Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. Although a plethora of research has examined how the implementation of emergency online learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. We conducted an exploratory, two-phase, mixed-method study to consider how the implementation of EOL during COVID-19 impacted the teaching of research methods and statistics at tertiary institutions in Australia. A sample of 21 tertiary educators in Australia (52% females, 48% males), aged 26-55 (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing experiences with online teaching and COVID-19 EOL. Of this cohort, we interviewed three educators about their experience in teaching statistics;changes in teaching conditions from 2019 to the present;challenges and advantages of EOL;and student satisfaction, engagement, and performance. Overall, we found that previous experience with online learning was a better indicator of success in EOL than years of teaching in general. Educators also felt underprepared and underresourced from their institutions. Many challenges of EOL were identified, with access to statistical software being the key challenge unique to teaching statistics. Overcoming technological inequities was recommended to improve EOL outcomes in the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
{"title":"The impact of COVID-19 on tertiary statistics teaching practices in Australia.","authors":"Kira Maher, A. Krause, Dan J. Miller","doi":"10.1037/stl0000352","DOIUrl":"https://doi.org/10.1037/stl0000352","url":null,"abstract":"Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. Although a plethora of research has examined how the implementation of emergency online learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. We conducted an exploratory, two-phase, mixed-method study to consider how the implementation of EOL during COVID-19 impacted the teaching of research methods and statistics at tertiary institutions in Australia. A sample of 21 tertiary educators in Australia (52% females, 48% males), aged 26-55 (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing experiences with online teaching and COVID-19 EOL. Of this cohort, we interviewed three educators about their experience in teaching statistics;changes in teaching conditions from 2019 to the present;challenges and advantages of EOL;and student satisfaction, engagement, and performance. Overall, we found that previous experience with online learning was a better indicator of success in EOL than years of teaching in general. Educators also felt underprepared and underresourced from their institutions. Many challenges of EOL were identified, with access to statistical software being the key challenge unique to teaching statistics. Overcoming technological inequities was recommended to improve EOL outcomes in the future. (PsycInfo Database Record (c) 2023 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46083959","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":"The prevalence of diversity courses in the undergraduate psychology curriculum.","authors":"C. Chappell, Thomas J. Tomcho","doi":"10.1037/stl0000351","DOIUrl":"https://doi.org/10.1037/stl0000351","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41664880","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 Using Online Tutorials to Introduce Psychology Undergrads to R: Student Experiences, Knowledge, and Attitudes","authors":"","doi":"10.1037/stl0000350.supp","DOIUrl":"https://doi.org/10.1037/stl0000350.supp","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42994935","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":"Recommendations for improving university students’ learning from reading.","authors":"Emily J. Yozamp, D. Seeto, R. Gurung","doi":"10.1037/stl0000354","DOIUrl":"https://doi.org/10.1037/stl0000354","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46867935","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 Teaching Cognitive Dissonance Theory: Practical Advice for the Classroom","authors":"J. D. de Vries, April L. McGrath, David C. Vaidis","doi":"10.1037/stl0000346.supp","DOIUrl":"https://doi.org/10.1037/stl0000346.supp","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43813877","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}
James B Moran, Laura M Perry, Michael Hoerger, Damian R Murray
This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small Introduction to Personality college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their pre-course understanding of how personal adjectives (e.g., insecure) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (d = 0.89, p = .001), especially when perceiving the dispositions of openness (d=.59, p=.04) and agreeableness (d=.69, p=.019). In conclusion, a college personality course emphasizing the Five-Factor Model was associated with increases in a measure of personality understanding.
这个教学启动的目的是研究人格心理学的本科教育是否与性格智力的提高有关，性格智力是社会技能的一个关键变量。样本包括参加小型人格导论大学课程的学生，他们完成了一个基于表现的概念性推理总结性评估，这需要他们对人格的理解进行复杂的应用。在上课的第一天，学生们完成了一份性格智力量表，展示了他们在课前对个人形容词(如不安全)如何对应特定性格(如神经质)的理解。他们在课程的最后一天再次进行了同样的测试，以评估在课堂上学习五因素模型(FFM)是否与性格智力分数的提高有关。这项纵向研究的结果显示，从课程的第一天到最后一天，参与者的性格智力有所增加(d= 0.89, p =. 001)，特别是当感知到开放性的性格时(d=。59, p=.04)和宜人性(d=. 04)。69年,p = .019)。总之，一门强调五因素模型的大学人格课程与人格理解的增加有关。
{"title":"Dispositional intelligence of the Five-Factor Model as a learning outcome in an undergraduate personality course.","authors":"James B Moran, Laura M Perry, Michael Hoerger, Damian R Murray","doi":"10.1037/stl0000315","DOIUrl":"https://doi.org/10.1037/stl0000315","url":null,"abstract":"<p><p>This pedagogical prime aimed to examine whether undergraduate education in personality psychology was associated with increases in dispositional intelligence, a key variable underlying social skills. The sample consisted of students enrolled in a small <i>Introduction to Personality</i> college course who completed a summative performance-based assessment of their conceptual reasoning that required a complex application of their understanding of personality. On the first day of class, the students completed a dispositional intelligence scale, demonstrating their pre-course understanding of how personal adjectives (e.g., <i>insecure</i>) correspond to particular personality dispositions (e.g., neuroticism). They took the same scale again on the last day of class to assess if learning about the Five-Factor Model (FFM) during the class was associated with increased dispositional intelligence scores. Results from this longitudinal study revealed that participants had an increase in dispositional intelligence from the first to last day of class (<i>d</i> = 0.89, <i>p</i> = .001), especially when perceiving the dispositions of openness (<i>d</i>=.59, <i>p</i>=.04) and agreeableness (<i>d</i>=.69, <i>p</i>=.019). In conclusion, a college personality course emphasizing the Five-Factor Model was associated with increases in a measure of personality understanding.</p>","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":"8 4","pages":"404-408"},"PeriodicalIF":0.0,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9956306/pdf/nihms-1831101.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10798861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Virtual reality (VR) technology has been applied to instruction in science, technology, engineering, mathematics, and medicine and dentistry, but less to teaching of psychology. The objective of this study was to pilot VR as a medium for inducing a satisfying, immersive experience of spatiotemporal presence during asynchronous online teaching of psychology using prerecorded 360degree videos during the COVID-19 pandemic period. Forty students watched psychology lectures on the topics of meditation and psychobiology that had been recorded using a 360degree camera either while wearing or not wearing a VR headset and reported on their satisfaction, sense of spatiotemporal presence, and understanding of the learning activity. As hypothesized, students experienced greater satisfaction with psychology teaching while wearing the VR headset than when not wearing it, an effect that was correlated with their greater experience of spatiotemporal presence in the teaching environments depicted by the videos, whereas there were no prominent differences for content learning. This pilot study suggests that delivering direct instruction in psychology using VR headsets can increase students' satisfaction partly through increasing their felt sense of presence with the instructor in space and time. These pilot results suggest the potential for VR applications to provide satisfying experiences of psychology teaching in the context of remote e-learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Teaching psychology in virtual reality.","authors":"P. Frewen, Paige Oldrieve, Kevin Law","doi":"10.1037/stl0000341","DOIUrl":"https://doi.org/10.1037/stl0000341","url":null,"abstract":"Virtual reality (VR) technology has been applied to instruction in science, technology, engineering, mathematics, and medicine and dentistry, but less to teaching of psychology. The objective of this study was to pilot VR as a medium for inducing a satisfying, immersive experience of spatiotemporal presence during asynchronous online teaching of psychology using prerecorded 360degree videos during the COVID-19 pandemic period. Forty students watched psychology lectures on the topics of meditation and psychobiology that had been recorded using a 360degree camera either while wearing or not wearing a VR headset and reported on their satisfaction, sense of spatiotemporal presence, and understanding of the learning activity. As hypothesized, students experienced greater satisfaction with psychology teaching while wearing the VR headset than when not wearing it, an effect that was correlated with their greater experience of spatiotemporal presence in the teaching environments depicted by the videos, whereas there were no prominent differences for content learning. This pilot study suggests that delivering direct instruction in psychology using VR headsets can increase students' satisfaction partly through increasing their felt sense of presence with the instructor in space and time. These pilot results suggest the potential for VR applications to provide satisfying experiences of psychology teaching in the context of remote e-learning. (PsycInfo Database Record (c) 2022 APA, all rights reserved)","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57360380","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}
Jenel T. Cavazos, Christopher M. Hakala, W. B. Schiff, Jennifer White, Hannah M. Baskin
During the past 2 years, instructors have faced a variety of obstacles related to COVID-19's continued impact on higher education. For example, educators have had to manage a lack of training, heightened stress and anxiety levels, the need for increased instructor flexibility, transitions from the classroom to the online environment (and back again), challenges to academic integrity, and difficulty maintaining boundaries between home and work life. In response, the Society for the Teaching of Psychology (STP;American Psychological Association Division 2) formed a task force to examine the obstacles instructors face when required to "pivot teach." The present article reports on the findings from four areas of particular difficulty for instructors throughout the pandemic. First, we focus on teaching modalities, specifically by examining online asynchronous instruction, virtual synchronous instruction, and hybrid or flex instruction. Second, we explore teaching methods and assessment, including the importance of transparency, the importance of flexibility, practical assessment strategies, and flexible assignment ideas. Third, we discuss personal and professional development and offer multiple strategies to help separate work from home. Finally, we provide thoughts on looking back and looking ahead as instructors continue to adapt to an ever-changing educational landscape. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Flexible teaching during a pandemic and beyond: A reflection on lessons learned from the society for the teaching of psychology’s pivot teaching committee.","authors":"Jenel T. Cavazos, Christopher M. Hakala, W. B. Schiff, Jennifer White, Hannah M. Baskin","doi":"10.1037/stl0000342","DOIUrl":"https://doi.org/10.1037/stl0000342","url":null,"abstract":"During the past 2 years, instructors have faced a variety of obstacles related to COVID-19's continued impact on higher education. For example, educators have had to manage a lack of training, heightened stress and anxiety levels, the need for increased instructor flexibility, transitions from the classroom to the online environment (and back again), challenges to academic integrity, and difficulty maintaining boundaries between home and work life. In response, the Society for the Teaching of Psychology (STP;American Psychological Association Division 2) formed a task force to examine the obstacles instructors face when required to \"pivot teach.\" The present article reports on the findings from four areas of particular difficulty for instructors throughout the pandemic. First, we focus on teaching modalities, specifically by examining online asynchronous instruction, virtual synchronous instruction, and hybrid or flex instruction. Second, we explore teaching methods and assessment, including the importance of transparency, the importance of flexibility, practical assessment strategies, and flexible assignment ideas. Third, we discuss personal and professional development and offer multiple strategies to help separate work from home. Finally, we provide thoughts on looking back and looking ahead as instructors continue to adapt to an ever-changing educational landscape. (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":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45069452","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}
Alyssa C. Smith, David C. S. Filice, H. Poole, Ayesha Khan, Kate Whalen, D. Smilek
We measured mental distress, self-esteem, self-efficacy, optimism, life satisfaction, and stress in a Canadian sample of undergraduates both before the COVID-19 pandemic was declared (Winter 2019 and Winter 2020) and also opportunistically after the implementation of social restrictions and lockdowns due to the COVID-19 pandemic (Fall 2020). In this combined sample of 1,049 Canadian students, we found that compared to before the pandemic, undergraduates reported more perceived stress and higher levels of anxiety/insomnia after pandemic-related disruptions began. Importantly, however, comparing measures collected before and during the pandemic, we found no significant differences in reports of self-esteem, self-efficacy, optimism, and life satisfaction, and even a significant pandemic-related improvement in somatic symptoms of psychological distress and social dysfunction. Finally, in line with our original prepandemic aims of the study, we replicated prior findings showing that mental distress, self-esteem, self-efficacy, optimism, and life satisfaction predict significant variance in perceived stress within our Canadian sample. (PsycInfo Database Record (c) 2022 APA, all rights reserved)
{"title":"Indicators of student well-being in Canadian undergraduates before and during the COVID-19 pandemic.","authors":"Alyssa C. Smith, David C. S. Filice, H. Poole, Ayesha Khan, Kate Whalen, D. Smilek","doi":"10.1037/stl0000338","DOIUrl":"https://doi.org/10.1037/stl0000338","url":null,"abstract":"We measured mental distress, self-esteem, self-efficacy, optimism, life satisfaction, and stress in a Canadian sample of undergraduates both before the COVID-19 pandemic was declared (Winter 2019 and Winter 2020) and also opportunistically after the implementation of social restrictions and lockdowns due to the COVID-19 pandemic (Fall 2020). In this combined sample of 1,049 Canadian students, we found that compared to before the pandemic, undergraduates reported more perceived stress and higher levels of anxiety/insomnia after pandemic-related disruptions began. Importantly, however, comparing measures collected before and during the pandemic, we found no significant differences in reports of self-esteem, self-efficacy, optimism, and life satisfaction, and even a significant pandemic-related improvement in somatic symptoms of psychological distress and social dysfunction. Finally, in line with our original prepandemic aims of the study, we replicated prior findings showing that mental distress, self-esteem, self-efficacy, optimism, and life satisfaction predict significant variance in perceived stress within our Canadian sample. (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":"2022-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42870081","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 Online Versus Face-to-Face Learning in an Undergraduate Psychology Statistics Course","authors":"Angela G. Pirlott","doi":"10.1037/stl0000340.supp","DOIUrl":"https://doi.org/10.1037/stl0000340.supp","url":null,"abstract":"","PeriodicalId":74762,"journal":{"name":"Scholarship of teaching and learning in psychology","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44094262","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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