{"title":"Technology or tradition? A comparison of students’ statistical reasoning after being taught with R programming versus hand calculations.","authors":"Annie S. Ditta, A. Woodward","doi":"10.1037/stl0000327","DOIUrl":"https://doi.org/10.1037/stl0000327","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43132448","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}
This brief article is an introduction to the special issue "Teaching and Learning in Psychology Related to Covid-19." One of the many lessons readers may extract from this collection of articles (and forthcoming contributions) is that crisis creates stress but also opportunity. The scholarship in these articles can be applied to teaching and learning beyond pandemic conditions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Teaching and learning in psychology related to COVID-19: Introduction to the special issue.","authors":"D. Dunn, S. Baker, D. Kreiner","doi":"10.1037/stl0000328","DOIUrl":"https://doi.org/10.1037/stl0000328","url":null,"abstract":"This brief article is an introduction to the special issue \"Teaching and Learning in Psychology Related to Covid-19.\" One of the many lessons readers may extract from this collection of articles (and forthcoming contributions) is that crisis creates stress but also opportunity. The scholarship in these articles can be applied to teaching and learning beyond pandemic conditions. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48198402","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}
B. Whisenhunt, Christie L. Cathey, Danae L. Hudson, Lydia Needy
The sudden and unexpected need to transition all university courses to online formats as a result of COVID-19 in the spring of 2020 highlighted the challenges of developing and administering online multiple-choice exams. Because many more courses are expected to be taught online in the future, we sought to develop evidence-based recommendations for online multiple-choice exams. We analyzed data from our Spring 2019 and Spring 2020 introductory psychology courses to examine the impact of the shift from seated to online exams on exam grades and overall learning, as well as students' perceptions of online multiple-choice exams. Data from the COVID-19 Spring 2020 semester suggest that students performed better on online exams (open-note/open-book exams with no time limit) than they did on traditional face-to-face closed-note/closed-book exams. However, indices of learning suggested students learned less when the course content and exams were online. Using these data and the existing literature on best practices, we developed a set of recommendations for administering online multiple-choice exams designed to minimize cheating and maximize learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Maximizing learning while minimizing cheating: New evidence and advice for online multiple-choice exams.","authors":"B. Whisenhunt, Christie L. Cathey, Danae L. Hudson, Lydia Needy","doi":"10.1037/stl0000242","DOIUrl":"https://doi.org/10.1037/stl0000242","url":null,"abstract":"The sudden and unexpected need to transition all university courses to online formats as a result of COVID-19 in the spring of 2020 highlighted the challenges of developing and administering online multiple-choice exams. Because many more courses are expected to be taught online in the future, we sought to develop evidence-based recommendations for online multiple-choice exams. We analyzed data from our Spring 2019 and Spring 2020 introductory psychology courses to examine the impact of the shift from seated to online exams on exam grades and overall learning, as well as students' perceptions of online multiple-choice exams. Data from the COVID-19 Spring 2020 semester suggest that students performed better on online exams (open-note/open-book exams with no time limit) than they did on traditional face-to-face closed-note/closed-book exams. However, indices of learning suggested students learned less when the course content and exams were online. Using these data and the existing literature on best practices, we developed a set of recommendations for administering online multiple-choice exams designed to minimize cheating and maximize learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47330991","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 coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students' perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students' behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Clinical psychology graduate students: Lessons learned from a sudden transition to online education.","authors":"K. Aafjes-van Doorn, V. Békés, R. Zweig","doi":"10.1037/stl0000317","DOIUrl":"https://doi.org/10.1037/stl0000317","url":null,"abstract":"The coronavirus disease (COVID-19) pandemic necessitated a rapid transition to online instruction, yet data as to the effectiveness of online training for doctoral psychology trainees are sparse. We surveyed clinical psychology students (N = 152) regarding their experiences of synchronous online education during the pandemic, with a focus upon factors related to perceived quality, effectiveness, and future preferences. Many students transitioned to both online didactic learning and to online supervision and clinical service delivery. Behavioral engagement with online instruction was associated with students' perceptions of the quality and effectiveness of their online education experience, and these were related to their future preferences. A more positive transition to online clinical service delivery was associated with favorable perceptions of the effectiveness of online education. Findings suggest that students' behavioral engagement in online education plays a pivotal role in the perceived quality of their online educational experience. Findings have implications for students and instructors that may augment online education. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44694667","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}
{"title":"A revised definition of psychological literacy: Multiple stakeholder perspectives.","authors":"Samantha J. Newell, A. Chur-Hansen, Peter Strelan","doi":"10.1037/stl0000326","DOIUrl":"https://doi.org/10.1037/stl0000326","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47044539","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}
{"title":"A course unit and presentation assignment to teach students about open science and replicability in psychology.","authors":"D. Heilmayr","doi":"10.1037/stl0000324","DOIUrl":"https://doi.org/10.1037/stl0000324","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48266038","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}
{"title":"Supplemental Material for A Revised Definition of Psychological Literacy: Multiple Stakeholder Perspectives","authors":"","doi":"10.1037/stl0000326.supp","DOIUrl":"https://doi.org/10.1037/stl0000326.supp","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41625064","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}
{"title":"Supplemental Material for Remote Online Learning Outcomes in Introductory Psychology During the COVID-19 Pandemic","authors":"","doi":"10.1037/stl0000325.supp","DOIUrl":"https://doi.org/10.1037/stl0000325.supp","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41443602","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}
M. Silverstein, Melissa Miller, Jhante' Rivet, Nadratu N. Nuhu
{"title":"Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology.","authors":"M. Silverstein, Melissa Miller, Jhante' Rivet, Nadratu N. Nuhu","doi":"10.1037/stl0000322","DOIUrl":"https://doi.org/10.1037/stl0000322","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46071971","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}
{"title":"Language matters: Understanding international students’ introductory psychology performance.","authors":"W. J. Quinton, Mark D. Seery","doi":"10.1037/stl0000323","DOIUrl":"https://doi.org/10.1037/stl0000323","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47899724","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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