Pivoting in a Pandemic: Promoting Socially Critical Learning in Virtual Delivery of a Large Introductory Social Psychology Module

Autor/in	O'Connor, Cliodhna
Titel	Pivoting in a Pandemic: Promoting Socially Critical Learning in Virtual Delivery of a Large Introductory Social Psychology Module
Quelle	In: Psychology Teaching Review, 28 (2022) 1, S.5-14 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	COVID-19; Pandemics; Electronic Learning; Distance Education; Social Psychology; Introductory Courses; Higher Education; Computer Mediated Communication; Asynchronous Communication; Cooperative Learning; Discussion Groups; Educational Benefits; Foreign Countries; Ireland (Dublin) + Suchen Sie Ihr Suchwort? Distance study; Distance learning; Fernunterricht; Sozialpsychologie; Einführungskurs; Hochschulbildung; Hochschulsystem; Hochschulwesen; Computerkonferenz; Kooperatives Lernen; Bildungsertrag; Ausland
Abstract	Restrictions on in-person teaching during the COVID-19 pandemic severely challenged higher education practices worldwide. While didactic delivery of course content is easily achievable with virtual teaching technologies, promoting critical engagement with this material can be more difficult, particularly with classes of larger size and lower experience. Yet despite these practical challenges, for teachers of social psychology the pandemic context offered an unprecedented pedagogical opportunity to highlight both the relevance and limitations of social psychological research for tackling societal challenges. This paper outlines a strategy developed to sustain socially critical learning objectives within remote delivery of a large introductory social psychology module. This revolved around establishing asynchronous, peer-led online discussion forums wherein students independently considered how the concepts they encountered in weekly pre-recorded lectures could be applied to understand societal responses to the pandemic. The present article describes the structure of this pedagogical activity and the benefits it offered to students, teaching staff and the wider community. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: https://www.bps.org.uk/publications/psychology-teaching-review
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01