Teaching and Learning in Psychology

Teaching contexts where groups of undergraduates are expected to interact in the interests of learning are a significant feature of the Higher Education (HE) teaching of Psychology. LTSN Psychology's (2000) Survey of Departmental Needs and Practices showed that small-group teaching, as defined above, accounts for up to 40% of formal provision during the first and second years of undergraduate degree courses. All completed surveys made reference to some kind of small-group teaching strategy. Responses to a questionnaire administered to Psychology Heads of Department (HODs) in the Autumn of 2001 indicate that the contribution of small-group teaching can rise as high as 70-75% in the final (i.e. third and occasionally fourth) years. Computer-supported small-group teaching is increasing, via online discussion (for example, e-mail, bulletin boards, video-conferencing) and/or around electronic resources (for example, multimedia, the Web, simulations). Appendix 1 provides a list of communication and information technology (C&IT) tools and resources of relevance to small-group provision. The main triggers for adoption of C&IT in group work are reported by Bennett (2001) as increasing class sizes with no corresponding increase in physical or financial resources, management pressure, the perception that students expect it and peer pressure. Bennett found that 55% of the employment of new methods (C&IT and/or group work) arose from individual initiatives rather than from any form of institutional strategy. Whether computer-supported or not, small-group teaching is highly valued. The questionnaire to Psychology HODs requested ratings of how crucial small-group teaching is to the overall learning process at the undergraduate level. The mean rating (for all year groups) was 5.64 on a scale of 1 to 7 (with 7 being very crucial). One HOD commented that their department is " very much in favour of small-group teaching " , and another pointed out that " Students feel very isolated if they never meet the staff in small groups. Also, the small group provides all sorts of opportunities not occurring in other aspects of the course ". It was further observed that " Students respond favourably to the diversity of teaching methods ". Work carried out for a project concerned with electronic support for student interaction (ASTER, 2001) shows that the aims for group work within Psychology include communication skills, team-building skills, C&IT skills, presentation skills, time management and independent learning skills, data analysis skills, cognitive/analytical skills, reflection and critical awareness, research skills, problem solving, and discipline-specific understanding. By and large, departments …