Social and Behavioral Sciences Commons^™

This study examines faculty views concerning the appropriateness of teaching specific undergraduate psychology courses in an online format. Faculty express concern about teaching methodology and counseling/clinical content courses online, but endorse teaching introductory and nonclinical content courses in either format; faculty report diverse views on the extent to which capstone and integrative experiences in psychology can be facilitated in a virtual format. The implications of these findings are discussed in relation to the growing demand for online psychology course offerings.

Instructors commonly use exam reviews to help students prepare for exams and to increase student success. The current study compared the effects of traditional, trivia, and practice test- based exam reviews on actual exam scores, as well as students’ attitudes toward each review.  Findings suggested that students’ exam scores were significantly higher for the exams following both a traditional review and a trivia review than for the exam following the practice test review.  Immediately after the review, three attitude measures (i.e. confidence, feeling prepared, and helpfulness of review) were lowest after the traditional review.  Finally, immediately after taking the exam, …