Doing a psychology degree: an investigation of student understanding about the learning and teaching of psychology

Purpose – A research paper on the design and implementation of an e-learning resource responding to the globalisation of education. The purpose of this paper is to focus on the challenges presented in learning and teaching on how to support international postgraduate (PG) students undertaking the specific task of a dissertation. Design/methodology/approach – Using findings from 250 PG students, 40 supervisors and two module tutors the research identified the content and language issues faced by students and recognised the need to design an enabler supporting the latter as independent learners and the academic staff delivering support. Findings – The e-learning tool provides an independent learning tool which addresses student concerns relating to the process and content of structuring a dissertation and the function of language. Initial responses have been positive from both staff and students in respect to providing a source of student support and feedback. Originality/value – The research shows how the Dissertation Game Model (DGM), evolved into an e-learning resource supporting student understanding of the content, structure, planning and writing of a dissertation. The e-learning tool focuses on helping international students understand what the generic contents of each chapter of a dissertation should contain and supports them in engaging in research as a transferable skill.

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Menilai Perhubungan Di Antara Hasil Pembelajaran Kursus (hpk) Dan Hasil Pembelajaran Program (hpp) Dari Persepsi Pelajar

Jurnal Teknologi ◽

10.11113/jt.v51.154 ◽

2012 ◽

Author(s):

Amirruddin Abdul Kadir ◽

Mohd Zuki Salleh ◽

Mohammad Alinor Abdul Kadir ◽

Khairul Anuar

Keyword(s):

Learning Outcomes ◽

Teaching And Learning ◽

Outcome Measurement ◽

Student Understanding ◽

Learning And Teaching ◽

High Quality Education ◽

Outcome Based Education ◽

Program Outcome ◽

Good Learning ◽

Programme Outcomes

Rancangan pembelajaran yang baik diperlukan untuk mencapai pembelajaran yang berkualiti tinggi. Rancangan ini dikembangkan berdasarkan anggapan bahawa suasana pembelajaran dan tujuan pembelajaran yang berbeza memerlukan kaedah yang berbeza. Penekanan Sistem Hasil Pembelajaran (PBH) mencorakkan reka bentuk, pembinaan, penyampaian dan pendokumentasian pengajaran dan pembelajaran sejajar dengan hasil–hasil pembelajaran yang telah ditetapkan boleh meningkat dan mempertahankan kualiti pembelajaran. Pengukuran kefahaman pelajar telah dijalankan menggunakan soalan kaji selidik dengan kaedah skala Likert berasaskan Kuantiti–Kualiti–Peningkatan (KKP) di mana mengukur kuantiti dan kualiti pembelajaran pelajar serta peningkatan kefahaman adalah relatif kepada hasil pembelajaran yang ditetapkan. Maklumat yang didapati dari kaji selidik KKP dapat memaparkan keberkesanan Pendidikan Berasaskan Hasil (PBH) dalam peningkatan kefahaman pelajar. Gabungan analisis kriteria–kriteria lain seperti hubungan HPP dan HPK dapat memberikan sumber yang bermanfaat bagi menentukan keberkesanan penetapan dan penambahbaikan dalam kurikulum dan pembelajaran keseluruhan. Kata kunci: Pendidikan berasaskan hasil (PBH); hasil pembelajaran kursus; hasil pembelajaran program; proses pengajaran dan pembelajaran; pengukuran hasil pembelajaran A good learning programme is essential in achieving high quality education. A learning programme is developed based on different learning outcomes and environment which in turn require different learning methods. Outcome Based–Education (OBE) form the design, constructions, communication and learning, and teaching documentation to be in line with the defined outcomes to enhance and maintain learning quality in this study. Students’ learning was determined in a survey using a Likert scale with current designed to measure students enhancement in predetermined learning outcomes quantitatively as well as qualitatively. The outcome results show the effectiveness of the OBE in enhancing the student understanding. Further analysis involving other criteria such as course and programme outcomes may provide feedback to improve the curriculum, teaching and learning activities generally. Key words: Outcome Based–Education (OBE); course outcome; program outcome; teaching and learning process; outcome measurement

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Where Is Psychology Teaching and Learning Research Conducted? An Analysis of Institution Setting and Class Sizes

Teaching of Psychology ◽

10.1177/0098628319884489 ◽

2019 ◽

Vol 47 (1) ◽

pp. 8-14

Author(s):

Courtney Stevens ◽

Melissa R. Witkow ◽

Brenna Smelt ◽

Kendra Good ◽

Tova Hershman

Keyword(s):

Teaching And Learning ◽

Empirical Studies ◽

Scholarship Of Teaching ◽

Learning And Teaching ◽

Diverse Classroom ◽

Teaching Context ◽

Teaching Of Psychology ◽

Teaching And Learning Research ◽

Conducting Research ◽

Doctoral Institutions

This article presents a census of empirical studies on the scholarship of teaching published in Teaching of Psychology, Psychology Learning and Teaching, and Scholarship of Teaching and Learning in Psychology over the past decade. All articles from each issue were coded for characteristics identifying the teaching context in which the research was conducted, focusing on institution type using Carnegie classifications and average class size. The majority of studies on the scholarship of teaching and learning in psychology were carried out in smaller classes (less than 40 students/class) in settings characterized as Master’s or Doctoral institutions. These data suggest an underrepresentation of studies from 2-year Associate’s colleges, as well as from larger enrollment classrooms. Implications are discussed for conducting research in the diverse classroom settings representative of psychology instruction.

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Psychology Learning and Teaching in Wales

Psychology Learning & Teaching ◽

10.2304/plat.2004.4.1.6 ◽

2005 ◽

Vol 4 (1) ◽

pp. 6-10

Author(s):

Dominic Upton ◽

Jesse Martin

Keyword(s):

Higher Education ◽

University Students ◽

Teaching And Learning ◽

Higher Education Institutions ◽

Support Network ◽

Learning And Teaching ◽

Self Perceptions ◽

Teaching Of Psychology ◽

Teaching Support ◽

Introductory Paper

A Learning and Teaching Support Network (LTSN) for Psychology sponsored workshop was held in April 2003 to discuss issues related to the research, teaching and learning of psychology in Wales. Representatives of a number of psychology departments from Welsh Higher Education Institutions (HEIs) attended the workshop. This introductory paper presents an overview of the current teaching of psychology in Welsh higher education: the departments, the research being carried out and the unique political context in which Welsh HE currently finds itself. Following this introduction are articles from Enlli Thomas who discusses the problems associated with attempting to teach psychology in Welsh; Paul Sander who reports on the problems associated with teaching increasing numbers of students; Lance Workman who reports on the differing and changing, self-perceptions of old and new university students; and finally Ray Crozier, who presents a study that explores shy students' views on seminars.

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Exploring, Sharing and Reflecting on the Learning and Teaching of Psychology

Psychology Learning & Teaching ◽

10.2304/plat.2001.1.1.5 ◽

2001 ◽

Vol 1 (1) ◽

pp. 5-6 ◽

Cited By ~ 1

Author(s):

Nick Hammond

Keyword(s):

Learning And Teaching ◽

Teaching Of Psychology

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Fostering Diversity of Membership and Leadership in Psychology Teaching and Learning Organizations

Psychology Learning & Teaching ◽

10.1177/1475725721996219 ◽

2021 ◽

pp. 147572572199621

Author(s):

Kelley Haynes-Mendez ◽

Susan A. Nolan

Keyword(s):

Organizational Leadership ◽

Teaching And Learning ◽

Learning Organizations ◽

Evidence Based ◽

Learning And Teaching ◽

Teaching Of Psychology ◽

The Us ◽

Equity And Inclusion ◽

International Representation ◽

Do So

Many organizations dedicated to learning and teaching in the field of psychology struggle with diversifying and widening international representation. The drive for diversification of membership and leadership occurs as such groups increasingly prioritize diversity, equity, and inclusion initiatives. In this paper, we offer evidence-based guidance on the benefits of increasing diversity in organizational leadership as well as the means to do so. Further, we share approaches from our organization, the US-based Society for the Teaching of Psychology, to expanding diversity, as well as gaps in equity and inclusion initiatives. We conclude by discussing the importance of all diversity, equity, and inclusion initiatives more generally within the field of the teaching of psychology and of advancing global psychology via psychology learning and teaching associations.

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