scholarly journals A New Hybrid Teaching Model for a Psychology Course

2021 ◽  
Vol 16 (03) ◽  
pp. 206
Author(s):  
Shuyang Hua ◽  
Fulian Liu
Keyword(s):  
College Students ◽  
Student Performance ◽  
Teaching Quality ◽  
Teaching Mode ◽  
Internet Education ◽  
Online Classrooms ◽  
Hybrid Teaching ◽  
Psychology Courses ◽  
Tree Data ◽  
Psychology Course

The current traditional college psychology courses only pay attention to the prevention and correction of the psychological problems of college students, but neglect to let students have a good positive emotion to learn, which is not conducive to the development of psychological potential of students, thus psychology learning cannot achieve the expected results. Based on the psychology blended teaching theory, combined with the entrepreneurial education of college students, a set of PDCA (Plan-Do-Check-Action) teaching mode which adapts to the development needs of "Internet education" is designed, and formed several new methods of teaching, such as "integration of online and offline classroom teaching". In addition, a new performance prediction model based on graph convolution neural network is proposed decision tree data mining methods are used to predict student performance, by extracting user information and high-dimensional information of the knowledge graph, this mode is conducive to platform managers to understand students’ conditions in time and improve teaching quality. This teaching mode dynamically analyzes the internal relationships among learners, teachers, online classrooms, offline classrooms and it can find problems early and provide solutions. It is conducive to improving students' academic performance and learning enthusiasm, and enhancing the ability of college students.

First-Generation College Students’ Academic Challenges Understood Through the Lens of Expectancy Value Theory in an Introductory Psychology Course

2020 ◽  
pp. 009862832096478
Author(s):  
Jacqueline Goldman ◽  
Benjamin C. Heddy ◽  
Jenel Cavazos
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
First Generation ◽  
First Generation College Students ◽  
Value Theory ◽  
Introductory Psychology ◽  
Drop Out ◽  
Academic Challenges ◽  
Psychology Courses ◽  
Psychology Course

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students’ exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity.

Predicting Success in Online Psychology Courses: Self-Discipline and Motivation

2005 ◽  
Vol 32 (3) ◽  
pp. 190-192 ◽  
Author(s):  
Stefanie B. Waschull
Keyword(s):  
Student Performance ◽  
Study Skills ◽  
Human Growth ◽  
Online Course ◽  
Course Success ◽  
Time Commitment ◽  
Predicting Success ◽  
Psychology Courses ◽  
Human Growth And Development ◽  
Psychology Course

This article addresses factors associated with student success in online psychology courses. Prior to beginning an online course, students completed measures of self-discipline and motivation, time commitment, study skills, preference for text-based learning, access to technology, and technology experience. Schrum and Hong (2002) proposed that these student characteristics predict online course success. I used scores on these factors to predict student performance in online introductory psychology and online human growth and development courses. Self-discipline and motivation was the only factor predictive of online psychology course success. My results contradict the model proposed by Schrum and Hong but are consistent with research on the role of motivation in success.

scholarly journals Application of Blended Learning Model to Computer Fundamentals Courses in an Online Environment

2020 ◽  
Vol 4 (7) ◽  
Author(s):  
Xin Lv ◽  
Yingxin Sun ◽  
Gang Chen
Keyword(s):  
Teaching Quality ◽  
Computer Application ◽  
Effective Strategy ◽  
Online Environment ◽  
Actual Situation ◽  
Network Environment ◽  
Teaching Mode ◽  
Hybrid Teaching ◽  
Basic Course

In the online environment, schools should keep up with the pace of development and strengthen the application of hybrid teaching mode, so as to strengthen the cultivation of students' comprehensive computer application ability and computer subject literacy, and improve students' learning efficiency. The author explores the actual situation of teaching basic computer courses at this stage and the requirements of applying hybrid teaching mode to carry out computer basic course teaching under the network environment, and puts forward an effective strategy for the application of hybrid teaching mode in computer basic course under the network environment, hoping to contribute to the improvement of the teaching quality and quality of computer basic course.

scholarly journals Low-Stakes Quizzes Improve Learning and Reduce Overconfidence in College Students

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Kevin L Kenney ◽  
Heather Bailey
Keyword(s):  
College Students ◽  
Cognitive Psychology ◽  
Student Learning ◽  
Student Performance ◽  
Retrieval Practice ◽  
Final Exam ◽  
Psychology Course ◽  
Improve Student Learning

Retrieval practice is a straightforward and effective way to improve student learning, and its efficacy has been demonstrated repeatedly in the laboratory and in the classroom. In the current study, we implemented retrieval practice in the form of daily reviews in the classroom. Students (N = 47) in a cognitive psychology course completed a daily review at the beginning of each class. These consisted of 2-4 questions that encouraged students to practice retrieving material covered in lectures from the previous week. Then at the end of the semester, students took a comprehensive final exam consisting of content that was either on a daily review, a unit exam, both or neither. We replicated previous work such that retrieval practice improved memory. Specifically, we found that students performed significantly better on questions whose information had been covered on both a daily review and unit exam. However, student performance did not differ amongst items covered only on a daily review, a unit exam, or on neither. Additionally, we extended previous work and found that students were significantly less overconfident for information covered on both a daily review and unit exam. The current results indicate that retrieval practice helps college students remember material over the course of a semester and also improves their ability to evaluate their own knowledge of the material.

Mobile learning on students' learning interest and achievement based on apt teaching model

2021 ◽  
pp. 002072092110042
Author(s):  
Leiming Fu ◽  
Ming Yang ◽  
Yutao Liu ◽  
Zhaoye Wang ◽  
Yifei Chen
Keyword(s):  
Student Performance ◽  
Mobile Learning ◽  
Rapid Development ◽  
Reliability And Validity ◽  
Teaching Quality ◽  
Learning Performance ◽  
Inquiry Teaching ◽  
Good Reliability ◽  
Teaching Mode ◽  
Learning Interest

With the rapid development of computer technology and the Internet, mobile learning in AT teaching mode has become the most popular concept and technology in the IT field. It can be said that mobile learning in AT teaching mode is closely related to people’s daily life, so the AT teaching mode Mobile learning has received a high degree of attention.This paper constructs the inquiry teaching mode and framework, and explores the effective ML method based on AT mode, so as to improve students’ apos; learning performance and learning interest, so as to improve the teaching effect and teaching quality. In this paper, the evaluation-based information teaching mode AT mode is constructed, which provides support for teaching, and studies the learning interest based on AT mode. This study takes the change of students’ apos; interest as the breakthrough point, and on the basis of traditional teaching mode, using the methods of literature, experiment and mathematical statistics, taking the students of our university as the research object, this paper adopts the preset model and measures and analyzes the data with the help of measurement tools. On the basis of ensuring its good reliability and validity, the students apos; interest is tested. The results show that ML based on AT mode can improve students’ apos; academic performance, and the improvement degree is related to the difficulty of learning content and students apos; learning level. It shows that mathematical modeling based on the AT model can help students understand knowledge, reduce learning difficulty, and increase learning interest. It also proves that student performance and learning interest interact and promote each other.

scholarly journals Exploration and Thinking of Online and Offline Mixed Teaching Mode in the Teaching of Ship Fluid Mechanics

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Zongmin Li
Keyword(s):  
Fluid Mechanics ◽  
Teaching Method ◽  
Teaching Quality ◽  
Evaluation Design ◽  
Teaching Mode ◽  
Teaching Situation ◽  
Teaching Content ◽  
Hybrid Teaching ◽  
Content Design ◽  
Preliminary Application

This paper has analyzed the advantages of the online and offline mixed hybrid teaching mode in its teaching. According to the current teaching situation of ship fluid mechanics, through the exploration of online and offline teaching mode in the teaching of ship fluid mechanics, this paper has discussed the application methods of online and offline mixed teaching mode in the course of ship fluid mechanics, including teaching content design, teaching method design and teaching evaluation design Aspects of the method. Through the preliminary application, some implementation effects have been achieved and the teaching quality has been improved to a certain extent.

scholarly journals Analysis of College English Teaching Model Based on Network Automation Transformation

2021 ◽  
Vol 257 ◽  
pp. 02054
Author(s):  
Xiaoli Bao
Keyword(s):  
English Education ◽  
Teaching Quality ◽  
Colleges And Universities ◽  
Teaching Mode ◽  
College English ◽  
English Teaching ◽  
Internet Education ◽  
Teaching Objectives ◽  
Conventional Teaching ◽  
English Classroom

English education in colleges and universities has always been limited to the conventional teaching mode by multiple restrictions such as lecture system, teaching objectives and students’ quality for years. Based on the hot topic of automation transformation, this paper will analyze the problems faced by English teaching in colleges and universities from the perspective of the most popular Internet+ education, collect and organize relevant data, and then put forward relevant suggestions for the development of English teaching in colleges and universities, and put forward the prospect of its development in the future, with the aim of promoting the transformation of college English teaching mode in order to improve the teaching quality of English classroom.

Research on the application strategy of new media technology in Modern University Law Teaching

2021 ◽  
pp. 1-6
Author(s):  
Shen Min
Keyword(s):  
College Students ◽  
New Media ◽  
Rapid Development ◽  
Media Technology ◽  
Teaching Mode ◽  
Innovative Teaching ◽  
Online Simulation ◽  
Mode Behavior ◽  
Deep Integration ◽  
Interactive Dynamic

The arrival of the new media era has a certain impact on the teaching environment of universities in China. The rapid development of new media has also profoundly affected the thinking mode, behavior style and psychological consciousness of college students. This paper puts forward some innovative teaching modes under the background of new media information technology, including the online simulation court, the construction of interactive dynamic teaching website and so on. It realizes the deep integration between law teaching and modern new media technology, and gradually forms an open and diversified teaching mode. The research content of this paper has far-reaching significance for promoting the teaching of new media technology and enhancing the pertinence and effectiveness of College Students’ legal education.

The Impact of Strengths-Based Assessment Education on Undergraduate Students’ Knowledge of Disorders and Mental Illness Stigma

2021 ◽  
pp. 009862832110153
Author(s):  
Rhea L. Owens ◽  
Sean Heaslip ◽  
Meara Thombre
Keyword(s):  
Mental Illness ◽  
Undergraduate Students ◽  
Psychological Disorders ◽  
Mental Illness Stigma ◽  
Assessment Practices ◽  
Abnormal Psychology ◽  
Assessment Approach ◽  
Psychology Courses ◽  
Psychology Course ◽  
The Impact

Background: While abnormal psychology courses have traditionally focused on psychopathology, there are several benefits to adopting a strengths-based approach. Objective: This study examined the teaching of a strengths-based assessment approach (the DICE-PM Model), compared to teaching as usual, in an undergraduate abnormal psychology course. Method: Two sections of an abnormal psychology course were taught a strengths-based assessment approach while two sections were taught as usual. All participants completed measures of knowledge of psychological disorders and mental illness stigma at the beginning and end of the semester. Results: Both groups demonstrated significant improvements in knowledge of disorders and a significant decrease in mental illness stigma with the exception of one category assessed (recovery), generally with small effect sizes. Those in the strengths group, compared to the control, showed a significantly greater decrease in mental illness stigma involving anxiety related to others with mental illness, though also with a small effect. Conclusion: Findings suggest strengths-based assessment education does not compromise the instruction of psychological disorders and is equivalent to a traditional abnormal psychology course in reducing mental illness stigma. Teaching Implications: Such an approach may be beneficial early in students’ education to reduce mental illness stigma and promote comprehensive assessment practices.

Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam

2007 ◽  
Vol 34 (3) ◽  
pp. 177-180 ◽  
Author(s):  
R. Eric Landrum
Keyword(s):  
Student Performance ◽  
Introductory Psychology ◽  
Introductory Psychology Student ◽  
Psychology Student ◽  
Final Exam ◽  
Response Options ◽  
Psychology Course

Students in an introductory psychology course took a quiz a week over each textbook chapter, followed by a cumulative final exam. Students missing a quiz in class could make up a quiz at any time during the semester, and answers to quiz items were available to students prior to the cumulative final exam. The cumulative final exam consisted of half the items previously presented on quizzes; half of those items had the response options scrambled. The performance on similar items on the cumulative final was slightly higher than on the original quiz, and scrambling the response options had little effect. Students strongly supported the quiz a week approach.

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