DARTP Abstracts 2019 - BPS...Professor Victoria Bourne, Department of Psychology, Royal Holloway, University of London Developing teaching excellence for your students, your academic

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Ref: 2625 Quick Fire Presentation

Research informed teaching

How would university students prefer their classes to be timetabled?

Charlotte Adam, Nina Piraveau & Mark Gardner, University of Westminster

Purpose

This presentation reports a student-staff partnership project. By engaging Psychology students in research, the project aimed to determine how university students would prefer their classes to be timetabled.

Background

Timetabling teaching events is a challenging optimisation problem tackled annually by Higher Education Institutions across the world. It requires the allocation of finite resources to meet competing requirements of stakeholders, while satisfying various hard and soft constraints. This is hard to get right, yet crucial to an effective learning environment, given that the timetable underpins engagement and student satisfaction (cf. Organisation and Management section of NSS).The academic literature on timetabling currently focusses on algorithms for optimisation, while estate management statistics used by universities tend to focus on efficiency (e.g., ‘space utilisation’ metrics). To date, there has been surprisingly little attention paid to attributes of the timetable valued by students. To address this issue, 364 students attending a teaching-focussed metropolitan university were recruited to take part in an online survey. Student respondents undertook a budgeting task that required trade-offs between a set of desirable timetable attributes.

Conclusions

Attributes most valued by our sample were: 3 days of teaching maximum, 10am earliest start, finish time no later than 5pm. In our context, students appear to prefer condensed learning at University, with a preference for shorter days, or less days in total, over more breaks or Wednesday afternoons free from teaching. Ensuring that timetable design addresses the priorities of student stakeholders may encourage student attendance, satisfaction, and achievement.

Ref: 2554 Empirical Oral Presentation


Training Structural Awareness With StatHand

Peter Allen, Jessica Fielding, Ryan Kay & Bissy East, School of Psychological Science, University of Bristol

Objectives

Students struggle to select appropriate statistics for different types of hypotheses and data. This skill is underpinned by ‘structural awareness’, or the ability to disregard a research problem’s topic and instead focus on its structural features and the relationships between them. Research indicates that structural awareness can be trained, although such training is limited in most undergraduate psychology courses. Consequently, undergraduate psychology students typically demonstrate a lack

of structural awareness. In this study we are testing the hypothesis that brief training with StatHand (see https://stathand.net) can promote structural awareness.

Design

Training effects are being tested in a pre-registered experiment.

Methods

Our initial 34 first and second year psychology student participants were randomised to a training or control condition. Training involves structured practice using StatHand to identify appropriate statistics for different research problems. Members of the control condition used an origami iPad app for an equivalent length of time. Participants then independently completed triad judgement, explanation and problem generation tasks. Successful completion of these tasks reflects structural awareness.

Results

A series of Bayesian t-tests provided clear evidential support for the hypothesis that students trained using StatHand demonstrate greater structural awareness than students who have not been trained.

Conclusions

Our current data support the conclusion that brief, structured training using StatHand can promote structural awareness amongst undergraduate psychology students. Such training can be easily incorporated into undergraduate psychology research methods courses. Data collection for this project is ongoing, with a stopping rule of N = 102 or by 15 March 2019.

Ref: 2581 Review/ Theoretical & Practice Oral Presentation

General

Using staff-student dialogue to assess learning approaches and fit-for-purpose assessments in undergraduate psychology

Megan Barnard, Emma Whitt & Stephanie Mcdonald, University of Nottingham

Objectives

The aim of this project is to review student preferences and approaches towards different assessment types in comparison to perspectives from teaching staff. Design / Background / Key points It has been noted that students should be treated as stakeholders in the creation of high quality assessments (Mcdowell & Sambell, 1999), to alleviate student concerns of unfairness (Sambell et al., 1997) and the use of surface level approaches to learning (Ramsden, 1981). One recommended stakeholder approach is to engage students in assessment dialogue (HEA, 2017). This method has previously been used to further understanding of student appreciation of assessment transparency and choice (Lynam & Cachia, 2018; McLean, 2018). It is used in the current research to review how students associate learning outcome phrases to different assessment types, how this may differ between year groups, and whether this matches the perceptions of teaching staff.

Methods

Focus groups were conducted with Psychology students at different stages of their degree, as well as Psychology teaching staff. Each group was asked about their experiences with assessments, their attitudes towards different assessments, and the different learning objective phrases they would associate with each assessment type.

Results

This review will enable us to understand any discrepancies between staff and students in understanding how assessments may measure different learning outcomes. Practically, this may also lead to the formation of an assessment guidance tool for staff to help them understand student perspectives on assessments. However, it is noted that this could be expanded through contributions from those in other degree subjects.


Continuing professional development and management

Managing students with hidden disabilities on psychology programmes.

Hazel Bending, Plymouth Marjon University

Purpose

To explore the lived experiences of managing a psychology programme with 20% of the cohort identifying as having a hidden disability such as ASD.

Background

The number of Higher Education students with ASD is rising; as opportunity and motivation to study further is improving and increasing. However, whilst institutions are adept at offering adjustments to assessments for students with specific learning difficulties, students with ASD pose different challenges to our systems. Typically a first year student can expect opportunities to develop their advanced study skills, in order to engender a sense of community and programme identity as well as to support successful progression through their degree. However, these advanced study skills create unique difficulties for students with ASD. In addition to difficulties with social interaction, students with ASD have difficulties with metacognition, prospective memory, transferring learning and dealing with irrelevant information, all of which are required to research, plan and write undergraduate assessments. Consequently this group of students are at an increased risk of failing to progress in their studies.

Methods

A hermeneutics of self approach was taken to analyse the lived experience of being a programme leader responsible for the development and progression of a cohort of student with a range of complex hidden disabilities.

Conclusions

Programme lead and other staff need to forward and contingency plan in order to prevent failure at assessment points.Advanced study skills need to be imbedded throughout all modules in order to support development of these skills and transference of learning.


General

Does a direct-teaching approach improve study process approaches and critical thinking in a traditional assessment system?

Emma Birkett, University of Nottingham

Objectives

This research examines the effect of changes to a final-year psychology module previously featuring traditional lecture-exam methods in which students failed to demonstrate critical thinking in the assessment. To address this failure and improve learning approaches, innovative teaching methods were implemented whilst retaining the end-of-semester examination. Lectures were taught online to make room for instructor-supported group tasks based on a direct-teaching philosophy.

Design

The experimental study firstly compared the presence of critical thinking in the exam before and after the module changes. Secondly, the study examined whether students participating in the module showed a change in their learning approach compared to students participating in a comparison module. Methods / Conclusions Exam rubric ratings for the intervention year (n = 69) and the previous year (n = 57) were compared. Approaches to learning were measured at the start and end of the semester for the intervention (n = 14) and comparison modules (n = 15), using an existing study process questionnaire, providing a measure of deep- and surface-learning approaches.

Conclusions

Results showed that the intervention improved the use of critical thinking on the exam compared to the previous year but had no effect on the learning approaches adopted in the intervention group compared to the comparison group. Instead, all students moved toward surface-learning approaches during their final semester.A direct-teaching approach utilising innovative teaching methods may help students develop critical thinking skills. Exam-heavy final-year assessments should be used with caution to avoid pushing students towards surface-learning strategies.

Keynote Presentation

Professor Victoria Bourne, Department of Psychology, Royal Holloway, University of London

Developing teaching excellence for your students, your academic colleagues, and your own career development

Teaching is a core component of any academic career. Whether you are on a teaching focused contract, or a balanced (research and teaching) contract, working with students is likely to form a large part of your working life, and of your career progression. In this talk, I will discuss how the ways in which we develop and influence education changes, looking at three key stages across an academic career. First, I will explore ways in which early career educators can enhance the impact that their teaching has on the students in their class. Second, the emphasis will shift to how we can enhance and

support the teaching of our peers in our Departments. Finally, I will consider ways in which we can move towards influencing teaching and education at the institutional, national, or even international, level. As you move through these stages of your career, it is essential to gather evidence of your teaching excellence, allowing you to apply for promotion, prizes or fellowships. I will finish this talk with hints and tips to help you gather the evidence and put together applications that will ensure your teaching excellence is both recognised, and rewarded.



Explaining assignments through lecturer-videos: 'humanizing' the VLE

Mirjam Brady-Van den Bos, University of Aberdeen

Objectives

This study investigates how students on a large introductory Psychology methods course, and their postgraduate tutors, experience the use of ‘assignment videos’. These videos are created by the course-coordinator (who also lectures on the course) and are posted on the course’s VLE. They explain the assignments (rationale, approach, content) to students and are available to them throughout the semester, well before the course starts. Since their introduction, the videos have received overwhelmingly positive end-of-course comments. But why? What makes these videos special?

Design

The current study answers this question with a questionnaire design generating quantitative and qualitative data, to best capture the possible explanations.

Methods

Students on the course (N = 192) were sent questionnaires with open-ended questions about whether (and how) the videos influenced their learning, how they used the videos, and what they think are important features of the videos. Rating-scale questions included those relating to attitudes (to the course and university). Tutors (N = 7) teaching small classes on the course were sent similar questionnaires, with questions adapted for teaching.

Results

Results show that videos, especially those in which the lecturer shows their talking face, have a motivating effect on students, as the lecturer can be seen to be enthusiastic about the course. Enhanced flexibility to get coursework explained at any time (for students), standardization across classes (for tutors), and more teaching confidence (for tutors) also were key outcomes. Finally the study offers practical suggestions for anyone wishing to implement assignment videos in their course.



The effect of video lecture capture on student achievement and engagement in psychology

Chris Brand, Eleanor Swan, Susie Ebrey, Diana Pinto, Ana Varela-Rey, Hannah Ryder, & Elizabeth Abbey, Univeristy of Leicester

Objectives

To determine how the introduction of lecture capture has impacted student achievement and engagement within psychology students.

Design

In the 2016-2017 academic year, the University of Leicester implemented Reflect, a lecture capture system. Initial reception to the system from staff and students was positive, but the effect that its implementation had on student achievement and their engagement with the University was initially unclear. The assumption had been that Reflect would lead to greater student achievement, but past research has had mixed findings; one prior paper suggested that students with lower previous achievement find relatively more benefit from lecture capture systems when compared to higher achieving students (Owston, Lupshenyuk & Wideman, 2011), while other studies have found that lecture capture leads to no improvement in achievement at all (Euzent et al, 2011; Settle, Dettori & Davidson, 2011). Aside from questions about the effect that video capture has on student achievement, there have also been suggestions in the prior literature that such systems alter how engaged students are in academic life.

Methods

The relationship between student marks and their time spent engaging with recorded videos was examined. Focus groups were also conducted to qualitatively investigate student experiences with video lecture capture.

Results

Strong positive correlations were found between student marks and time spent watching lecture capture videos. Qualitative analysis suggests that students found the videos most useful as a revision tool, but did not seek to replace physically attending lectures with them.



The use of podcasts to support psychology students’ career development learning: A new employability resource

Rachel Bromnick, The University of Lincoln

Purpose

The aim of this paper is to share an innovative approach to developing employability, through the creation and use of a resource of podcasts for psychology students, themed around career development learning and support.

Background

Psychology undergraduates have a vast array of career pathways open to them and can feel overwhelmed by the different options. Thus, it is important to find effective ways to support these students with their career development learning. There is however, much debate and no consensus, about where to deliver such input, what or who should deliver it and when such initiatives should be introduced into the student journey.Existing provision often results in disappointingly low uptake and can be unpopular with students. This project seeks a solution that puts the where, what and when directly into the hands of the individual student, in order to enhance engagement, career-readiness and informed decision making.

Methods

The pilot phase of this project involves the creation of ten bespoke employability podcasts. The recordings aim to be educational, yet delivered in an informal and fun way, which attends to the potential dissonance-based avoidance processes that can arise from this emotionally-loaded issue. Students are both co-creators and the intended audience. All recordings are easily accessed on popular on-line platforms.

Conclusions

A critical discussion is provided to highlight the costs and benefits of the podcast resource, from both student and lecturer perspectives. This includes advice and practical tips for colleagues wishing to incorporate it into their own practice.

Ref: 2768 Empirical Poster Presentation

General

Towards an understanding of presentation anxiety in psychology students

Rachel Bromnick, The University of Lincoln

Objectives

Having the confidence to present academic work and ideas to others is a vital skill, for success at university but also in preparation for the transition to work. However, previous research has shown that many psychology students fear giving oral presentations. Little is known about the exact nature of presentation anxiety and it is this gap that the current study aims to fill.

Design

Data were collected using a survey design.

Methods

Psychology students (N=259) completed a Presentation Anxiety Questionnaire (PAQ), developed specifically for the current study. This consisted of 57 items, measuring potential triggers of presentation anxiety. The participants also completed a standardised general anxiety scale. They were invited to complete the study at the end of a compulsory lecture but participation was entirely voluntary. Ethical approval was granted prior to testing.

Results

A principal components analysis was employed for the 57 exploratory items and suggested a four factor solution; labelled ‘social anxiety’, ‘physical anxiety’, ‘academic anxiety’ and ‘language anxiety’ (with 50.72% of the variance accounted for). General anxiety scores covered the full range, with 28.6% reporting clinically significant levels.

Conclusions

The study was successful in creating a novel psychometric tool to assess the nature of anxiety about giving presentations. Results are discussed in terms of recommended uses of the PAQ in the design of interventions to help support students’ academic and professional progress, along with contextualising the findings within a wider context of mental health concerns for this generation.



Supporting undergraduate psychology student transition to a higher education online distance learning programme

James Brunton & Orna Farrell, Dublin City University

Objectives

This qualitative study examined the effect of a short, pre-induction socialisation course, on participants’ constructions of their experience of preparing for, and starting to, study on an undergraduate, online distance learning, psychology programme in an Irish University. This initiative targeted online distance learning psychology students during initial stages of the study life-cycle. Reports emphasise the importance of bringing more adult learners into higher education, and providing flexible study options for them, as they often prefer programs that allow them to manage their studies along with other responsibilities. Efforts to provide such options are hampered by the fact that these learners are a potentially vulnerable student population with lower completion rates than traditional students.

Design

Drawing on the literature, experiences of major international online and distance Learning (ODL) providers, and overarching design principles, the course was developed with a suite of digital readiness tools at its heart.

Methods

Online, semi-structured interviews were conducted with eight first-year psychology students who had taken the pre-induction socialisation course. Participant data was analysed using Bruan and Clarke’s phases of thematic analysis.

Results

The key themes constructed through the analytic process were: identity; belonging; work-life balance; support & community; and learning. The data revealed that participant constructions of

expected higher education experiences reflected the key messages that the pre-induction socialisation course was designed to communicate and reinforce. The findings, albeit limited by the small numbers participants, indicates that a pre-induction socialisation course that strategically uses digital readiness tools can have a positive impact on new and prospective flexible learners.


General

Understanding the factors that affect university completion for autistic people

Eilidh Cage & Eilidh Cage, Royal Holloway, University of London

Objectives

More autistic individuals are accessing Higher Education than ever before, but many do not complete their studies. This study examined the experiences of autistic people who had not completed university, in comparison to those who have, to understand the factors which affect university completion for autistic people. A range of possible factors that might impact on university completion were explored.

Design

This study had an exploratory design, utilising online survey methods as the most effective means of reaching autistic people.

Methods

230 autistic people aged over 18 completed the survey. 151 participants graduated on their first attempt at university, 34 graduated after more than one attempt, and 45 did not complete their studies. All participants completed questions examining experiences at university and the transition to university, disclosure of autism, feelings of belonging, community and loneliness, mental wellbeing and sensory sensitivities.

Results

Findings indicated several differences between groups on the investigated factors. For example, those who did not complete had a poorer experience while at university, found the transition more difficult, and had lower feelings of belonging and community while at university. Multinomial logistic regression found that poor university experience, being male and living in a private house instead of halls in first year predicted participants not completing university.

Conclusions

A range of factors are related to the probability of autistic students not completing their studies. Institutions should carefully consider these factors and endeavour to ensure these students are able to achieve their full academic potential.


General

Self-testing moves learning ‘forward’

Elisa Carrus & Alexander Marchant, London South Bank University

Objectives

Lab studies show that testing previously studied information enhances learning of new information (‘forward’), and not only of ‘old’, previously tested, information (‘backwards’). This paper aims to contextualise self-testing as an application of the forward testing effect in an uncontrolled setting.

Design

The study adopts a mix of a between-subject design and correlational design investigating the effect of quizzing (yes, no) on module grades. Previous year’s grade was used to take into account for student’s pre-existing ability.

Methods

100 students were sampled from a Research Methods and Statistics module. Weekly formative quizzes were available to students throughout the semester. Based on engagement, students were categorized as quizzers or non-quizzers (quizzers engaged at least once). Engagement with quizzes, current and previous coursework grades were recorded for each student. A t-test first compared quizzers and non-quizzers, and a hierarchical regression was used to investigate the effect of quizzing as a predictor of module grades, taking into account the student’s pre-existing ability.

Results

Quizzers showed higher overall grades than non-quizzers, even though the content of the quiz did not match the content required to do well in the final test. Engagement with the quizzes significantly predicted students’ achievement even after accounting for previous grades.

Conclusions

The results provide some evidence that self-testing boosts “new” learning, i.e. not directly related to the tested material. This provides some evidence of a ‘forward’ testing effect in an uncontrolled setting and poses some interesting questions about its mechanisms.



Space, place, & face: Exploring diversity in Higher Education

Charlotte Dann, University of Northampton

Objectives

The aim of the project is to explore student and academic staff understandings of diversity within the curriculum (in Psychology, but also more broadly), with the intention of developing future academic best practice and training, and also enhancing the student experience.

Design

The project is funded by the University of Northampton Institute for Learning and Teaching Fund, using qualitative research methods to explore themes that are produced from academic staff and student interviews.

Methods

Semi-structured interviews with 10 undergraduate students and 10 academic staff members address questions relating to their thoughts and experiences of diversity and inclusion within the curriculum, across the University, with some issues specific to Psychology.

Results

Through the use of thematic analysis, three central themes were produced – (1) students ‘learning to unlearn’, with reflections on the curriculum as a whole; (2) pushing forward and pushing back, exploring how we progress with addressing diversity, and (3) academic staff need for thinking space to explore these issues.Through the inclusion of diversity within the curriculum, and addressing it directly through assessment, students moving into the workplace will be better prepared for understanding important factors such as gender, race, and ethnicity. Addressing diversity within Psychology is not just of benefit to students who go on into psychology-related professions, but this psychological awareness also applies to all future employment opportunities. Factors relating to diversity within the curriculum are discussed, including questioning of norms, challenging beliefs, and curating best practice examples in teaching.



Academic motivation, attentional control and the depth of student engagement

Andrew du Rocher, Edgehill University

Objectives

Variations in performance and/or achievement goal motivation, environment stimulation, learning values, self-efficacy, and the use of active learning strategies all combine to form an overall level of student motivation. These variables are all thought to affect the depth of student engagement with their work. Plagiarism is a common problem and must reflect a shallow level of student engagement. Moreover, variations in attentional control might be implicated in both academic motivation and plagiarism. This study aimed to elucidate the relationship between these variables, with the intention of informing learning and teaching practices.

Design

This study used a quantitative cross-sectional correlational design.

Methods

140 psychology undergraduates volunteered to participate in one of three academic years. Questionnaires were used to measure individual differences in performance and/or achievement

goal motivation, environment stimulation, learning values, self-efficacy, the use of active learning strategies, negative and positive attitudes towards plagiarism, and self-reported attentional control. The data was analysed using correlation/regression.

Results

Greater self-efficacy and learning values, and also the increased use of active learning strategies were robustly related to a more negative attitude towards plagiarism. Attentional control was unrelated to attitudes towards plagiarism, but was robustly related to greater self-efficacy and the increased use of active learning strategies.

Conclusions

Research should focus upon how/why attentional control affects active learning and self-efficacy, with a view to informing learning and teaching methods and/or interventions. Increasing students’ self-efficacy and their use of active learning strategies during their degree should deepen their level of academic engagement, and thus reduce plagiarism.

Invited Masterclass

Supervising Qualitative Research students for Quantitative Research Staff: A survival guide

Leanne Freeman, Cardiff Met

The aim of this session will be to deliver a short workshop on supporting students with qualitative research projects, but specifically designed for staff who typically conduct/supervise quantitative research. The session will discuss the unique challenges of supervising qualitative research and offer practical tips/good practice on building effective student/supervisor relationships.

Ref: 2356 Masterclass

General

Identifying a ‘promising’ topic for a psychology dissertation: A process mapping approach

Andrew Holliman, Coventry University

Objectives

This interactive workshop considers how best to support students to independently identify a ‘promising’ topic for their psychology dissertation. Attendees will be presented with a ‘self-guiding navigation tool’ (process map)—published in Holliman and Jones (2018, Psychology Teaching Review)—that is designed to support students to independently formulate an idea (topic) that is appropriate, of personal interest, ethical, and achievable, and also, importantly, rooted in psychological literature, methodologically sound, and with originality. The ultimate aim of the workshop is to stimulate discussion, creativity, and development in this area through collaborative working.

Background

Few would dispute that identifying a ‘promising’ topic for a psychology dissertation is one of the most important, challenging, and stressful parts of the research process. Although there are extensive resources on ‘doing a psychology dissertation’, we feel there remains scope to more effectively support students to identify a ‘promising’ topic in a way that does not circumvent the independent nature of the activity and process.

Methods

Holliman and Jones’ recently developed ‘self-guiding navigation tool (process map) has been used over the past two years on our undergraduate and postgraduate psychology programmes, and has also been considered on an external undergraduate business programme. Anecdotally, we have found this to be successful in achieving its aims; however, there is a need for more empirical evidence of its effectiveness.

Conclusions

This resource may be of great value to psychology students, dissertation supervisors, and other module and course teams, and lead to enhancement of the overall student experience.



Development of an scale to measure academic sheltering

Trevor James, Newcastle University

Objectives

Increasingly, academics and support services are encountering students that struggle with the transition to higher education. Previous research has focused on how childhood neglect can affect student performance, but there is scant research on the role that academic sheltering may play.

Design

We developed the first comprehensive scale assessing the relationship between university performance and prior academic and parental sheltering. One hundred and eighty participants answered a series of questions relating to protective upbringings and current performance.

Methods

A factor analysis of the 78-item Protection from Adversity and Sheltering Scale (PASS), revealed six key factors: academic entitlement, academic identity, experience of being challenged, coaching, intolerance of uncertainty, and instant gratification. Of note, academic entitlement was a negative predictor of university performance, while intolerance of uncertainty and prior school coaching negatively correlated with resilience.

Results

Our findings suggest that over-protective schools and home environments can negatively affect student achievement at university and may result in increased support-seeking. The PASS scale may help to identity incoming students that are likely to find the transition to university challenging.



“We delivered”: the impact of mentoring A-level pupils upon Psychology undergraduates’ employability and personal development

Alana James & Shannon Doughty, University of Reading

Objectives

Mentoring can support young people’s transition into university, but little is known about the impact for mentors. The experience of mentoring A-level pupils was explored for Psychology undergraduate students, investigating the impact upon students’ employability and personal development.

Design

A mixed-methods approach was used, within a larger action research project, to explore both the nature and impact of mentors’ experiences. Methods / Conclusions Methods: Twenty second year student mentors (95% Female) in two project cohorts (2014/15; 2016/17) participated. Pre-post questionnaires rating mentors’ employability, self-efficacy, and self-identified goals were statistically analysed. Content analysis was used on data from open questions and focus groups, to identify motivations, benefits, and challenges.

Results

Self-rated employability, self-efficacy, and goal achievement significantly increased. Goal topics included experience working with young people (24%), communication skills (22%); career development (17%), and leadership (14%). The most common motivation in open data was to gain experience with young people, followed by career exploration, and helping others. Interact with mentees was the most commonly perceived challenge, followed by worry that mentees wouldn’t benefit, and concern about time management. At the end all felt pupils did benefit, but around a quarter of mentors had struggled with time management. All mentors reported that the experience developed their speaking skills and confidence, with benefits also identified for mentors’ academic and career development.

Conclusions

Being a mentor can be a valuable experience for undergraduate Psychology students, supporting their employability and personal development. Multi-site research with a larger number of student mentors would strengthen the evidence base.

Ref: 2951 Review/ Theoretical & Practice Poster Presentation


Students as partners in the co-creation of learning activities in order to accommodate differentiated instruction

Dung Jidong, Nottingham Trent University

Objectives / Purpose / Background

Students with diverse learning skills and capacities are likely to express dissatisfaction with generic content of learning activities as not meeting their learning expectations. As such, this paper examined how co-creation of learning activities with students as partners can be harnessed to accommodate differentiated learning instruction in higher educational settings.

Methods / Conclusions

An action research and a critical review of McNiff's model showed that valuing students' prior knowledge and experience is essential in enhancing teaching and learning.

Results / Outcomes / Conclusions

Action research is seen as a possible intervention for challenges associated with inadequate learning expectation. Therefore, differentiated learning with the use of students as partners is capable of addressing issues of individual differences, cultural and linguistic diversity.



Using the student voice to explore reasons for face-to-face attendance in a distance learning context

Caroline Kelly & Katy Smith, The Open University

Objectives

Within the Open University distance learning context, undergraduate psychology students are offered a blend of face-to-face and online tuition events. Attendance is not a requirement. This study sought to understand why students attend face-to-face events and the perceived benefits of attendance, to inform our programme of teaching innovation and tuition delivery.

Design

Paper questionnaires were collected at a sample of face-to-face events across the UK and across all undergraduate psychology modules. The data were collected in situ to capture immediate reflections from students and to facilitate the collection of responses. 

Methods

Dayschools were selected from across the undergraduate psychology curriculum and responses collected from 935 participants. Five open-ended free text questions were presented to students to

explore their motivations for attendance, reflections on the content of the event and perceived benefits of attending. Thematic analysis was used to analyse the data.

Results

Themes included the importance of building academic community through face-to-face tuition within a distance learning context, personal preference for face-to-face tuition and perceived value of group discussion. Amongst the benefits noted were a growth in academic confidence and feeling connected with tutors and other students. Some module specific differences were also noted. There was consensus around certain broad themes, especially the value of interaction and the relative ease of asking questions in a face-to-face setting and gaining immediate feedback. These points will inform our thinking about how to develop our blend of tuition in the future.


General

An audit of an Independent Living Centre for disabled students at a female-only university in Pakistan

Christopher Alan Lewis, University of Warwick; Bishop Grosseteste University; Talat Sohail, Tehziba Kousir & Amina Obaid Khawaja, Department of Applied Psychology, Lahore College for Women University, Lahore, Pakistan; Alia Farooq, Department of Urdu, Lahore College for Women University, Lahore, Pakistan

Objectives

Progress towards a more inclusive higher education sector has resulted in a greater number of students with disabilities attending university. To support this development, the sector has responded in two significant ways. First, by trying to eliminate those barriers that students with disabilities have traditionally encountered. Second, by the introduction of a range of measures aimed at providing “reasonable adjustments” to make studying more accessible for students with disabilities. A growing international literature notes differences between levels and types of inclusivity in the higher education sector both within and between developed and developing countries. The present aim was to add to the international literature on students and disability.

Design

An audit was undertaken of an Independent Living Centre for disabled students at a female-only university in Pakistan

Methods

Following ethics approval and consent from the participants, an audit was undertaken of those using the Independent Living Centre focusing on key demographic variables. In addition, information on the “extra-curriculum” followed at the Independent Living Centre was obtained.

Results

The majority of the students were either blind or visually impaired, where from rural areas outside the city the university was located in and were studying Social Sciences disciplines, including

Psychology. All students were engaged in an “extra-curriculum”, including areas such as learning braille, aspects of technology, general mental and physical health, and social and personal welfare, including issues around safeguarding. Future research may seek to examine the living and learning experiences of this cohort of students.



Expectations and experiences of the transition out of university for students with mental health conditions

Rebecca Lucas, University of Roehampton; Eilidh Cage, Royal Holloway, University of London; Alana James, University of Reading

Objectives

The transition out of university into employment or further study can be a challenging time for students, especially for those with mental health conditions (MHC). However, there is little research examining the transition out of university for this population. Thus, the current study examined the transition expectations and experiences of undergraduate students with MHC.

Design

A longitudinal mixed-methods design was utilised to collect data on both pre-graduation expectations and post-graduation experiences. The views of students without MHC and staff who worked in student services were also incorporated to include a range of perspectives.

Methods

Forty-four undergraduates with MHC and 50 without completed a questionnaire regarding their expectations of the transition during their final year at university. Post-graduation, 13 participants with MHC completed another questionnaire on their experiences and 8 of these additionally participated in a semi-structured interview. 12 support staff (e.g. careers or disability service staff) were also interviewed. Quantitative data was analysed using inferential statistics and qualitative data with thematic analysis.

Results

Students with a MHC were less likely than their peers to have a post-graduation plan and reported more negative emotions in anticipation of the transition than their peers. However, students with MHC were not more likely to access university support. The qualitative analyses elucidates the reasons for this, including anxiety engaging with another university service in an unknown location.

Conclusions

Students with a MHC should be supported with the transition from university to post-graduated and consideration should be given to increasing access to services.



“I feel quite confident … [but still have] … a big anxiety around it”: student experiences of learning statistics

Alexander Marchant & Eleni Vangeli, London South Bank University

Objectives

Statistics anxiety and lack of confidence are factors students highlight as causing them to struggle to learn statistics for psychology (Field, 2014). Recent quantitative data suggests that although statistics anxiety exists in a cohort of first year undergraduate psychology students, it does not predict academic outcomes (Marchant & Vangeli, 2018). This session will present qualitative data to supplement and expand these findings.

Design

A qualitative analysis of three focus group discussions of first and second year psychology students at London South Bank University will be presented. Focus group topics were partly formed on the basis of previous quantitative results (Marchant & Vangeli, 2018) and the proposed core elements of statistics anxiety (Cruise, Cash, & Bolton, 1985). A thematic analysis was undertaken (Braun & Clark, 2006).

Methods

Mirroring the previously presented quantitative data (Marchant & Vangeli, 2018), the results presented in this talk indicate that ‘fear’ and ‘anxiety’ are terms freely used by students to describe their experiences of learning statistics and quantitative research methods. Even when identifying themselves as doing well and being confident in their abilities. What underlies these beliefs will be more fully explored in the talk.

Results

A full acknowledgement and attempted management of these common student beliefs would be wise in order to maximise ‘buy-in’ for a vitally important but potentially not intrinsically motivating aspect of academic psychology.



Developing Creative thinking skills in adolescents through play-based pedagogic planning principles

Bridget Mawtus, Edge Hill University; Sara Rodriguez- Cuadrado, Universidad Autónoma de Madrid; Karen M Ludke, Edge Hill University; Roderick I Nicolson, Edge Hill University

Objectives

Shifting global employability requirements highlight the need for creative thinking in learners.Objective: To examine whether creative thinking skills in adolescents can be enhanced through a play-based teaching planning methodology.

Design

The improvement on creativity, measured by the WCR Creative Thinking Test, over a four week study period was assessed for three groups, namely Pedagogy of Play (PoP) intervention; Student Focused Planning (SFP) and Teaching As Usual (TAU).

Methods

59 pupils (34 male) with non-significant pre-rest creativity differences spread across three classes mean age 12. with 23, 26 and 10 in the PoP, SFP and TAU groups respectively.

Results

The mean improvement for the three groups was 3.10, -5.08 and -3.92 for POP, SFP and TAU respectively. Mixed ANOVA showed a significant group x time interaction. Post hoc tests indicated that the improvement for POP group was significantly greater than for the other two groups. Furthermore, high group standard deviation (SD) for WCR indicates higher creativity diversity and the change post intervention in SD was highest for the PoP group (+2.43) while decreasing in TAU (-4.3) and SFP groups (-3.85).

Conclusions

Only the PoP group showed a significant increase on their creativity, suggesting a) current planning methods are not having any beneficial impact to the creative thinking skills of the pupils; b) it is possible to make a measurable positive difference in this by manipulating the teacher’s pedagogical standpoint and planning tools. Results are discussed focussing on the UK secondary education framework.



Enhancing teaching and assessment provision of statistics modules in psychology: Insights from the student perspective

Stephanie McDonald, Andrew Reid & Christopher R. Madan, University of Nottingham

Purpose

We report findings from focus groups conducted with psychology students on their experience, perceptions, and challenges faced in learning and being assessed on statistics, a core subject in psychology courses. Adopting an evidence-based approach and gaining insights of the student perspective are important in informing the development of innovative and enhancement-based approaches to the delivery and assessment of statistics modules.

Background

Statistics is often viewed as a complex subject among psychology students. Previous research suggests that statistics modules are associated with increased anxiety levels and lower levels of self-efficacy among learners. By collecting information from students in focus groups, we gain an understanding of the basis for these concerns more deeply. While it is well-established that statistics

is associated with anxiety, an open question remains in how to best attenuate these challenges and lessen the initial source of anxiety.

Conclusions

The insights provided by the focus groups are discussed within the context of informing curriculum development and assessment of statistics in our courses, with the aim to enhance the student learning experience, and confidence in the statistics material. This extends to learning and applying statistics knowledge to assessments and other areas of study.



Evaluation of student statistics mentors

Emma McDonald, Jeffrey Wood & Abigail Jones, Birmingham City University

Objectives

Teaching statistics is at the core of psychology research methods courses and forms a substantial component of psychology degrees. University students have reported that statistics is one of the most anxiety-provoking subjects. Reduction of statistics anxiety has been seen as being key to improving students’ engagement with the topic. In this Masterclass we will examine our experience of having student mentors in seminars to improve student engagement with statistics.

Design

In its second year of running 1st-year students receive support in seminars from mentors. The first-year seminars are run by a staff member but were be supported a workshop mentor. The role of the in-class workshop mentors was to offer support to students keeping up with activities. Student mentors also talked to students and answered questions during breaks.

Outcomes

In the Masterclass we will be discussing the outcomes of the 2 years of the of the student statistics mentors scheme. The outcomes that will be discussed are from mid-module (qualitative and quantitative) from students, staff and mentors on the module. As well as the overall performance and engagement module statistics.In the first year students explicitly appreciated the support provided in the seminars, and many mentioned how helpful staff and mentors were. The feedback from students identified that mentors acted as role models which gave the students more confidence that they could perform well. In the masterclass we will update this conclusions in light of the data from the second year of running the student statistics mentors.


General

Development and evaluation of an evidence-based interactive feedback resource for psychology students

Stephanie McDonald, University of Nottingham

Purpose

This paper presents the development, implementation, and evaluation of an evidence-based interactive feedback dictionary designed to facilitate student engagement with feedback.

Background

Research suggests that a key barrier that students face when it comes to using their feedback is clarity in terms of what their feedback means and how to implement the feedback to enhance future work (Winstone & Nash, 2016). This project sought to investigate students’ perceptions of feedback, and to develop a resource aiming to address some of the issues associated with feedback. Focus groups and an online survey were conducted with undergraduate students to inform the nature and content of the resource, and to investigate perceived benefits for students.

Conclusions

Preliminary findings suggest that students view the resource as beneficial. This investigation provides insights on issues associated with feedback, students’ perceptions of good qualities in feedback, and reported benefits of the feedback dictionary. These will be discussed within the context of enhancing feedback practice in higher education.



A proactive targeted approach to preventing adolescent aggressive behaviours

Anna Neale, South Devon College

Objectives

The aim of this research was to critically examine methods for reducing incidences of aggression within adolescence. To achieve this aim, a proactive intervention programme was devised and implemented aimed at changing attitudes towards physical and relational aggression through social skills education within the College’s tutorial programme.

Design

The research involved the implementation of an intervention programme that consisted of three workshops based on social skills training, problem solving and anger management techniques, the development of empathic skills, education on the role of the bystander, and victimisation prevention strategies (N = 158). Methods / Conclusions Methods: Two self-report questionnaires were administered, pre-test and post-test to analyse the effectiveness of the intervention programme.

The questionnaires included measures of attitude towards physical and relational aggression; victimisation; popularity and aggression; bystander and victimisation beliefs; and empathy towards victims. A control group completed the two questionnaires in the same time frame but without undertaking the intervention workshops.

Results

Post implementation, aggression scores for both physical and relational aggression significantly decreased for the intervention group against a control. Additionally, popularity was found to positively correlate with both physical and relational aggression.

Conclusions

This study highlights the necessity for intervention programmes in educational environments in terms of the shaping of prosocial attitudes of students and to ensure the safeguarding of students.


General

Will Podcasting kill the Panopto star? Observing student engagement levels across multimodal resources.

Kate Nicholls, Will Day & Dan Shepperd, Aston University

Objectives

To explore student engagement with the use of Podcasts, in 2nd and final year modules on qualitative research methods. Engagement with Podcasts was compared to ‘lecture capture’ replay (‘Panopto’) option. The main research questions were: To what extent do students access available Podcasts? How does student access of Podcasts compare to access of lecture replay?

Design

The study utilised ‘statistics tracking’ to capture the rate of access of 4 Podcasts and 7 recorded lectures posted to a virtual learning environment (‘Blackboard’) in support of modules which were primarily delivered face-to-face .

Methods

The study captured usage information for two, 12 week modules (with 230 student’s total). Statistics were captured for a 13 week period and were set to track time, date and frequency of access.

Results

Access of Podcasts far exceeded expectations, with a total hit-rate for 4 Podcasts totalling 12,811 hits; compared to 547 for recorded lectures. Podcasts received greater hits when published under ‘resources’ than when published in a specific weeks’ folder (11,308 compared to 1,503 hits). Podcasts posted in a ‘resources’ folder received the most hits towards the end of the module, with 2nd year student access peaking in the week prior to assessment and final year student access peaking the day of assessment. Why these levels of engagement occurred and further statistics are discussedConclusions: Podcasts seem to be a highly favoured learning resource, accessed by 99% of

students; more so than ‘lecture replay’ (59% of students). Accuracy and implications for module delivery/design are discussed.



Designing a sport and exercise module based on Self-determination theory aimed at increasing student motivation and engagement.

Susan O'Neill, Queen's University Belfast

Objectives

A Sport and Exercise psychology module was designed and delivered based on the motivational Self-determination Theory’s three psychological needs of autonomy, competence and relatedness.

Design

A repeated measures and correlational (regression) design was used. The variables measured were perceived lecturer autonomy support, psychological need satisfaction (autonomy, competence and relatedness), and students’ levels of engagement.

Method

Forty-four third year psychology students who undertook a sports and exercise psychology module participated. Questionnaires were used to collect data at the beginning and the end of the module. Data was analysed using t-tests and a multiple regression.

Results

There was a significant difference in students’ perceptions of autonomy (t(42) = -2.67, p = .011), competence (t(42) = 5.40, p < .001) and relatedness (t(42) = -7.73, p < .001) over the course of the module. A multiple regression revealed that 63% of the variance in levels of engagement could be explained by perceptions of lecturer autonomy support, feelings of autonomy, competence and relatedness. The model was significant (F = 18.91, p < .001), with the most influential predictor being feelings of competence (β = .548) and the least being autonomy (β = .121). Competence was the only significant predictor of levels of engagement (t = 4.69, p < .001).

Conclusions

Research-informed teaching using Self-determination Theory of motivation has the potential to successfully increase students’ feelings of autonomy, competence and relatedness in a lecturing context.


Ethics in psychology education

Developing Teacher Resources for Ethical Research and Education in Schools: the Southampton EthPsy Project

Emma Palmer-Cooper & Hazel Blythe, University of Southampton

Purpose

This project was designed to co-develop workshops and resources with A-level teachers, to support psychology education and students’ understanding of ethical issues in research.

Background

The School of Psychology is often asked to provide guidance for Psychology student coursework and Extended Research Projects (EPQ). Ethical issues are covered in A-Level curricula, however there is limited guidance for teachers and students about designing and running research projects. This can inadvertently lead to ethically questionable or problematic research design.EPQ students often run small-scale studies involving data collection from peers. Considered from an ethical perspective, students are collecting, storing, and processing data from legal minors. There is often little formal review or monitoring of procedures such as informed consent, due to a lack of training and resources within schools. This project has developed resources to shared knowledge and skills with the next generation of researchers.

Methods

A pre-pilot meeting was held with Psychology teachers to discuss the project.A co-development meeting was held after initial development of materials and workshop presentations, to amend resources to suit teacher needs. A University ethics chair has reviewed resources to ensure appropriate aspects of ethical review are covered.Pilot workshops will record feedback from workshop leaders, teachers and students. Evaluation will inform future iterations of the workshops and resources.

Conclusions

Teachers have responded positively towards resources and workshop sessions. Feedback from students will be discussed. Upon completion of this project we aim to make resources more widely available to high-schools colleges, with training workshops available online and in person.



‘When part-time becomes full-time: the importance of student voice in institutional response to sector changes’

Rachel Penny & Jean McAvoy, The Open University

Purpose

As student behaviour changes and more part-time students move to full-time study intensity, this project sought to place student voices at the centre of institutional plans to provide enhanced student support for high intensity study.

Background

Over recent years, the number of Open University students who are studying at full-time intensity has increased rapidly, while still officially categorised as part-time students. In order to better understand the learning experience of students studying qualifications designed for part-time study at full-time intensity, and assuming that learners would engage more fully with the outcomes if they originated in partnership, direct engagement with students took place to identify students’ priorities in enhanced support.

Methods

A consultative forum was conducted with 64 psychology students, exploring questions around study decisions, challenges faced, techniques utilised to manage study and possible avenues of support. Inductive thematic analysis generated primary themes of degree duration, pressures around assignment deadlines, planning needs and an emphasis on peer support.

Conclusions

Applications of this work included the creation of targeted resources incorporating and foregrounding the student voice. In addition, a moderated forum for all psychology students studying or considering studying at high intensity has been provided with an emphasis on peer support. In the first month of the forum being open, over 130 students posted to various discussion threads, supporting and developing the consultation findings. Impact has been seen at an institutional level with different Schools and Faculties utilising the research and outcomes as they also develop support for high intensity students.



Cultivating Psychological Literacy for Professional Development

Patrick Rosenkranz & Amy Fielden, School of Psychology, Newcastle University

Purpose

Psychological literacy as a framework of graduate attributes can aid in articulating how an undergraduate degree programme in psychology may meet the differing needs of its students.

Background

In the UK, approximately 20% of psychology graduates move on to become professional psychologists. The remaining 80% use their psychology in a broad range of different professions. In order to prepare graduates for their chosen professional pathways, a degree programme needs to not only teach the core knowledge and skills of psychology, but also work with students on how this knowledge can be applied to life in the 21st century.

Methods

This talk will describe how we have synthesised various stands of activity into three modules that are designed to address different aspects of psychological literacy development at appropriate stages in the curriculum. We aim to support students to apply their growing competence in psychology to their own studies (Year 1), their understanding of the principles of psychology (Year 2) and their professional development and employability (Year 3). Within these modules, students have the opportunity to develop skills such as critical thinking, intercultural competence and effective communication while also working on their own professional development.

Conclusions

Ultimately, the aim of these modules is to support students to discover the most appropriate and relevant application of the psychology degree for their own lives and then aid them in taking the right steps to realising these insights.


General

Embedding Employability in Final Year Research Projects

Danijela Serbic, Royal Holloway University of London

Objectives

Final Year Psychology Undergraduate Research Project is the biggest piece of original empirical research that students undertake during their degree. It provides students with the opportunity to demonstrate knowledge and transferable skills that they have developed over the course of the entire degree, and to develop new skills. However, often students fail to recognise and use this knowledge and skills to further their career prospects. In this masterclass, we will present

employability focused teaching practices that we developed and implemented within Final Year Research Projects to help students recognise and use these skills when applying for jobs and further study. These practices are in line with the Higher Education Academy framework for embedding employability in higher education.

Design

We developed employability-focused lectures within Final Year Research Projects, some of which are delivered by previous students. Students are also expected to present an oral presentation on the knowledge and employability skills they gained from their Final Year Research Projects. Methods / Conclusions Outcomes: We collected both qualitative and quantitative student feedback which will be presented in this masterclass. We also aim to collect and present staff feedback on students’ performance and engagement in above practices.

Outcomes

This session will give participants the opportunity to see how employability can be embedded by engaging both staff and students. This masterclass will end with a floor discussion where attendees will be invited to discuss ideas for improvements of these practices and suggest new ones.



Academic Integrity and Custom-Essay Writing Website Use Among HE Students

Mark Sergeant, Andy Grayson & Adam Asmal, Nottingham Trent University

Objectives

Academic integrity, covering issues such as plagiarism, collusion and purchasing custom-written essays, has become a rising concern within higher education. This presentation will explore the findings from two recent studies conducted by the authors, examining the factors that predict student understanding of academic integrity, their likelihood to violate academic integrity principles and their perceptions of custom essay writing websites. The findings from these studies will be discussed with the aim of supporting student development in academic integrity.

Design

Data for both studies were collected via online surveys with samples of 216 HE students (study 1) and 120 HE students (study 2).

Methods

Study 1 examined how procrastination, neutralisation, time management, academic expectations, self-efficacy, attitudes towards grades and intrinsic and extrinsic motivations predict student understanding of academic integrity. Study 2 examined how self-efficacy, procrastination, neutralisation and attitudes towards academic integrity predict student perceptions of essay writing websites and the likelihood of using the services offered by such websites.

Results

For study 1, the predictor variables explained 43.7% of the variance in attitudes towards academic integrity. Higher levels of neutralisation, procrastination and academic expectations significantly predicted more lenient attitudes towards academic integrity.For study 1, the findings from study 1 were replicated. Participants also reported attitudes towards custom essay writing websites which varied based on the type of service used (freely available resources vs. buying work for summative assessments), the individual using the websites (self vs. other students) and the type of assessment resources could be used for (formative vs. summative).


General

A whole class approach to the teaching of Naive Realism to adolescents, to support their social development and wellbeing.

Samantha Smith, South Devon University Centre

Objectives

This research aimed to establish if teaching Naïve Realism as a whole class intervention, mitigated the negative consequences of peer rejection on adolescents’ mental health and learning, due to an established intra group conflict.

Design

A qualitative, critical realist approach was employed. Focus groups were undertaken pre-intervention to establish if Naïve Realism was implicated within the conflict. Two one hour lessons were delivered, with focus groups to discuss impacts immediately after and three weeks later. Staff focus groups were conducted to discuss the nature of difficulties and post intervention changes.

Methods

Participants were an opportunity sample of a class of 15 UK females (m. age = 17.7) experiencing an ongoing interpersonal conflict, and related academic staff. Narrative data was collected and analysed using both semantic and latent thematic analysis.

Results

concluded teaching Naïve Realism resolved the class conflict. Novel findings include students reappraising their role in past conflicts and apologising for their actions, an increased respect for diversity, increased ability to self-regulate, limited fear of negative peer evaluations and rejection.Moreover, a whole class intervention mitigated future conflicts as students supported each other to rationalise another’s behaviour through perspective taking, rather than partisan involvement in the conflict.

Conclusions

The teaching of Naïve Realism during adolescence seems timely, it has potential to both develop mature social cognitions and offer some protection to existing mental health conditions through minimising anxiety, developing resilience, supporting positive relationships and global citizenship.


Ethics in psychology education

Cognitive, Behavioral and Environmental Factors Contribute to Student Dishonesty in The Arab cultural Context

Abdrabo Soliman, Qatar University; Ibrahim Alkaabi, Qatar University; Rania Alfar, Kafrelsheikh University; Yousif Mahdi, Qatar University; Betul Dogan, Qatar University

Background

The present study examined how Qatari students’ moral development, student-faculty interactions, and students’ perception of academic codes of conduct might contribute to student dishonesty in the Arab context.

Design

Several measures of cognitive, behavioral and environmental factors accompanied by a measure of academic dishonesty were administered to a sample of students from Qatar University.

Methods

Several measures of cognitive, behavioral and environmental factors accompanied by a measure of academic dishonesty were administered to a sample of 452 (31% males and 69% females) students from Qatar University, Doha.

Conclusions

The results indicated that approximately 65% of students reported that they tried to cheat in exams, 39% reported that they copied large portions of text in assignments or projects. What’s more, Females were more involved than male students in cheating activities. All of the cognitive, behavioral and environmental factors significantly contributed to self-reported academic dishonesty. Interestingly, students’ desire to deceive the exam invigilator was the strongest predictor of academic dishonesty. Student-faculty interactions were significantly negatively associated with academic dishonesty. Unexpectedly, neither religious commitment, awareness of codes of misconduct or moral commitment were significant predictors of academic dishonesty. These findings are explained in the light of the social and cultural Arab context.


General

Back to the Chalk Board: Lessons in Scaffolding from School Teachers for University Educators

Eva A Sprecher, University College London

Objectives

The aim of this presentation is to share practical strategies for teaching techniques, that are common to the school classroom, adapted to the context of university education. Specifically, this

oral presentation will look at how lecture-based teaching can be differentiated for university students at different stages in their learning journeys in the same lecture hall.

Design

There is a truism in educational circles that the older the individuals teachers hope to educate the less the availability of evidence based pedagogical research to guide their teaching practice. It is widely accepted that despite the similarity in age between university students in the same cohort there are often stark differences in learner profiles, however, there is precious little training or research to inform university lecturers on how to differentiate their teaching to suit the level of a wide range of students.

Methods

Four strategies for scaffolding and differentiation originating from school-based pedagogical research but adapted for the lecture theater environment will be presented with examples and modelling. Each strategy will be linked to a the Structure of Observed Learning Outcome (Biggs & Collins, 1982) model.

Results

This presentation will hope to provide practical strategies for university lecturers and educators to test in their own practice to ensure that no student is left behind in their teaching.

Keynote Presentation

Professor Niamh Stack, Director of Teaching and Learning at the School of Psychology, University of Glasgow

Transforming Teaching in Tricky Times

Considerable recent international debate as to the reliability of psychological findings (cf. Open Science Collaboration, 2015; Gilbert et al., 2016) coupled with the British Academy (2012/2016) report revealing that UK undergraduate students have reduced quantitative ability in comparison to international counterparts, has led to numerous calls for action. One such call emphasized the need to make improvements at a grassroots level by revising undergraduate training in psychology (Button, 2018). Within this talk I will discuss how as a discipline we can collectively answer this call by supporting our future psychologists in becoming more intelligent ‘consumers of science’ (Diener & Biwas-Diener, 2016). In uncertain times of rapid change, within HE and the wider national and global political context, achieving this aim is not without challenges. I will suggest that collaboration and cooperation across the discipline will be essential in rising to these challenges.



Student-Staff partnership working together to understand electronically mediated feedback

Tessa Webb, Robin Green, Caroline Smith & Alan Cann, University of Leicester

Objectives

To audit staff marking practices within online feedback software and enable students and staff to work together to understand electronically mediated feedback.

Design

A mixed methods design involved a quantitative audit of feedback practices using Grademark and focus groups to generate qualitative data as part of an evidence based intervention.

Methods

Content analysis was used to code positive, negative or feedforward comments made by markers on 1st year essay and practical reports. Following this students and staff worked together in focus groups using examples of marked coursework from part 1. Data was generated around three areas: clarity of marker message, emotional impact and suggested improvements.

Results

The content analysis revealed that there was a significant negative correlation between the mark awarded and the number of negative comments - overall, negative comments outnumber positive comments by >5:1. Students who get higher marks receive less feedback, students who get lower marks receive more feedback and therefore, as the overall tone of feedback is predominantly negative, students who get lower marks receive more negative comments. Clearly signposted feed-forward comments were less frequent than other types of comment. The thematic analysis of the focus group data revealed themes of explicit direction, balance, tone, motivation and development of intellectual independence.

Conclusions

There is a need to develop staff awareness of student perceptions of feedback. Student-staff partnership is effective in developing a mutual understanding of effective communication of feedback.



Memory for Biological Psychology facts following a game- or quiz-based seminar

Emma Whitt & Mark Haselgrove, University of Nottingham

Objectives

The aim of the current study was to investigate the effectiveness of using a game to increase memory for facts taught in a Biological Psychology seminar. We wanted to test whether a game would help retention compared to being quizzed.

Design

A 2 x (2 x 3) mixed design was used with the between-subjects variable of seminar type (game seminar vs. quiz seminar), and within-subjects variables of fact type (facts included in the seminar vs. facts not included in the seminar) and time of testing (testing before the seminar, immediately after, and after a 7-day retention interval).

Methods

A total of 46 first-year undergraduate students participated in the study. Students were members of seminar groups, the leader of which had agreed to run either the game or the quiz. The game that was used was called “Take the Neuro Highway” and participant’s responses were collected using an online survey.

Results

After taking part in the game or the quiz seminar, students recalled more facts included in the seminar compared to before taking part. There was no such improvement in memory for facts not included in the seminar. There was no difference in seminar type - this pattern of results was observed in both the game group and the quiz group.

Conclusions

These results suggest that game play and quizzing are equally effective for learning Biological Psychology facts. We propose that the observed improvements in knowledge are likely due to the testing effect.

Invited Masterclass

Qualitative Research Choices – a practical model to help students identity the right method of analysis for their research question

Kevin Wilson-Smith, University of Glasgow

Qualitative Research is often discussed by the novice as a single macro research methodology in complete contrast to the realist position of the scientific method. The aim of this talk is to explore variations in formal philosophical and epistemological positions available to qualitative researchers and to recognize 3 overarching types of knowledge that can emerge from qualitative analysis. When

outlining the core defining features of these knowledge types, the talk will focus on how each respectively differs in relation to how each considers the role of theory, description versus interpretation, realism versus relativism, and politics.



Incorporating In-class Light Aerobic Exercise to Improve Tertiary Second Language Vocabulary Learning

Masda Yuka, Tokyo University of Pharmacy and Life Sciences; Steve Jugovic, Biwako Seikei Sport College; Babasaki Kenta & Sugao Hisayo, Hiroshima Shudo University

Objectives

In academic classes, students typically remain seated for extended periods of time, which is known to negatively affect cognitive functions. However, past research testing the effects of exercise during lessons indicated mixed results. We created a five-minute aerobic-type exercise routine and tested its effects on second language vocabulary learning.In our previous experiment with 260 university students, learning was more efficient after exercise (M = 5.18) than without exercise (M = 4.58), with a significant interaction between the exercise conditions and test scores, suggesting its effectiveness. However it did not distinguish novelty effect from exercise effect.

Design

We examined this problem by testing 180 Japanese sport university students under all three conditions: baseline, observing video recorded exercise, and acting out the exercise, in that order to minimize novelty effects in Exercise condition. We also sampled exercise-induced physiological changes. Participants learnt to translate 15 Japanese words into English after the above-described intervention implemented at approximately 40 minutes into English lessons.

Methods

The word sets were counterbalanced across classes. Learning was measured as score improvements between two tests in each condition, the first one to measure baseline knowledge and the second taken after the intervention and 30 seconds of individual practice.

Results

The test scores improved in all three conditions - 52%, 56%, 54% in Baseline, Observation, and Exercise condition respectively. However, there was no significant difference between Observation and Exercise condition, suggesting the brief exercise we designed can boost learning, but not likely through exercise-induced physiological changes.

Documents

DARTP Abstracts 2019 - BPS...Professor Victoria Bourne, Department of Psychology, Royal Holloway, University of London Developing teaching excellence for your students, your academic