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Direct linkCiarocco, Natalie J.; Dinella, Lisa M.; Hatchard, Christine J.; Valosin, Jayde – Teaching of Psychology, 2016
The current study empirically tested the effectiveness of a modular approach to integrating professional development across an undergraduate psychology curriculum. Researchers conducted a two-group, between-subjects experiment on 269 undergraduate psychology students assessing perceptions of professional preparedness and learning. Analysis…
Descriptors: Integrated Curriculum, Program Effectiveness, Undergraduate Students, Psychology
Barber, Larissa K.; Bailey, Sarah F.; Bagsby, Patricia G. – Teaching of Psychology, 2015
The undergraduate psychology curriculum often does not address guidelines for acceptable participant behavior. This two-part study tested the efficacy of a recently developed online learning module on ethical perceptions, knowledge, and behavior. In the preliminary quasi-experiment, students who viewed the module did not have higher…
Descriptors: Ethics, Learning Modules, Online Courses, Educational Research
Brucato, Brittany; Neimeyer, Greg J. – Teaching of Psychology, 2011
The present study reports the results of a controlled examination of the effectiveness of an online graduate preparation program, the Virtual Advisor. The effects of the Virtual Advisor were compared to a website preparation group and a wait-list control group. Results indicated that, compared to the control group, students who utilized the…
Descriptors: Control Groups, College Students, Self Efficacy, Knowledge Level
Wininger, Steven R. – Teaching of Psychology, 2005
Two studies supported the efficacy of a structured method for providing students with feedback on exams and means of using the teaching potential of exams, collectively referred to as formative summative assessment (FSA). In the first study, students responded positively to the method. In the second study, students enrolled in 2 sections of…
Descriptors: Program Effectiveness, Educational Psychology, Control Groups, Formative Evaluation
