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Scholarship of teaching and learning in psychology最新文献

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Technology or tradition? A comparison of students’ statistical reasoning after being taught with R programming versus hand calculations. 技术还是传统?学习R编程和手工计算后，学生统计推理能力的比较。
Scholarship of teaching and learning in psychology Pub Date : 2022-06-30 DOI: 10.1037/stl0000327
Annie S. Ditta, A. Woodward
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引用次数: 1
Teaching and learning in psychology related to COVID-19: Introduction to the special issue. 与COVID-19相关的心理学教学:特刊简介。
Scholarship of teaching and learning in psychology Pub Date : 2022-06-01 DOI: 10.1037/stl0000328
D. Dunn, S. Baker, D. Kreiner
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引用次数: 0
Maximizing learning while minimizing cheating: New evidence and advice for online multiple-choice exams. 最大限度地学习，同时最大限度地减少作弊：在线多项选择题考试的新证据和建议。
Scholarship of teaching and learning in psychology Pub Date : 2022-05-12 DOI: 10.1037/stl0000242
B. Whisenhunt, Christie L. Cathey, Danae L. Hudson, Lydia Needy
{"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}
引用次数: 6
Clinical psychology graduate students: Lessons learned from a sudden transition to online education. 临床心理学研究生：从突然过渡到在线教育中吸取的教训。
Scholarship of teaching and learning in psychology Pub Date : 2022-05-05 DOI: 10.1037/stl0000317
K. Aafjes-van Doorn, V. Békés, R. Zweig
{"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}
引用次数: 0
A revised definition of psychological literacy: Multiple stakeholder perspectives. 心理素养的修订定义：多重利益相关者视角。
Scholarship of teaching and learning in psychology Pub Date : 2022-04-21 DOI: 10.1037/stl0000326
Samantha J. Newell, A. Chur-Hansen, Peter Strelan
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引用次数: 3
A course unit and presentation assignment to teach students about open science and replicability in psychology. 一个课程单元和报告作业，教导学生开放科学和心理学的可复制性。
Scholarship of teaching and learning in psychology Pub Date : 2022-04-21 DOI: 10.1037/stl0000324
D. Heilmayr
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引用次数: 0
Supplemental Material for A Revised Definition of Psychological Literacy: Multiple Stakeholder Perspectives 《心理素养的修订定义:多重利益相关者视角》补充材料
Scholarship of teaching and learning in psychology Pub Date : 2022-04-11 DOI: 10.1037/stl0000326.supp
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引用次数: 0
Supplemental Material for Remote Online Learning Outcomes in Introductory Psychology During the COVID-19 Pandemic COVID-19大流行期间介绍性心理学远程在线学习成果补充材料
Scholarship of teaching and learning in psychology Pub Date : 2022-04-11 DOI: 10.1037/stl0000325.supp
{"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}
引用次数: 0
Program evaluation of a virtual mentoring program for BIPOC undergraduates in psychology. BIPOC心理学本科生虚拟辅导项目的项目评估。
Scholarship of teaching and learning in psychology Pub Date : 2022-03-31 DOI: 10.1037/stl0000322
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}
引用次数: 3
Language matters: Understanding international students’ introductory psychology performance. 语言问题：了解国际学生的入门心理表现。
Scholarship of teaching and learning in psychology Pub Date : 2022-03-31 DOI: 10.1037/stl0000323
W. J. Quinton, Mark D. Seery
{"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}
引用次数: 0
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