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A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic

A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and... BackgroundTransfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions.ObjectiveWe describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success.MethodA mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them.ResultsDuring its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors.ConclusionThe widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students.Teaching ImplicationsTechnology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Teaching of Psychology SAGE

A Psychology Learning Community for Transfer Majors: Its Impact on Student Performance and Perceptions During the Covid-19 Pandemic

Buch, Kim; O’Reilly, Elaine
Teaching of Psychology , Volume 51 (2): 8 – Apr 1, 2024
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References (12)

Publisher
SAGE
Copyright
© The Author(s) 2022
ISSN
0098-6283
eISSN
1532-8023
DOI
10.1177/00986283221098694
Publisher site
See Article on Publisher Site

Abstract

BackgroundTransfer students are a growing population of undergraduate psychology majors who are academically at-risk but often underserved by 4-year institutions.ObjectiveWe describe a transfer learning community (TLC) for entering psychology transfer students and report its impact on participants social and academic integration and success.MethodA mixed-method design was used to compare academic success metrics (archival measures of first-semester grade point average and probation rates) of participants with entering transfer majors not participating in the learning community. A participant survey was also created and used to measure student perceptions of the TLC, as well as perceived challenges of transferring during the Covid-19 pandemic and how the TLC helped to mitigate them.ResultsDuring its first year, the TLC served 72 entering transfer majors across two cohorts. Participants significantly out-performed non-participant psychology transfer majors on first-semester grade point average and were significantly less likely to be placed on academic probation after their first semester than non-participant transfer majors.ConclusionThe widely-reported benefits of learning communities for first-year psychology students are adaptable to the more at-risk population of transfer students.Teaching ImplicationsTechnology-enabled teaching tools can be used to build virtual community in hybrid and synchronous online learning environments.

Journal

Teaching of Psychology – SAGE

Published: Apr 1, 2024

Keywords: transfer students; learning communities; online learning; Covid-19

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