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The Fundamentals of Psychology I & IIAuthor: Sharell Lowery, MSEd Master of Science in Education/Psychology Copyright 2014

+ Online Versus Traditional Classroom

Online Education is: Affordable, Flexible, Convenient, Interactive and Successful and Supportive

Traditional Classrooms are: Affordable, Successful, Interactive Face-to-Face and Supportive.

What is the difference?

FLEXIBILITY and CONVENIENCE!

+What Do Online Learners Need?

An Education

A Better Job

A Career

Flexibility

Convenience

A Community

Mentors

Visual Active Learning

Communication and Feedback

Online learners have different learning styles, so having educators that can accommodate and adjust at a distance to their styles is extremely important.

Many online learners work full-time, have families and other responsibilities that most traditional students do not have, so flexibility and affordability is very important

Online learners need challenging courses that force critical thinking.

Online learners need FEEDBACK from their educators as well as COMMUNICTION!

+ The Fundamentals of Psychology I & II for

Undergraduate and Graduate Students Students will develop an understanding of the foundation of

Psychology so they can develop their own path regarding which direction they want to take in their careers. Students will also learn the four major goals of psychology and dive into the psychology timeline. Leaving the course the students should be able to identify what type of path they want to take in psychology and for what reasons. Scholarly writing and publications is required on the master level of the course.

According to, (The Education Glossary, 2014), blooms taxonomy “is a classification system used to define and distinguish between different levels of human cognition. There are three levels known as thinking, learning and understanding. Blooms taxonomy is widely used by educators seeking a guide and instructional methods to enhance student learning and will be used in this course.

+Course Type and Rationale

The course will be taught strictly ONLINE! The course can be taught online as it is a subject that

requires research and case-based studies and does not actually require a traditional classroom

According to, (Cherry, 2014) Psychology is one of the most popular majors at Universities throughout the United States, ranking in the top five!

In 2006 there were over 20,000 graduate Psychology degrees awarded, (Cherry, 2014).

There are many levels and degree types surrounding Psychology as it is a tremendously BROAD study so offering the courses online would be a benefit to ALL stakeholders involved!

+ Course Design Model The Linear Model

The instructor will have control over the content and the pace at which the students work, while offering some flexibility in certain situations

Using the Open Learning Model will provide an interactive, collaborative online community for the course

It will include private instant messaging, ubiquitous commenting, blogging, gamification, discussion boards, drop boxes for turning in assignments, seminars, power points, lectures, wiki, team building and social networking

The course will include problem-based and case-based studies

Learning outcomes for both courses will equip the students to make an informed decision on what TYPE of psychology they will research, study, explore and involve in their careers

+ Course Introduction

Welcome to The Fundamentals of Psychology I & II! Part one is designed to explore and expand the knowledge of students on the four majors goals of psychology, the history and timeline of psychology and the intellectuals behind Psychology. Part one will identify ALL studies of Psychology and their meanings so students can decide what path in Psychology they want to take. Students will also share their experiences in their personal lives that caused them to want to study Psychology and pursue a Psychology degree.

Part two is for graduate students and will be a refresher of part one. Although a refresher for the first week, we will indulge in complex case and problem based studies to promote new research, new theories and critical thinking. Part two will also give the students knowledge on how to educate and train in psychology by creating scholarly articles and writings based on their credible research and new theories.

+ Instructional Strategies

Collaborative Contextual Active Lecture Self-Directed Learning

Discussion

Mentorship

Small Group Work Projects

Case Studies Forums

+ The Role of the Instructor

Pedagogical (using questions and probes for student responses that require critical concepts, principles and skills)

Social (Promoting human relationships, developing group cohesiveness, maintaining the group as a unit and community, supporting the development of collaborative learning)

Managerial (Setting the agenda, creating objectives for discussions, creating procedural rules and decision-making norms, answering administrative questions)

Technical (WE MUST make the technology TRANSPARENT and provide students with or direct students to technological assistance)

+ How The Course Will Be Assessed

Closing the Loop Tallies, percentages and scaled results would work best

for me.  Technologies and programs to help me calculate the results will be extremely useful as well.  The reason I choose tallies and scales is because these methods are straightforward in calculating student success or failure.  Percentages offer our audience a mental picture of our assessments.  I have targeted local and internal peer standards to compare my assessment to. 

Some additional questions that we need to include according to, (Suskie, 2009) are:  Why did students learn X and not Y? Why did some students master Z and others did not? Are there relationships among results?

+ References Atabi, M. (2014). Create a Great Online Course. Retrieved

from: https://www.www.huffingtonpost.com Bird, K. (2014. Online VS Traditional Education. Retrieved

from: https://www/onlinevstraditional.com Cherry, K. (2014). About Psychology. Retrieved from:

https://www.about.com Morris, Zu & Fingegan, (2005). Roles of Faculty Teaching

Asynchronous Undergraduate Courses. Retrieved from Vol. 9. Issue 1. p 65.

Mupinga, Nora & Carole, (2014). The Learning Styles, Expectations and Needs of Online Students. Vol 54/No. 1.

University of Illinois, (201o). Instructional Strategies for Online Course. Retrieved from: https://www.universityofillinois.edu