The aim of this investigation was for students to express their views on teaching approaches delivered by two teachers under the perspectives of Higher Order Thinking Skills (HOTS) development, their preferences on learning material and learning activities. First year psychology students followed both the traditional and a flipped classroom approach delivered by two different teachers. One teacher introduced them to social and the other to clinical psychology. 81 students evaluated their experience on social psychology and 119 students on clinical psychology. Although all students had similar preferences on following either the traditional or the flipped classroom approach in both subject domains, a significant difference in students' views related to the teachers' contribution to teaching approach, students' HOTS development and the choice of learning material was observed. This investigation concluded the importance of the intricate relationship between the choice of learning material and activities, and the teacher's contribution to the flipped classroom approach and their expectation/behaviour toward technology.
Previous research has found that the flipped classroom (i.e., learning prior to the lecture, and using the lecture time for consolidating knowledge) increases students' deep learning, and has an association with improved grades. However, not all students benefit equally from flipping the classroom, and there may be important individual differences that influence preference for different teaching styles. In the present study, undergraduate Psychology students (n ¼ 200) answered questions about exam preparedness, learning goals, preference for the traditional or flipped classroom, and the Big Five of personality. We found that preference for the flipped classroom had a significant, positive association with agreeableness and the mastery goal. Preference for the traditional lecture was predicted by beliefs about exam preparedness. The results are discussed with a reference to the Big Five paradigm in the context of learning and teaching.
This article reports some of the findings from the Pathways study which traced influences on the developmental pathways of adolescents and young adults in Belfast (Northern Ireland) and in Dublin (Republic of Ireland). Sample size was 130 aged 27 (66 male, 74 female) and 311 aged 17 (142 male, 169 female) most of whom had participated in earlier waves of the project at age 12. The study explored relationships between the participants' actual or intended involvement in politics and other factors, including family support, educational and occupational level, religious practice, and experience of the Troubles. The study concludes by looking at the relationship between these variables over time using a life-course approach within the socio-ecological model.
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