Course Length/Format

Selected Research:

Allen, I. E. & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. Sloan Consortium. Babson Park, MA: Babson Survey Research Group.

Bishop, J. L., & Verleger, M. A. (2013). The flipped classroom: A survey of the research. In ASEE National Conference Proceedings, Atlanta, GA.

Halawi, L. A., McCarthy, R. V., & Pires, S. (2009). An evaluation of e-learning on the basis of Bloom’s taxonomy: an exploratory study. Journal of Education for Business, 84(6), 374-380.

Hudson, D. L., Whisenhunt, B. L., Shoptaugh, C. F., Rost, A. D., & Fondren-Happel, R. N. (2014). Redesigning a Large Enrollment Course: the impact on academic performance, course completion and student perceptions in Introductory Psychology. Psychology Learning & Teaching, 13(2), 107-119.

Hyers, L. L., & Shivde, G. (2013). Building a solid foundation for our majors with the introductory psychology course. Psychology of Learning & Teaching, 12, 147-158. doi:10.2304/plat.2013.12.2.147

Hudson, D. L., Whisenhunt, B. L., Shoptaugh, C. F., Visio, M. E., Cathey, C., & Rost, A. D. (2015). Change takes time: Understanding and responding to culture change in course redesign. Scholarship of Teaching and Learning in Psychology, 1(4), 255-268.

Lou, Y., Bernard, R. M., & Abrami, P. C. (2006). Media and pedagogy in undergraduate distance education: A theory-based meta-analysis of empirical literature. Educational Technology Research and Development, 54(2), 141-176.

Maki, R. H., Maki, W. S., Patterson, M., & Whittaker, P. D. (2000). Evaluation of a Web-based introductory psychology course: I. Learning and satisfaction in on-line versus lecture courses. Behavior research methods, instruments, & computers, 32, 230-239.

Maki, R.H. and Maki, W.S. (2007). Online Courses. In F.T. Durso (Ed.),
Handbook of applied cognition (2nd ed., pp. 527-552). New York: Wiley &
Sons, Ltd.

Mandernach, B. J., Mason, T., Forrest, K. D., & Hackathorn, J. (2012). Faculty views on the appropriateness of teaching specific undergraduate psychology courses online. Teaching of Psychology, 39, 203-208.

McKenzie, W. A., Perini, E., Rohlf, V., Toukhsati, S., Conduit, R., & Sanson, G. (2013). A blended learning lecture delivery model for large and diverse undergraduate cohorts. Computers & Education, 64, 116-126.

Messer, W. S., Griggs, R. A., & Jackson, S. L. (1999). A national survey of undergraduate psychology degree options and major requirements. Teaching of Psychology, 26, 164–171.

Norcross, J. C., Hailstorks, R., Aiken, L. S., Pfund, R. A., Stamm, K. E., & Christidis, P. (2016). Undergraduate study in psychology: Curriculum and assessment. American Psychologist, 71(2), 89 – 101.

O’Flaherty, J., & Phillips, C. (2015). The use of flipped classrooms in higher education: A scoping review. The Internet and Higher Education, 25, 85-95

Poirier, C. R., & Feldman, R. S. (2004). Teaching in cyberspace: Online versus traditional instruction using a waiting-list experimental design. Teaching of Psychology, 31, 59-62.

Thompson, R. A., & Zamboanga, B. L. (2004). Academic aptitude and prior knowledge as predictors of student achievement in introduction to psychology. Journal of Educational Psychology, 96(4), 778 – 784.

Thornton, B. (2006). One Semester or Two? No Student Advantage With a Two-Semester Introductory Psychology Course. Teaching of Psychology, 33(3), 164-167. doi:10.1207/s15328023top3303_1

U.S. Department of Education, Office of Planning, Evaluation, and Policy Development (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-Analysis and Review of Online Learning Studies, Washington, D.C.  Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Waschull, S. B. (2001). The online delivery of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology, 28(2), 143-147.

Wladis, C., Conway, K. M., & Hachey, A. C. (2015). The online STEM classroom—Who succeeds? An exploration of the impact of ethnicity, gender, and non-traditional student characteristics in the community college context. Community College Review, 1-39.


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