one significant predictor, more research is required to identify additional factors influencing academic achievement in an online blended learning approach.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46959475","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 : 2022-03-01DOI: 10.3167/latiss.2022.150104
M. Gosling, Wen-hsien Yang
Taiwan higher education institutions are employing two strategies: Internationalisation at Home (IaH) to promote domestic students’ international exposure and awareness, and Content and Language Integrated Learning (CLIL) to promote language skills and professional knowledge. Higher education institutions recognise the synergy of these two strategies and the opportunity through them to attract international students to study in an English-speaking classroom. What is not known is the reaction of the domestic CLIL students in English as a Foreign Language settings to the introduction of native English speakers into their classroom, and this is the focus of this exploratory study. Results suggest that the domestic students are largely positive about the engagement of the exchange students but also raise the issues of internationalised curriculum and intercultural mixing in the monolingual context.
{"title":"Introducing Internationalisation at Home","authors":"M. Gosling, Wen-hsien Yang","doi":"10.3167/latiss.2022.150104","DOIUrl":"https://doi.org/10.3167/latiss.2022.150104","url":null,"abstract":"Taiwan higher education institutions are employing two strategies: Internationalisation at Home (IaH) to promote domestic students’ international exposure and awareness, and Content and Language Integrated Learning (CLIL) to promote language skills and professional knowledge. Higher education institutions recognise the synergy of these two strategies and the opportunity through them to attract international students to study in an English-speaking classroom. What is not known is the reaction of the domestic CLIL students in English as a Foreign Language settings to the introduction of native English speakers into their classroom, and this is the focus of this exploratory study. Results suggest that the domestic students are largely positive about the engagement of the exchange students but also raise the issues of internationalised curriculum and intercultural mixing in the monolingual context.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84288591","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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