Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes

Goette, W; Delello, Julie A.; Schmitt, Andrew L.; Sullivan, Jeremy R.; Rangel, Angelica Tapia

doi:10.1177/1475725717716624

Cited by 3 publications

(1 citation statement)

References 34 publications

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“…Although in theory it may seem straightforward to establish equivalence between remote and face-to-face learning contexts, in practice, it can be challenging. Even when instructors are careful to align course materials and assignments across formats, students may still perceive differences in the delivery, assessment, and overall structure of the course as a function of modality (Goette et al, 2017). Garratt-Reed et al (2016) reported lower student retention in the online version of an Introductory Psychology unit, a finding which aligns with other studies reporting differences in student retention in face-to-face and online courses (Bawa, 2016; Van Doorn & Van Doorn, 2014).…”

Section: Differences Between Learning Online Versus Face-to-facementioning

confidence: 99%

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

Ober¹,

Brodsky²,

Lodhi³

et al. 2024

Scholarship of Teaching and Learning in Psychology

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This study examined how undergraduate students (N = 153, M age = 19.3 years, 58.8% female) in an Introductory Psychology course experienced the transition to fully online instruction during the COVID-19 outbreak in New York City during spring 2020. We examined predictors of online submission of assignments throughout the semester and students' attitudes toward online learning at the end of the semester. Students tended to report the transition to remote instruction as disruptive to their learning. Students with more positive attitudes toward unmitigated in-class use of personal technologies at the start of the semester reported higher rates of digital multitasking while working from home and more negative attitudes about the course transition. Underrepresented minority (URM) students held more negative attitudes about the transition, while gender and URM status were associated with variation in students' submission of online assignments at specific times. Responses to an end-of-semester question about challenges faced while learning online suggested that students experienced multiple challenges, especially staying motivated and focused and maintaining adequate access to the internet and internet-enabled devices. Students' self-efficacy for learning online predicted numbers of assignments submitted. Students in a larger section submitted fewer assignments and had lower exam grades than those in a smaller section. Few other factors explained variation in assignment submissions or exam grades. The findings elucidate differences in how students experienced the abrupt transition to remote instruction, thus informing efforts toward more equitable access to education in the midst of an ongoing crisis.

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Section: Differences Between Learning Online Versus Face-to-facementioning

confidence: 99%

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

Ober¹,

Brodsky²,

Lodhi³

et al. 2024

Scholarship of Teaching and Learning in Psychology

View full text Add to dashboard Cite

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An investigation of effectiveness differences between in-class and online learning: an engineering drawing case study

Wang

Kremer

et al. 2018

Int J Interact Des Manuf

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Liens entre les composantes des dispositifs d’enseignement hybride et les performances des étudiants de l’enseignement supérieur : une revue systématique

Sacré

Lafontaine

Toczek

2020

mee

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Les dispositifs d'enseignement hybride sont de plus en plus répandus dans l'enseignement supérieur. À notre connaissance, les facteurs responsables de leur efficacité sur les apprentissages ne sont pas clairement définis. Cet article a pour ambition, à travers une revue systématique de la littérature, de proposer des éléments de réponse à cette absence de connaissances. Nous présenterons un inventaire et une synthèse des éléments pédagogiques effectivement mis en place dans ce type de dispositif pour mettre en évidence les composantes pédagogiques en lien avec les performances des étudiants, selon la typologie de Burton et ses collaborateurs (2011). À cet égard, nous interrogeons quatre bases de données bibliographiques afin d'en extraire tous les documents (n = 1767) qui étudient l'enseignement hybride. Le corpus d'articles analysés comprend 21 études dans lesquelles sont comparés des dispositifs d'enseignement hybride à d'autres types d'enseignement (apprentissage en ligne et enseignement traditionnel). Un examen de ces documents met en lumière cinq composantes pédagogiques montrant un effet sur les apprentissages. Sans prétendre à une hiérarchisation de ces catégories, nous en proposons une discussion et une synthèse.

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Comparing Delivery Approaches to Teaching Abnormal Psychology: Investigating Student Perceptions and Learning Outcomes

Cited by 3 publications

References 34 publications

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

How did introductory psychology students experience the transition to remote online instruction amid the COVID-19 outbreak in New York City?

An investigation of effectiveness differences between in-class and online learning: an engineering drawing case study

Liens entre les composantes des dispositifs d’enseignement hybride et les performances des étudiants de l’enseignement supérieur : une revue systématique

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