ORCID Profile
0000-0002-3734-8006
Current Organisations
University of Lincoln
,
University of Leeds
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Publisher: Center for Open Science
Date: 08-04-2022
Abstract: In recent years, the scientific community has called for improvements in the credibility, robustness, and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (1) students’ scientific literacies (i.e., students’ understanding of open research, consumption of science, and the development of transferable skills) (2) student engagement (i.e., motivation and engagement with learning, collaboration, and engagement in open research), and (3) students’ attitudes towards science (i.e., trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
Publisher: American Psychological Association (APA)
Date: 23-12-2021
DOI: 10.1037/STL0000307
Publisher: SAGE Publications
Date: 04-11-2022
DOI: 10.1177/00986283221130298
Abstract: Background: Psychological literacy is a set of attributes, which refer broadly to how students apply their subject-specific psychology knowledge to solving problems. However, the extent to which psychological literacy skills are unique to psychology as a discipline is unknown. Objective: We assessed whether students perceive psychological literacy attributes to be prominent in disciplines outside of psychology. Method: We recruited undergraduate students from Psychology, non-Psychology STEM subjects, and Humanities subjects ( N = 296) and asked them to identify the extent to which they perceive psychological literacy attributes to be prominent in their degrees. Results: Psychology students reported significantly higher perceived prominence of psychological literacy attributes in their degree, compared with Humanities and non-Psychology STEM students, in all but two of the psychological literacy attributes. Conclusion: These findings suggest that psychological literacy mostly represents attributes unique to psychology students, but some of these attributes are also developed within other disciplines. The facets of psychological literacy unique to psychology relate to knowledge of behavior, research skills, ethics, and socio-cultural issues. Teaching implications: This suggests that psychology students graduate with some subject specific attributes, which may make them uniquely advantaged in a competitive work context and affirms that psychology degrees do hold unique value.
Publisher: The Royal Society
Date: 05-2023
DOI: 10.1098/RSOS.221255
Abstract: In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills) (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.
Publisher: Queensland University of Technology
Date: 30-09-2021
DOI: 10.5204/SSJ.1781
Abstract: The COVID-19 pandemic has prompted a shift to online teaching, which has dramatically affected all facets of the student experience. In this practice report, we reflect on the synchronous delivery of a popular final-year module “Face Perception” in a United Kingdom (UK) psychology undergraduate degree. In the module, students learned via live lectures hosted on the virtual learning environment and content was consolidated interactively using online polls and small group discussions. We collected students’ qualitative feedback on the live lecture delivery (n=28), from which we observed three core themes: technology-enhanced engagement, logistical barriers, and togetherness in live lectures. Taken together, this feedback suggests that whilst there are additional technological and logistical challenges that must be navigated in the delivery of “live” online lectures, they can be useful in instilling a sense of togetherness online. This is particularly important, given the threats to student success and engagement that COVID-19 poses.
Publisher: Center for Open Science
Date: 08-02-2021
Abstract: As COVID-19 continues to disrupt pre-tertiary education provision and examinations in the UK, urgent consideration must be given to how best to support the 2021-2022 cohort of incoming undergraduate students to Higher Education. In this paper, we draw upon the ‘Five Sense of Student Success’ model to highlight five key evidence-based considerations that Higher Education educators should be attentive to when preparing for the next academic year. These include: the challenge in helping students to reacclimatise to academic work following a period of prolonged educational disruption, supporting students to access the ‘hidden curriculum’ of Higher Education, negotiating mental health consequences of COVID-19, and remaining sensitive to inequalities of educational provision that students have experienced as a result of COVID-19. We provide evidence-based recommendations to each of these considerations.
Publisher: SAGE Publications
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 30-10-2023
Publisher: Informa UK Limited
Date: 09-08-2023
Publisher: Center for Open Science
Date: 07-10-2022
Abstract: Background: The vast changes in the landscape of Higher Education in recent years present an important and timely opportunity to examine students’ perceptions of the future of teaching and learning in psychology. Objective: Across two studies, we examined psychology students’ perceptions of ‘best practice’. Method: We conducted two studies, a quantitative questionnaire which asked students about their preference for teaching and learning practices (n = 64) and a student-facilitated focus group study (n = 21) which explored perceptions of the future of psychology teaching and learning in more depth. Results: Study 1 showed that psychology students wanted to retain the practice of recording teaching sessions and online synchronous sessions that supported pre-recorded lectures. Study 2 added richness to these findings, showing how psychology students perceive ideal teaching and learning to mean that students are ‘connected’, learning is ‘active and authentic’, and teaching is ‘accessible and flexible’. Conclusion: Overall, while modality influences student perceptions of teaching and learning, the opportunity to forge connections, actively engage in teaching, and feel supported informed psychology student’s perceptions of best practice. Teaching Implications: Educators should consider how to integrate the connections, interactivity, and student support into their pedagogical practice, irrespective of teaching modality.
Publisher: Informa UK Limited
Date: 23-03-2023
Publisher: Springer Science and Business Media LLC
Date: 21-02-2022
Location: United Kingdom of Great Britain and Northern Ireland
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Madeleine Pownall.