Collaborative argumentation is a powerful means to promote conceptual understanding of scientific concepts for which students have robust misconceptions. However, eliciting and maintaining productive collaborative argumentation is known to be difficult. Moreover, it is unclear whether and how the factor of communication media might enable or…

Team-Based Learning (TBL) can be easily applied to different learning outcomes in various courses. This approach builds community and provides peer support for students in both in-person and online learning environments. When used for formative assessment, it can promote student learning while reducing the quantity of grading for instructors. Five…

This hypothesis-generating research study detailed the impact that intentionally integrating social and emotional learning (SEL) into a semester-long group project had on the overall success of the project and practice of SEL competencies. Researchers noticed a shift in students' mental well-being after returning to campus for face-to-face…

Collaborative problem-solving (CPS) is a vital 21st-century skill. Ill-structured problems demand effective shared regulation from teams to enhance CPS success. While socially shared metacognitive regulation (SSMR) is crucial in CPS, a deeper understanding of its nature is needed. This study investigates the detailed operationalization of SSMR in…

Introduction: Team-based learning and Problem-Based Learning can be integrated for in person and online psychology or behavioral health related courses in higher education. Statement of the Problem: Historically, team-based learning and problem-based learning have been considered separate (and seemingly competing) activities and not often…

Developing a sense of classroom community is important in promoting course satisfaction and in helping students overcome feelings of disconnectedness, especially in online courses. When considering the various strategies identified as contributing to a sense of classroom community, instructors likely need support in which strategies and technology…

Serving as a prominent framework for online learning, the Community of Inquiry (CoI), identifies three factors critical to learning in online environments: teaching presence, cognitive presence, and social presence. However, application of the CoI framework to face-to-face classes has not been broadly or systematically explored, despite…

The practice of combining digital and face-to-face elements into blended learning courses is becoming the new normal in higher education and offers a promising learning format. While studies on the effects of blended learning have so far focused mostly on the online components of the blends, the success of blended learning also rests on the…

The spread of misinformation has underscored the importance of cultivating citizens' competency to critically evaluate popular accounts of scientific evidence. Extending the prevailing emphasis on evidence in the natural sciences, we argue for fostering students' understanding of psychological evidence and its communication in the media. In this…

Extensive research on process-oriented guided inquiry learning (POGIL) has addressed its impact on student performance but little attention has been devoted to approaches to learning and performance on delayed tests. The use of POGIL in online education must also be explored. This research concerns changes in students' approaches to learning and…

Universities, significantly impacted by the shift to online learning during pandemic, must critically evaluate their teaching methods and outcomes to enhance performance in the post-pandemic era. However, there has been a limited examination of whether students achieved comparable levels in cognition and social interaction during the pandemic…

The onset of the COVID-19 pandemic in the spring of 2020 led to a widespread transition from traditional face-to-face instruction to remote learning during the 2020-2021 academic year. The lack of in-person instruction posed unique challenges, particularly for students transitioning from high school to college, exacerbating existing educational…

Chavrusa is a long-term, dyadic study partnership traditionally used in the context of Talmudic study. Chavrusa study includes pairs reading, discussing, and exploring texts together (Liebersohn, 2006). A guiding principle of chavrusa learning is that students interact with each other as both teachers and learners. While long a pedagogical model…

This study explored the sequential interplay between challenges and regulatory processes in high- and low-performing collaborative groups. 66 students from a Finnish higher education institution participated in a collaborative task in groups of three. Approximately 34 h of video data were coded. The sequential analysis revealed that both groups…

This project aims to understand physics faculty responses to transitioning to online teaching during the COVID-19 pandemic. We surveyed 662 physics faculty from the United States following the Spring 2020 term; of these, 258 completed a follow-up survey after the Fall 2020 term. We used natural language processing to measure the sentiment scores…