Review of Facilitating student learning: An introduction to educational psychology.

1976 ◽  
Vol 21 (4) ◽  
pp. 314-314
Author(s):  
RALPH H. TURNER
Keyword(s):  
Student Learning ◽  
Educational Psychology

Prevalence of Learning Styles in Educational Psychology and Introduction to Education Textbooks: A Content Analysis

2019 ◽  
Vol 18 (3) ◽  
pp. 221-243 ◽  
Author(s):  
Steven R Wininger ◽  
Jenni L Redifer ◽  
Antony D Norman ◽  
Mary K Ryle
Keyword(s):  
Content Analysis ◽  
Learning Styles ◽  
Student Learning ◽  
Learning Style ◽  
Educational Psychology ◽  
Instructional Methods ◽  
Empirical Studies ◽  
Empirical Support ◽  
Future Research ◽  
Negative Effects

The role of learning styles in the classroom remains a heavily debated topic within education. Notable problems with using learning styles to inform classroom instruction include a lack of empirical support and potential negative effects on student learning and motivation. This content analysis focused on the presence and quantity of learning styles discussion in 20 texts commonly used in educator preparation programs (i.e., introduction to education and educational psychology texts); definitions, models, stances on usage, and recommendations for usage provided; and whether references cited in the texts were empirical studies. Eighty percent of the reviewed textbooks included a discussion of learning styles. Half of the textbooks defined learning style as a preference or approach, whereas the other half defined it as an individual style. Introduction to education texts tended toward a more positive stance on learning style usage whereas introduction to educational psychology texts exhibited a more neutral stance. A quarter of the textbooks recommended matching instructional methods to learning styles. Texts with higher numbers of both empirical and non-empirical references were more likely to describe learning styles in terms of how students prefer to gather information rather than as innate differences in information processing. Given that most textbooks did not recommend matching instructional methods to learning styles, future research should examine the source of the continued prevalence of teachers’ beliefs that student learning improves with the matching of learning styles to teaching approach.

scholarly journals Implementing the Flipped Approach in an English-Medium-Instruction Educational Psychology Course: Student Learning Outcome and Perception

2020 ◽  
Vol 8 (4) ◽  
pp. 1
Author(s):  
I-Chia Chou
Keyword(s):  
Student Learning ◽  
Educational Psychology ◽  
Learning Outcome ◽  
Learning Challenges ◽  
Student Learning Outcome ◽  
Academic Courses ◽  
English Medium Instruction ◽  
Efl Students ◽  
Psychology Course

Academic courses taught in English are already difficult for many EFL students. This is especially the case if the class is conducted primarily through lectures. The aim of this study is to show that the flipped approach (FA) in an English-medium-instruction (EMI) course may be an alternative to the traditional teacher-lecture course for EFL undergraduates, if certain weaknesses in the approach are addressed. The students overall had positive perceptions of the FA, but perhaps more important and less frequently noted is that, by using the FA approach, EFL instructors can more clearly identify student-learning challenges. It is not clear, however, if the FA approach can subsequently address these challenges. Therefore, some appropriate pedagogical suggestions and shortcomings are given for those who plan to implement the FA in an EMI course.

scholarly journals Shape of Educational Data: Interdisciplinary Perspectives

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Colleen M. Ganley ◽  
Sara A. Hart
Keyword(s):  
Student Learning ◽  
Educational Psychology ◽  
Learning Analytics ◽  
Guest Editorial ◽  
Online Courses ◽  
Special Section ◽  
Online Systems ◽  
The Third ◽  
Online Platforms ◽  
Insight Into

This paper is a guest editorial for a special section that forms the proceedings of the Shape of Educational Data meeting. This special section features papers that apply methods from multiple fields — including mathematics, computer science, educational psychology, and learning analytics — to describe and predict student learning in online platforms. The special section is organized such that the first set of articles discusses different online learning systems (WEPS, WeBWorK, and inVideo) and data that can be analyzed from these systems. The second set of articles involves descriptions of topological data analyses that can be helpful to researchers in learning analytics and educational psychology to better model student learning in online courses. The third set of articles uses data obtained from online systems to study factors related to student learning. Due to these multiple approaches, we can gain insight into the types of data available, the ways in which we can measure particular constructs related to learning using these data, and the ways we can analyze these data, including statistical approaches and visualizations.

scholarly journals Advancing the Guidance Debate: Lessons from Educational Psychology and Implications for Biochemistry Learning

2020 ◽  
Vol 19 (3) ◽  
pp. ar41
Author(s):  
Stephanie M. Halmo ◽  
Cheryl A. Sensibaugh ◽  
Peter Reinhart ◽  
Oleksandra Stogniy ◽  
Logan Fiorella ◽  
...  
Keyword(s):  
Student Learning ◽  
Educational Psychology ◽  
Worked Examples ◽  
Evidence Based ◽  
Productive Failure ◽  
Guided Inquiry

This study compares the impacts on biochemistry student learning for three evidence-based pedagogies—worked examples plus practice, productive failure, and guided inquiry—that differ in the nature and timing of guidance.

Collaborative Learning in the Speech-Language Pathology and Audiology Classroom

2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg
Keyword(s):  
Collaborative Learning ◽  
Student Retention ◽  
Student Learning ◽  
Student Learning Outcomes ◽  
Retention Rates ◽  
Speech Language Pathology ◽  
Traditional Lecture ◽  
Language Pathology ◽  
Improve Student Learning

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.

Redesigning Introduction to Communication Disorders

2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins
Keyword(s):  
Student Learning ◽  
Student Evaluation ◽  
Good Practice ◽  
Communication Disorders ◽  
Team Experience ◽  
Team Activity ◽  
Class Period ◽  
Written Assignments ◽  
Principles Of Good Practice ◽  
Overall Effectiveness

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.

Educational Psychology: A Turn for the Better

1975 ◽  
Vol 20 (8) ◽  
pp. 658-659
Author(s):  
BRYCE B. HUDGINS
Keyword(s):  
Educational Psychology
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