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| Abstract: The web resources for Psy 201/202 are heavily used by students and rated very highly as an effective tool to manage course resources. See charts below | |
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| Abstract: The web resources for Psy 201/202 are heavily used by students and rated very highly as an effective tool to manage course resources. See charts below | |
2004 APA Convention poster on design principles
The web resources for Psy 201 and Psy 202 introductory psychology students [http://cla.calpoly.edu/course/Psy201/] are conceived as a web based tool (or platform) which efficiently integrates the major components of the course (lecture and text). The goal of the project has been to increase the course's integration and add additional levels of student control over course resources.
The lecture component of the course web resources contains an interactive syllabus, lecture outlines, links to text resources, links to library resources, related campus resources, sample exams, instructor based resources and relevant World Wide Web links. The text book component includes chapter outlines, concept synopses, graphs and figures, definitions of key terms, learning objectives, review questions, links to related concepts in other chapters, sample test questions, World Wide Web sites that pertained to specific topics, access points to web or CD based tutorials, and additional commentary. Students can seamlessly navigate from the instructor developed lecture resources to the supporting textbook resources. A particular topic covered in the lecture portion of the course is linked to the web resources developed to support the textbook's treatment of the same topic.
The first version of the introductory psychology had been developed for the team-taught Psy 202 in 1996, and evaluations of this first attempt were positive (Slem and Schultz, 1997 - report link at bottom of page). Psy 201 takes the integration one step further. As part of the multimedia integration of the course, text and lecture web resources have been integrated into the presentation format. The lecture outline on the web resources is the outline that is projected on the screen in lieu of the overhead transparencies or power point slides. Video clips of experiments, demonstrations, and examples are currently shown via video tape player and 35mm slides, but the potential for imbedding them into the web platform already exists (although lacks the minimum quality for
For a variety of reasons, including ethical issues around access and equity, the use of the web resources was voluntary for all students, i.e. they were not required to use the resources as a supplement for studying or exploring psychological topics in greater depth. A student could do well in the class by taking good lecture notes, reading the textbook, and studying learning objective material which was part of the paper syllabus handed out at the beginning of the quarter.
In Winter, 1999, the current version of the web resource platform was ready for initial evaluation. While the site undergoes continual change, the text resources have been significantly modified three times as the editions changed. This technical report series tracks feedback from students taking the last test of the course. By this time of the quarter students were familiar with the course requirements and were asked to give global impressions of the web resources in meeting their course
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Click on Charts |
Winter 99 |
Click on Charts |
Fall 99 |
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37.6% reported that they used the web resources heavily, and only 6.5% reported not using the web resources at all. |  |
36.0% reported that they used the web resources heavily, and only 2.6% reported not using the web resources at all. | |||||||||||
| Almost 75% rated the web resources as very useful, and only 1.2% rated the web resources as not useful at all. | Over 75% rated the web resources as very useful, and no one rated the web resources as not useful at all. | |||||||||||||
| Full Report for Winter 99 --> | In addition to high usage and usefulness ratings, almost all students agreed that this web resource model would be useful for other classes. Did students skip lectures and chapters because of the web resources? Check it out. |
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Winter 2000 |
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| 42.7% reported they used the web heavily. | ||||||||||||||
| Return | 82.7% rated the web resources as Very Useful. | |||||||||||||
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Summer 2003 |
Moral: If web resources are seen as a tool that will help students master the content and prepare for examinations, they will be heavily used and highly rated. | ||||||||||||
| 64.4% are heavy users, and 93% used at least
a little. (click on for larger image) |
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| 89.4% rated the web resources asVery Useful (click on for larger image) |
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| 60% report this was the best large lecture General Education Class that they have had at Cal Poly. | ||||||||||||||
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Psy 201/Psy 202 Combined 1683 students |
Technical Reports for the 2003-2010 Academic Years |
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| 63.1% are heavy users, and 95% used at least
a little. (click on for larger image) |
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| 86.2% rated the web resources asVery Useful (click on for larger image) |
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| Fall 2008, almost 98% use, and 88% rate as very useful. |
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Professional Papers on the web resources project. | ||||||||||||
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American Psychological Association Poster Presentation on Web Resource Design. 7/31/04 | ||||||||||||
Evaluation of the prototype developed in 1996 [http://cla.calpoly.edu/~cslem/Wizdemo/Report.html ]
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American Psychological Association Poster Presentation on Web Resource Design. 7/31/04 |
