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Spedding, Jason; Hawkes, Amy J.; Burgess, Matthew – Psychology Learning and Teaching, 2017
The initial year of university is often a sensitive period for new students. Commencing students may lack the necessary skills and resources to adapt to unfamiliar learning environments. One intervention demonstrating academic benefits is Peer Assisted Study Sessions (PASS). PASS is a structured peer led study group where students collectively…
Descriptors: College Freshmen, Attendance, Self Efficacy, Student Adjustment
Griffin, Claire P.; Howard, Siobhán – Psychology Learning and Teaching, 2017
Recent years have witnessed a surge in classroom-based pedagogies aimed at targeting student engagement. This paper seeks to report on the design, delivery and small-scale evaluation of a final year undergraduate module in developmental psychology. Adopting a range of innovative teaching/learning methodologies, the author sought to support student…
Descriptors: Learner Engagement, College Instruction, Cooperative Learning, Undergraduate Students
Powers, Kasey L.; Brooks, Patricia J.; Galazyn, Magdalena; Donnelly, Seamus – Psychology Learning and Teaching, 2016
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…
Descriptors: Blended Learning, Educational Technology, Technology Uses in Education, Homework
Stehle, Sebastian; Spinath, Birgit – Psychology Learning and Teaching, 2014
In this study the relationship between intended course objectives and teaching effectiveness was investigated. Teaching effectiveness was indexed through student evaluations of teaching (SETs) and lecturer self-evaluations (LSEs), with a focus on course evaluation. Rated learning of intended course objectives was derived by two parallel…
Descriptors: Psychology, Instructional Effectiveness, Academic Achievement, Course Objectives
Tilley, Brian P. – Psychology Learning and Teaching, 2014
The growing proportion of non-traditional students, very commonly defined as students over the age of 25 (though other features vary from study to study) necessitates more studies with this increasingly relevant group participating. Recently, the growth of non-traditional universities such as those offering predominantly online, accelerated…
Descriptors: Nontraditional Students, Student Characteristics, Online Courses, Acceleration (Education)
Hudson, Danae L.; Whisenhunt, Brooke L.; Shoptaugh, Carol F.; Rost, Ann D.; Fondren-Happel, Rachel N. – Psychology Learning and Teaching, 2014
Increasing college enrollments, and decreased funding have led institutions and instructors to focus on developing courses that can be taught effectively in a large class format. This article presents the effectiveness of a redesigned, blended format of Introductory Psychology taught in large sections. The goals of the project included improving…
Descriptors: Large Group Instruction, Educational Change, Psychology, Teaching Methods
Comerchero, Victoria; Fortugno, Dominick – Psychology Learning and Teaching, 2013
The current study examined if correlations between statistics anxiety and dimensions of perfectionism (adaptive and maladaptive) were present amongst a sample of psychology graduate students (N = 96). Results demonstrated that scores on the APS-R Discrepancy scale, corresponding to maladaptive perfectionism, correlated with higher levels of…
Descriptors: Graduate Students, Psychology, Statistics, Mathematics Anxiety