About this Research Topic
Frontiers in Psychology is introducing a new research topic, Pedagogical Psychology: Beyond the 21st Century, which will be released as an online journal issue in summer 2014. The purpose of Beyond the 21st Century will be to publish goal- oriented articles leading to improvement of teaching and learning at all levels of psychology education.
Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology.
Types of manuscripts which are appropriate for Pedagogical Psychology should be visionary, yet empirically and/or theoretically based. We welcome manuscripts in all domains of pedagogical psychology, with a special interest on topics that are new, or expected to evolve rapidly. Such innovative topics include, but are not limited to:
Online and hybrid teaching; Massive Open Online Courses (MOOCs). How has student success improved with the introduction of online/distance education? Are there dangers associated with online/distance education, especially MOOCS? How can student success be improved as technology evolves beyond the MOOC concept? What technological advances will make psychology education available and useful for more, and more diverse students? How can the physical classroom be transformed into a student centered, effective, virtual environment?
Using the internet as resources for classes (e.g., stat tutorials, etc.)
Uses of technology, such as social media (e.g., Facebook, Twitter), wikis, and clickers in the classroom
The challenge of teaching particular courses online, such as psychology laboratory courses or practicums
Seeking effective user feedback (i.e., regarding user friendliness, teaching effectiveness) for online courses, including MOOCs
The Wikipedia initiative of the Association for Psychological Science
Teaching “Generation Me;” anticipating changing generational needs
Teaching international students
Teaching non-traditional-age students
Undergraduate research projects
Integrating multiculturalism into all courses
Infusing social justice issues into psychology courses
Creating opportunities for interdisciplinary learning
Teaching techniques for psychology courses which are often offered as electives rather than core curriculum (e.g., evolutionary psychology, psychology and the law, cross-cultural psychology, health psychology, positive psychology)
Assessing institutional student learning objectives across the curriculum
Contingent faculty/adjunct faculty/lecturers in psychology departments
Working with changing legislative & accreditation constraints and unpredictable budgets
Co-Hosts of Pedagog
Until perhaps 20 years ago, educational approaches to teaching were largely informed by a “Stand and Deliver” pedagogical attitude. The psychology of this approach has often invested unrealistic and unrealizable responsibilities in both teachers and students. With the emergence of electronic data sharing (e.g., the Internet) and global cooperation/competition, newer approaches to teaching have begun to supplement and sometimes replace the older model of teaching. These newer approaches have simultaneously taken advantage of technological advances, global changes, and an evolving understanding of successful student-mentor relationships. As the pedagogical models driven by these changes evolve into the 22nd century and beyond, what seems groundbreaking today will, in hindsight, be seen as hidebound. Thus, the major goal of Beyond the 21st Century will be to publish manuscripts which imaginatively, but realistically anticipate future trends in teaching undergraduate psychology.
Types of manuscripts which are appropriate for Pedagogical Psychology should be visionary, yet empirically and/or theoretically based. We welcome manuscripts in all domains of pedagogical psychology, with a special interest on topics that are new, or expected to evolve rapidly. Such innovative topics include, but are not limited to:
Online and hybrid teaching; Massive Open Online Courses (MOOCs). How has student success improved with the introduction of online/distance education? Are there dangers associated with online/distance education, especially MOOCS? How can student success be improved as technology evolves beyond the MOOC concept? What technological advances will make psychology education available and useful for more, and more diverse students? How can the physical classroom be transformed into a student centered, effective, virtual environment?
Using the internet as resources for classes (e.g., stat tutorials, etc.)
Uses of technology, such as social media (e.g., Facebook, Twitter), wikis, and clickers in the classroom
The challenge of teaching particular courses online, such as psychology laboratory courses or practicums
Seeking effective user feedback (i.e., regarding user friendliness, teaching effectiveness) for online courses, including MOOCs
The Wikipedia initiative of the Association for Psychological Science
Teaching “Generation Me;” anticipating changing generational needs
Teaching international students
Teaching non-traditional-age students
Undergraduate research projects
Integrating multiculturalism into all courses
Infusing social justice issues into psychology courses
Creating opportunities for interdisciplinary learning
Teaching techniques for psychology courses which are often offered as electives rather than core curriculum (e.g., evolutionary psychology, psychology and the law, cross-cultural psychology, health psychology, positive psychology)
Assessing institutional student learning objectives across the curriculum
Contingent faculty/adjunct faculty/lecturers in psychology departments
Working with changing legislative & accreditation constraints and unpredictable budgets
Co-Hosts of Pedagog
Important Note: All contributions to this Research Topic must be within the scope of the section and journal to which they are submitted, as defined in their mission statements. Frontiers reserves the right to guide an out-of-scope manuscript to a more suitable section or journal at any stage of peer review.
