Psychology Learning & Teaching

Online course-packs are marketed as improving grades in introductory-level coursework, yet it is unknown whether these course-packs can effectively replace, as opposed to supplement, in-class instruction. This study compared learning outcomes for Introductory Psychology students in hybrid and traditional sections, with hybrid sections replacing 30% of in-class time with online homework using the MyPsychLab course-pack and Blackboard course management system. Data collected over two semesters (N = 730 students in six hybrid and nine traditional sections of ∼50 students) indicated equivalent final-grade averages and rates of class attrition. Although exam averages did not differ by class format, exam grades in hybrid sections decreased to a significantly greater extent over the course of the semester than in traditional sections. MyPsychLab homework grades in hybrid sections correlated with exam grades, but were relatively low (66.4%) due to incomplete work—suggesting that hybrid students may have engaged with course materials less than traditional students. Faculty who taught in both formats noted positive features of hybrid teaching, but preferred traditional classes, citing challenges in time management and student usage of instructional technology. Although hybrid students often reported difficulties or displeasure in working online about half of them indicated interest in taking other hybrid classes.

Data-driven decision-making (DDDM) is a difficult topic to cover, but typically required, in the applied educational psychology course or other courses required for teacher licensure in the United States. While a growing body of literature indicates in-service teachers are resistant to DDDM and underprepared to engage in it, little has been done to understand pre-service teachers while they are still in the ideal arena in which to address resistance and subsequently build DDDM skills. The purpose of this study was to examine pre-service teachers’ affective response to the classroom-level DDDM via their concerns profile (n = 78). Participants’ concerns profile revealed that much like in-service teacher literature suggests, this sample of pre-service teachers were resistant to learning more about DDDM, believed they knew of better innovations for use, and are unlikely to use DDDM in their future classrooms. The findings provide important insight for those of us tasked with covering this topic in our educational psychology courses.

The monitoring by teachers of collaborative, cognitive, and meta-cognitive student activities in collaborative learning is crucial for fostering beneficial student interaction. In a quasi-experimental study, we trained pre-service teachers (N = 74) to notice behavioral indicators for these three dimensions of student activities. Video clips of student interactions in collaborative learning settings served as learning opportunities in the training and as test scenarios for measuring monitoring competency in an assessment tool. Participants completed the assessment tool before and immediately after the training program. A control group (N = 33) completed the assessment tool twice but did not receive training in between. Results show that monitoring competency increased significantly in the training group but not in the control group. This provides initial evidence that a video-based training program can effectively enhance pre-service teachers’ noticing of behavioral indicators of collaborative, cognitive, and meta-cognitive student activities in a relatively short time. Our findings are of practical relevance as evaluating student interactions in a collaborative learning setting is challenging, yet also a skill much needed in teacher practice.

Very little research examines the beliefs and stereotypes students have about the discipline and major of psychology. Previous research has found that psychology majors report hearing a variety of such beliefs and stereotypes more often from their fellow students than from their family members. In the current study, psychology majors/minors and non-majors/-minors (N = 376) reported their frequency of hearing beliefs and stereotypes from friends/fellow students or family members and the extent that they agreed with those items. Majors/minors and non-majors/-minors differed significantly on their agreement with several items, such as psychology being “a dead end field,” “psychology is mostly an easy major,” and that “working with crazy people will make you go crazy.” Compared to majors/minors, non-majors/-minors were more likely to agree with the items. There was no evidence that upper-division majors/minors were less likely to believe or less likely to hear the beliefs and stereotypes than lower-division majors/minors. Students reported hearing many of the items more often from friends/fellow students than family members. We discuss the implications of these results for addressing beliefs about the psychology field and degree in introductory and careers courses.

The Decoding the Disciplines methodology aims to teach students to think like experts in discipline-specific tasks. The central aspect of the methodology is to identify a bottleneck in the course content: a particular topic that a substantial number of students struggle to master. The current study compared the efficacy of standard lecture and readings (Control) to the Decoding the Disciplines methodology in teaching Introductory Psychology students about the scientific process. Relative to the Control group (N = 45), students taught using the Decoding the Disciplines methodology (N = 46) created better hypotheses and operational definitions and correctly identified more variables. These results suggest that using the Decoding the Discipline methodology may facilitate student learning about scientific inquiry.

Building on Dörner’s (1996) theory of complex problem-solving, a learning scenario for teacher students was created and tested. Classroom management is interpreted as a complex problem, which requires the integration of competing interests and tackling multiple, simultaneous tasks under time pressure and with limited information. In addition, rising emotions are likely to impede thinking and the quality of decision-making. To prepare student teachers to understand and reflect the complex problem-solving challenges inherent in classroom management, we developed the live action role play “Everyday Life in the Classroom” which was embedded in a seminar structure to guide the development of analytical competences and emotion regulation of prospective teachers. In two pilot studies, we found that Everyday Life in the Classroom was perceived to be authentic and helpful for learning. Preliminary findings suggest that the intended learning processes have been stimulated. We propose developing Everyday Life in the Classroom further and investigating the scope and sustainability of learning psychology through live action role play.