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Direct linkDeichert, Nathan T.; Maxwell, Shannon J.; Klotz, Joseph – Teaching of Psychology, 2016
The current study is a quasi-experimental examination of the effects of traditional and accelerated course formats on learning retention. The study analyzed data on an end-of-course exam collected from 132 students enrolled in introductory psychology courses across 3 course formats: a traditional 16-week format, a 5-week accelerated format, and an…
Descriptors: Retention (Psychology), Introductory Courses, Psychology, Acceleration (Education)
Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia – Journal of Social Work Education, 2014
In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…
Descriptors: Problem Based Learning, Masters Programs, Social Work, Teaching Methods
