Teaching of Psychology最新文献

Does Lecture Style Matter in Asynchronous Online Interteaching? 异步在线交互教学中的授课风格重要吗？

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-09-14 DOI: 10.1177/00986283241279402

Catherine M. Gayman, Stephanie T. Jimenez, Jennifer Herron

{"title":"Does Lecture Style Matter in Asynchronous Online Interteaching?","authors":"Catherine M. Gayman, Stephanie T. Jimenez, Jennifer Herron","doi":"10.1177/00986283241279402","DOIUrl":"https://doi.org/10.1177/00986283241279402","url":null,"abstract":"BackgroundAlthough substantial empirical evidence supports interteaching, few studies have investigated the clarifying lecture component, and none have evaluated it in an online course format.ObjectiveThis study evaluated the necessity of a clarifying lecture in an asynchronous online course and compared a clarifying lecture (based on student feedback) to brief standard lecture (covering material the instructor thought was difficult).MethodParticipants were undergraduates ( N = 116) across three sections of an online Psychology of Learning course. An alternating treatments design was used to vary the order of three brief lecture conditions across weeks in the courses: (a) clarifying lecture; (b) standard lecture; and (c) no lecture.ResultsThere were no significant differences in exam scores across the three conditions. However, students scored significantly higher on weekly exams when the lecture conditions were collapsed and compared to no lecture. Most students reported a preference for the clarifying lecture.ConclusionOur findings suggest that both styles of asynchronous lectures positively impacted weekly (but not cumulative final) exam scores.Teaching ImplicationsThe efficacy of interteaching was not decreased by altering lecture style. This flexibility eases the course preparation burden on instructors given they could prepare lectures prior to gathering student feedback.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142267427","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Student and Faculty Perceptions of Generative Artificial Intelligence in Student Writing 学生和教师对学生写作中的人工智能生成的看法

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-09-10 DOI: 10.1177/00986283241279401

Autumn B. Hostetter, Natalie Call, Grace Frazier, Tristan James, Cassandra Linnertz, Elizabeth Nestle, Miaflora Tucci

{"title":"Student and Faculty Perceptions of Generative Artificial Intelligence in Student Writing","authors":"Autumn B. Hostetter, Natalie Call, Grace Frazier, Tristan James, Cassandra Linnertz, Elizabeth Nestle, Miaflora Tucci","doi":"10.1177/00986283241279401","DOIUrl":"https://doi.org/10.1177/00986283241279401","url":null,"abstract":"BackgroundPsychology instructors frequently assign writing-to-learn exercises that include personal reflection. Generative Artificial Intelligence (GenAI) can write text that passes for humans in other domains.ObjectiveDo students and faculty rate a reflection written by GenAI differently than reflections written by students? Do students and faculty agree about the appropriateness of using GenAI for college-level writing?MethodEighty-three students and 82 faculty read four reflections (three written by undergraduate students and one by GenAI). After rating the quality of each, they chose which one they thought was AI-generated. Participants then rated the ethicality of nine potential ways to use GenAI in college-level writing and the potential of each to compromise learning.ResultsParticipants rated the AI-generated reflection similarly to the student-generated reflections and failed to reliably detect AI-generated writing. Faculty and students agreed that using GenAI to produce the final text for a student likely compromises learning more than using it to generate ideas.ConclusionAI-generated reflections blend in with student-written reflections, and students and faculty agree about the potential detriments to learning.Teaching ImplicationsGenAI can be hard to detect in the psychology classroom. Rather than implementing one-size-fits-all policies, instructors might focus classroom conversations on how GenAI could compromise learning.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192228","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Use of AI Disclosure Statements in Teaching: Developing Skills for Psychologists of the Future 在教学中使用人工智能披露声明：培养未来心理学家的技能

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-30 DOI: 10.1177/00986283241275664

Acacia L. Overono, Annie S. Ditta

{"title":"The Use of AI Disclosure Statements in Teaching: Developing Skills for Psychologists of the Future","authors":"Acacia L. Overono, Annie S. Ditta","doi":"10.1177/00986283241275664","DOIUrl":"https://doi.org/10.1177/00986283241275664","url":null,"abstract":"IntroductionThe proliferation and accessibility of generative artificial intelligence (AI) have led to strong reactions across the academia.Statement of the ProblemTeachers can adapt to the availability of AI by integrating disclosure statements about its use into courses, which may promote student learning.Literature ReviewSuggestions to include AI disclosure statements from academia and industry align with several of the major goals of the APA Guidelines for the Undergraduate Major 3.0.Teaching ImplicationsIncorporating use of AI disclosure statements may support students’ achievement of APA learning outcomes. These statements ask students to disclose their use of AI and consist of the AI “Model” used, the exact “Input” provided, and a description of how the student “Evaluated” the content (“MInE”). Disclosures are advantageous over other methods because of their flexibility and straightforwardness.ConclusionWhen students use AI and disclose their usage, they may learn to communicate ethically and clearly, employ their knowledge of psychology to fact-check output, and develop the skill of disclosure, which is becoming more popular in academic and other professional settings.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Navigating the New Frontier: Recommendations to Address the Crisis and Potential of AI in the Classroom 领航新前沿：应对课堂中人工智能的危机和潜力的建议

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-28 DOI: 10.1177/00986283241276098

Joseph J. Slade, Stephanie M. Byers, Kathryn A. Becker-Blease, Regan A. R. Gurung

{"title":"Navigating the New Frontier: Recommendations to Address the Crisis and Potential of AI in the Classroom","authors":"Joseph J. Slade, Stephanie M. Byers, Kathryn A. Becker-Blease, Regan A. R. Gurung","doi":"10.1177/00986283241276098","DOIUrl":"https://doi.org/10.1177/00986283241276098","url":null,"abstract":"IntroductionThe integration of artificial intelligence (AI) into higher education ushers in a new era of teaching and learning possibilities for both educators and students.Statement of the ProblemThese technologies not only offer unparalleled opportunities for personalized learning and instructional support, but also introduce challenges related to academic integrity.Literature ReviewThe literature highlights AI's versatile applications in education, from facilitating research to acting as a tutor.Teaching ImplicationsEducators can create AI-informed assignments that encourage active learning, critical thinking, and creativity. AI tools can be integrated as supports rather than substitutes for learning and foster an ethical framework within which students can explore AI's capabilities.ConclusionThis review of AI's impact on education and the discussion of teaching strategies underscore the need for a nuanced approach to integrating AI in the classroom. By acknowledging both the challenges and opportunities presented by AI, educators can enhance teaching and learning while upholding academic standards.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Recommendations for Implementing Anti-Ableism Across the Psychology Curriculum 在整个心理学课程中实施反种族主义的建议

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-23 DOI: 10.1177/00986283241274997

Nicole Calma-Roddin

引用次数: 0

Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability 比较测验和社会注释在课前阅读问责中的作用

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-22 DOI: 10.1177/00986283241275218

Virginia Clinton-Lisell

{"title":"Comparing Quizzes and Social Annotation for Pre-Class Reading Accountability","authors":"Virginia Clinton-Lisell","doi":"10.1177/00986283241275218","DOIUrl":"https://doi.org/10.1177/00986283241275218","url":null,"abstract":"BackgroundPre-class reading assignments are frequently used to encourage students to complete assigned textbook readings. Quizzes and social annotation are both pre-class reading assignments, but it is uncertain which is more effective for student learning and motivation.ObjectiveThe purpose of this study was to compare quizzes and social annotation on student learning and motivation.MethodUndergraduate students ( N = 58) in a child development course in a within-subjects counterbalanced design had quizzes for the textbook chapters covered in one unit exam and social annotation for a different exam. They were surveyed on their motivation at the end of the term.ResultsThere were no reliable differences in student learning based on exam scores. Students generally perceived social annotation as more motivating but were more likely to submit quizzes.ConclusionBoth quizzes and social annotation appear to have different benefits for students. There is not a clear answer on which one is more effective for student learning.Teaching ImplicationsGiven the mixed results, a combination or choice of quizzes or social annotation as pre-class reading assignments may be optimal.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142192233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

ChatGPT Goes to College: Exploring Student Perspectives on Artificial Intelligence in the Classroom ChatGPT 进入大学：探索学生眼中的人工智能课堂

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-07 DOI: 10.1177/00986283241268829

Jenel T. Cavazos, Keane A. Hauck, Hannah M. Baskin, Catherine M. Bain

{"title":"ChatGPT Goes to College: Exploring Student Perspectives on Artificial Intelligence in the Classroom","authors":"Jenel T. Cavazos, Keane A. Hauck, Hannah M. Baskin, Catherine M. Bain","doi":"10.1177/00986283241268829","DOIUrl":"https://doi.org/10.1177/00986283241268829","url":null,"abstract":"BackgroundThe emergence of artificial intelligence (AI) in higher education has sparked numerous discussions about its implications. ChatGPT, a prominent AI conversational model, has attracted significant attention for its ability to generate essays and formulate responses.ObjectiveThe current study sought to explore how and why students are using ChatGPT, and to examine their perceptions about ChatGPT and academic integrity.MethodStudents were surveyed about the frequency and motivation for ChatGPT use and their views on ChatGPT and academic misconduct. Exploratory factor analyses were conducted to examine patterns of correlations between each of the measures.ResultsStudents primarily use ChatGPT for gathering information, motivated by its value and convenience rather than hedonic reasons, and can correctly identify academically unethical uses of the tool as cheating.ConclusionThe current study presents comprehensive data on college students’ ChatGPT usage patterns, attitudes, and perceptions of cheating behavior. The outcomes of this research provide insight into how college students are currently interacting with AI tools.Teaching ImplicationsOur findings offer practical insights for universities developing AI policies in the classroom, contributing to the ongoing discourse on AI’s role in higher education by providing accurate information about ChatGPT’s pervasiveness in academia.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141940590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Exploring the New Addiction: An Internet Abstinence Assignment for Addictions Education 探索新毒瘾：戒网瘾教育作业

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-02 DOI: 10.1177/00986283241268920

Hillary Wehe

{"title":"Exploring the New Addiction: An Internet Abstinence Assignment for Addictions Education","authors":"Hillary Wehe","doi":"10.1177/00986283241268920","DOIUrl":"https://doi.org/10.1177/00986283241268920","url":null,"abstract":"BackgroundAddiction is an essential topic included in several psychology courses. This topic has practical implications for students but may be intimidating due to its integrative nature.ObjectiveThis study presents an experiential learning activity focused on student internet use. The assignment was intended to increase student motivation for the topic, while providing an experiential opportunity to deepen understanding of the material.MethodA mixed method was used. Students abstained from their most frequent area of internet use. They completed a written reflection and participated in class discussion. Metrics of motivation, value, and understanding were collected.ResultsStudents’ intrinsic motivation for the content increased after completing the project. They reported perceiving the assignment as helpful to their learning and gaining personal insight into the ramifications of addictive behaviors.ConclusionThe internet abstinence assignment was an effective, engaging project. Students actively engaged with the material in discussion and gained relevant insight.Teaching ImplicationThe internet abstinence assignment appeared enjoyable to students. Students were able to apply course content, feel an increase in learning, and demonstrate improved retention for related content. An open educational resource lesson plan and assignment are included, as well as recommendations for potential modifications.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141882003","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Innovative Approach to the Psychology Capstone Course 心理学顶点课程的创新方法

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-08-02 DOI: 10.1177/00986283241268723

Kristi L. Bitz, Rodney Hair

引用次数: 0

Rockland State Hospital: A Case Approach to Teaching the History of Psychology 洛克兰州立医院：心理学史案例教学法

IF 0.9 4区心理学

Teaching of Psychology Pub Date : 2024-07-23 DOI: 10.1177/00986283241265657

Kathleen Keefe-Cooperman, Dogukan Ulupinar, Peggy Brady-Amoon

{"title":"Rockland State Hospital: A Case Approach to Teaching the History of Psychology","authors":"Kathleen Keefe-Cooperman, Dogukan Ulupinar, Peggy Brady-Amoon","doi":"10.1177/00986283241265657","DOIUrl":"https://doi.org/10.1177/00986283241265657","url":null,"abstract":"Background: Teaching and learning about the history of the profession is consistent with APA's 2023 guidelines for the undergraduate major, a profession-wide competency for graduate students in health service psychology, and important for all students. Objective: The purpose of this article is to present a historical case study with materials for teaching and learning about the historical context, including mental health treatments and patient demographics, during the interwar period at Rockland State Hospital (RSH) in New York. Method: We thematically reviewed and analyzed primary source archival documents, treatment reports, period peer-reviewed journals, related newspaper articles, and publicly available U.S. census data. Results: The theories, diagnostic terminology, and treatments in use at RSH during the interwar period are showcased. This was a pivotal time in the history of psychology. Conclusion: The method and results offer opportunities for teaching and learning about the history of psychology including treatment of marginalized and vulnerable populations. Teaching Implications: Institutionalization in the interwar period offers multiple opportunities for teaching and learning in psychology. The findings can be used in conjunction with discussion questions in the classroom setting. Teaching about the past provides a feedback loop to inform current and future practice.","PeriodicalId":47708,"journal":{"name":"Teaching of Psychology","volume":null,"pages":null},"PeriodicalIF":0.9,"publicationDate":"2024-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141776219","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0