As a former computer science undergraduate major who has done graduate work in cognitive science, I have been following the development of new internet-based, interactive, and adaptive higher-education platforms currently on the market.
These programs incorporate the most recent developments in cognitive science and artificial intelligence to customize the learning process while providing instructors with new course preparation and administrative tools.
The reason I decided to switch to internet-based education tools was mainly because of Introduction to Psychology, which is known as one of the most difficult courses in the psychology curriculum to teach. Classes tend to be very large, and students come to the course with a wide range of prior knowledge, expectations, and preconceptions.
Owing to the large number and diversity of students in each section—a single class can have more than 100 registrants—this makes it difficult to engage all of them equally and keep them focused over an entire semester.
Studies show that students in the course do not spend as much time with their textbooks as they should. Students read, on average, only about 27 percent of assigned reading before class, and 66 percent before an exam, according to recent research. They also typically spend less than three hours a week with their textbooks; most of their reading begins a scant three days prior to a major exam.
But students today do spend increasingly more time with their computers, cell phones, iPods, and other devices capable of downloading content.
In the fall of 2009, after reviewing many of the latest programs available for post-secondary and professional education, I gave McGraw-Hill Education’s Connect Psychology a trial run for the Introduction to Psychology course I was about to begin teaching at New Mexico State University (NMSU) in Las Cruces.
I chose Connect principally because I wanted an internet-based platform that would be fully integrated with a corresponding text; Connect Psychology is designed to be used in conjunction with McGraw-Hill’s Psychology: Making Connections.
Design and implementation of the course
Introduction to Psychology at NMSU is a 14-week, three-credit course meeting twice a week. There were 110 students in my section last fall, of which 104 (94.5 percent) completed the course.
Given the challenges inherent in teaching PSY 201G, I had three primary goals as we went into the semester—two for the students, one for me.
For the students:
- I wanted to increase their engagement in the material by offering them the kind of individualized, computer-based learning resources with which students of all ages—but particularly younger students—are increasingly more familiar and comfortable; and
- I wanted to encourage my students to study more by offering them the kind of personalized, interactive tools that would allow them to create and manage their own pathway into the material based on their individual interests.
For my part, I wanted an assignment, assessment, and grading tool that would allow me to manage the administrative and housekeeping demands of teaching a course with more than 100 students, freeing me up to focus more of my energy on teaching and working more individually with those students who needed additional help.
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