Online Discussion Assignments Improve Students' Class Preparation

Autor/in	Lineweaver, Tara T.
Titel	Online Discussion Assignments Improve Students' Class Preparation
Quelle	In: Teaching of Psychology, 37 (2010) 3, S.204-209 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
Schlagwörter	Interaction; Cognitive Psychology; Reader Text Relationship; Discussion Groups; Educational Psychology; Higher Education; Undergraduate Study; Group Dynamics; Experiments; Likert Scales; Statistical Significance + Suchen Sie Ihr Suchwort? Interaktion; Kognitive Psychologie; Erziehungspsychologie; Pädagogische Psychologie; Hochschulbildung; Hochschulsystem; Hochschulwesen; Grundstudium; Gruppendynamik; Erprobung; Likert-Skala
Abstract	To increase the number of students who read the text before class and to promote student interaction centering on text material, I developed an online discussion assignment as a required component of a cognitive psychology course. Across 2 studies, this assignment had a limited effect on examination performance, but students completing online discussions were more likely to read the textbook in advance of class and reported reading it more carefully, particularly late in the semester. Students completing online discussions also reported understanding lectures better and feeling more prepared for exams immediately after lecture than classmates. Together, results support previous studies that suggest online discussions can be an effective tool in undergraduate psychology courses. (Contains 2 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10