NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 14 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Segrist, Daniel J.; Meinz, Elizabeth J. – Psychology Learning and Teaching, 2018
Over the past seven years, we have offered a psychology book club to undergraduate and graduate students in our department. We suggest the book club provides an informal opportunity for student-to-student and student-to-faculty interaction, and offers a way to engage students in critical thinking about popular psychological issues. In this…
Descriptors: Clubs, Recreational Reading, Discussion Groups, Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Bruno, Andreina; Dell'Aversana, Giuseppina – Psychology Learning and Teaching, 2017
Reflective journals have emerged as an effective means of monitoring and developing reflective practice in higher education, as part of a wider metacognitive strategy to transform traditional learning approaches. In addition, assessment procedures of reflective journals appear to be an important factor in enhancing commitment to learning and…
Descriptors: Reflection, Journal Writing, College Students, Feedback (Response)
Peer reviewed Peer reviewed
Direct linkDirect link
Boser, Julia; Scherer, Sonja; Kuchta, Kathrin; Wenzel, S. Franziska C.; Horz, Holger – Psychology Learning and Teaching, 2017
To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching…
Descriptors: Foreign Countries, Undergraduate Students, Psychology, Evidence Based Practice
Peer reviewed Peer reviewed
Direct linkDirect link
Christensen, Gerd – Psychology Learning and Teaching, 2016
The aim of this paper is to demonstrate how poststructuralism and social constructionism can contribute to the empirical research on groups in problem-based learning (PBL). The paper outlines the analytical complexity and shows, through empirical examples, the potentials and limitations of this perspective as an alternative to traditional group…
Descriptors: Student Projects, Postmodernism, Problem Based Learning, Constructivism (Learning)
Peer reviewed Peer reviewed
Direct linkDirect link
Chen, Ruth – Psychology Learning and Teaching, 2016
Problem-based learning (PBL) courses have historically been situated in physical classrooms involving in-person interactions. As online learning is embraced in higher education, programs that use PBL can integrate online platforms to support curriculum delivery and facilitate student engagement. This report describes student perspectives of the…
Descriptors: Problem Based Learning, Cognitive Processes, Difficulty Level, Electronic Learning
Peer reviewed Peer reviewed
Direct linkDirect link
Shane-Simpson, Christina; Che, Elizabeth; Brooks, Patricia J. – Psychology Learning and Teaching, 2016
To test the feasibility of Wikipedia editing in large undergraduate psychology classrooms, we engaged groups of students in a large introductory-level Human Development course (N = 110) in editing Wikipedia articles to improve psychology-related content. Students attended in-class workshops and received online support to develop skills. They…
Descriptors: Encyclopedias, Electronic Publishing, Collaborative Writing, Web Sites
Peer reviewed Peer reviewed
Direct linkDirect link
McConnell, Bridget L. – Psychology Learning and Teaching, 2016
This paper summarizes a pilot study of an experiential learning technique that was designed to give undergraduate students a greater understanding of the principles and theories of learning and behavior, which is traditionally taught only in a lecture-based format. Students were assigned the role of a dog trainer, and they were responsible for…
Descriptors: Undergraduate Students, Animals, Teaching Methods, Trainers
Peer reviewed Peer reviewed
Direct linkDirect link
Hund, Alycia M.; Bueno, Daisy – Psychology Learning and Teaching, 2015
Our goal was to document professional skills and attitudes gained via out-of-class teaching and research experiences during the undergraduate years. Qualitative analysis of reflection papers revealed that students noted gains in professional skills, communication skills, interpersonal skills, and intrapersonal skills. Importantly, students also…
Descriptors: Skill Development, After School Education, Achievement Gains, Professional Education
Peer reviewed Peer reviewed
Direct linkDirect link
Wood, Benjamin T.; Bolner, Olivia; Gauthier, Phillip – Psychology Learning and Teaching, 2014
With a move from lecture-based to interactive teaching approaches, students are encouraged in a variety of ways to share personal experiences in classroom settings. Among those self-disclosures, students may speak about their mental health concerns or diagnoses. The purpose of the study was to gain a deeper understanding of what it is like for…
Descriptors: Mental Disorders, Self Disclosure (Individuals), Undergraduate Students, Student Experience
Peer reviewed Peer reviewed
Direct linkDirect link
Todd, Valerie J.; McIlroy, David – Psychology Learning and Teaching, 2014
There has been considerable criticism of assessment methods because of inconsistencies across modules and a focus on the measurement of learning rather than assessment for learning. The aim of the current study was to formalise the process of assessment feedback to feed-forward, and assess the impact on student learning. A cohort of undergraduate…
Descriptors: Feedback (Response), Learning Processes, Evaluation Methods, Undergraduate Students
Peer reviewed Peer reviewed
Direct linkDirect link
Kottke, Janet L.; Valencia, Leslie A.; Shultz, Kenneth S. – Psychology Learning and Teaching, 2013
Actively engaged participants in the learning process typically demonstrate superior learning outcomes, better retention, and more satisfaction with the learning experience. The authors present the use of a simulated selection interview (SSI) as a culminating experience in a graduate-level personnel selection course as a way to engage students…
Descriptors: Simulation, Personnel Selection, Graduate Students, Teaching Methods
Peer reviewed Peer reviewed
Direct linkDirect link
McDermott, Hilary J.; Dovey, Terence M. – Psychology Learning and Teaching, 2013
Research methods courses aim to equip students with the knowledge and skills required for research yet seldom include practical aspects of assessment. This reflective practitioner report describes and evaluates an innovative approach to teaching and assessing advanced qualitative research methods to final-year psychology undergraduate students. An…
Descriptors: Active Learning, Research Methodology, Educational Strategies, Methods Courses
Peer reviewed Peer reviewed
Direct linkDirect link
Goodwin-Smith, Ian; Pearson, Elissa; Ranzijn, Rob; Campbell, Alan; Lushington, Kurt – Psychology Learning and Teaching, 2013
This work identifies the human service sector as an important and growing destination for psychology graduates. It further identifies a number of key themes which flow from that observation and which are important to configuring psychology education in a way which takes account of emerging trends. The major theme identified in the research is the…
Descriptors: Interdisciplinary Approach, Human Services, Undergraduate Students, Psychology
Peer reviewed Peer reviewed
Direct linkDirect link
Duro, Elaine; Elander, James; Maratos, Frances A.; Stupple, Edward J. N.; Aubeeluck, Aimee – Psychology Learning and Teaching, 2013
This qualitative study of understandings of critical thinking in higher education aimed to identify themes that could help to demystify critical thinking and inform its more explicit incorporation in the psychology curriculum. Data collected from focus groups with 26 undergraduate psychology students and individual semistructured interviews with 4…
Descriptors: Critical Thinking, Teaching Methods, Higher Education, Semi Structured Interviews