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Psychology of Learning in Higher Education
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Psychology of Learning in Higher Education

A special issue of International Journal of Environmental Research and Public Health (ISSN 1660-4601).

Deadline for manuscript submissions: closed (30 November 2021) | Viewed by 21579

Special Issue Editor

Dr. Tracey Cockerton

E-Mail Website
Guest Editor
Faculty of Professional and Social Sciences, Middlesex University, London NW4 4BT, United Kingdom
Interests: learning and teaching in higher education; socio-cognitive learning; emotional intelligence; stress management; coaching; ethics; well-being and coping; supporting transitions

Special Issue Information

Dear Colleagues,

This Special Issue is designed to critically explore psychological theories of learning, research evidence, and practical applications relevant to enhancing learning experiences and improving student retention and achievement within higher education. Understanding how individuals learn has been a focus of theoretical debate and development for centuries and a significant area of research activity within the fields of behavioural, cognitive, constructivist, and social psychology, and neuro-cognitive science, as well as within various contexts. Recently, within higher education, there has been a focus on facilitating learners’ sense of belonging and connectedness as part of the process of supporting their adaptation to a new learning environment and feeling part of a learning community. Understanding learners’ emotional needs and supporting their well-being and development of resilience and emotional intelligence have become part of the pastoral side of higher education, along with additional support for developing academic and digital literacies. However, there are many unanswered questions about how this work can effectively build on psychological theories and research and what impact these approaches have on individuals and their motivation, engagement, ability to learn and achieve in their chosen subject. Of particular significance this year is that higher education institutions around the world have adapted their learning environments due to the Covid-19 pandemic. We aim to disseminate information on how psychological learning has helped to shape approaches and support learners through an unprecedented educational experience. Authors of papers addressing these topics are invited to submit their research for inclusion in this Special Issue.

Dr. Tracey Cockerton
Guest Editor

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a single-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. International Journal of Environmental Research and Public Health is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 2500 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

  • Learning
  • Cognitive
  • Motivation
  • Resilience
  • Connectedness
  • Positive-psychology
  • Sense of belonging
  • Engagement
  • Environment
  • Learning community
  • Covid-19 pandemic

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Published Papers (4 papers)

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Research

12 pages, 5692 KiB  
Article
Psychometric Properties for Multidimensional Cognitive Load Scale in an E-Learning Environment
by Younyoung Choi and Hyunwoo Lee
Int. J. Environ. Res. Public Health 2022, 19(10), 5822; https://doi.org/10.3390/ijerph19105822 - 10 May 2022
Cited by 6 | Viewed by 3034
Abstract
(1) Background: A learner’s cognitive load in a learning system should be effectively addressed to provide optimal learning processing because the cognitive load explains individual learning differences. However, little empirical research has been conducted into the validation of a cognitive load measurement tool [...] Read more.
(1) Background: A learner’s cognitive load in a learning system should be effectively addressed to provide optimal learning processing because the cognitive load explains individual learning differences. However, little empirical research has been conducted into the validation of a cognitive load measurement tool (cognitive load scale, i.e., CLS) suited to online learning systems within higher education. The purpose of this study was to evaluate the psychometric properties of the CLS in an online learning system within higher education through the framework suggested by the Standards for Educational and Psychological Testing. (2) Methods: Data from 800 learners were collected from a cyber-university in South Korea. The age of students ranged from 20 to 64. The CLS was developed, including three components: extraneous cognitive load, intrinsic cognitive load, and germane cognitive load. Then, psychometric properties of the CLS were evaluated including reliability and validity. Evidence relating to content validity, construct validity, and criterion validity were collected. The response pattern of each item was evaluated on the basis of item response theory (IRT). Cronbach’s α was computed for reliability. (3) Results: The CLS presented high internal consistency. A three-factor model with extraneous cognitive load, intrinsic cognitive load, and germane cognitive load was suggested by exploratory and confirmatory factor analysis. This three-factor model is consistent with the previous research into the cognitive load in an offline learning environment. Higher levels of the extraneous cognitive load and intrinsic cognitive load were related to lower levels of academic achievement in an online learning environment, but the germane cognitive load was not significantly positively associated with midterm exam scores, though it was significantly related to the final exam scores. IRT analysis showed that the item-fit statistics for all items were acceptable. Lastly, the measurement invariance was examined through differential item functioning analysis (DIF), with the results suggesting that the items did not contain measurement variance in terms of gender. (4) Conclusions: This validation study of the CLS in an online learning environment within higher education assesses psychometric properties and suggests that the CLS is valid and reliable with a three-factor model. There is a need for an evaluation tool to take into account the cognitive load among learners in online learning system because the characteristics of learners within higher education were varied. This CLS will help instructional/curriculum designers and educational instructors to provide more effective instructions and identify individual learning differences in an online learning environment within higher education. Full article
(This article belongs to the Special Issue Psychology of Learning in Higher Education)
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16 pages, 776 KiB  
Article
Online Problem-Based Learning Intervention on Self-Directed Learning and Problem-Solving through Group Work: A Waitlist Controlled Trial
by Florence M. F. Wong and Crystal W. Y. Kan
Int. J. Environ. Res. Public Health 2022, 19(2), 720; https://doi.org/10.3390/ijerph19020720 - 10 Jan 2022
Cited by 29 | Viewed by 6030
Abstract
Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is [...] Read more.
Background: Small group work embraces independent study and interactive learning, which enhance knowledge acquisition and skills. Self-directed learning (SDL) and problem-solving (PS) are essential skills in the development of the nursing profession. During the coronavirus pandemic, virtual learning was indispensable. However, little is known about how students develop SDL and PS abilities through online learning through group work. Objective: To evaluate the effects of the online intervention on SDL and PS abilities through interactive group work. Methods: A randomised waitlist-control trial was carried out. A structured intervention using problem-based learning (PBL) as a guideline was used to direct student learning in small group work. Assessments were scheduled at Time 0 (baseline), Time 1 (8th week), Time 2 (16th week), and Time 3 (28th week). Results: The mean student age was 21.45 (SD = 0.86). About 78% of students were female. There was no significant difference in demographic characteristics and analysis at the baseline. Students in the intervention group reported greater improvement in the SDLRS and PSI at the 8th week, whereas those in the waitlist control group reported greater improvement in the SDLRS and PSI at the 16th week. Sustained effects in the SDLRS and PSI were observed in both the intervention and waitlist control groups at the 16th and 28th weeks, respectively. A repeated-measure analysis was performed to compare the SDLRS and PSI in different periods and revealed statistically significant results (p < 0.001) in all subscales of SDLRS and PSI in the four study periods. Conclusions: The guidelines appear to be an effective treatment for SDL and PS ability enhancement with sustainable effects through interactive group work. The guidelines with explicit instructions and learning objectives provide directions and guidance to students to learn more effectively. The educator plays a vital role in facilitating the students’ SDL and PS ability improvement. Full article
(This article belongs to the Special Issue Psychology of Learning in Higher Education)
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19 pages, 1018 KiB  
Article
Influence of COVID-19 Pandemic Uncertainty in Negative Emotional States and Resilience as Mediators against Suicide Ideation, Drug Addiction and Alcoholism
by Blanca Rosa García-Rivera, Jorge Luis García-Alcaraz, Ignacio Alejandro Mendoza-Martínez, Jesús Everardo Olguin-Tiznado, Pedro García-Alcaráz, Mónica Fernanda Aranibar and Claudia Camargo-Wilson
Int. J. Environ. Res. Public Health 2021, 18(24), 12891; https://doi.org/10.3390/ijerph182412891 - 7 Dec 2021
Cited by 10 | Viewed by 3923
Abstract
This research uses structural equation modeling to determine the influence of uncertainty due to the COVID-19 pandemic as an independent variable in the negative emotional states and resilience (as mediating variables) vs. drug addiction, alcoholism, and suicide ideation as dependent variables in 5557 [...] Read more.
This research uses structural equation modeling to determine the influence of uncertainty due to the COVID-19 pandemic as an independent variable in the negative emotional states and resilience (as mediating variables) vs. drug addiction, alcoholism, and suicide ideation as dependent variables in 5557 students from a public state university in Northern Mexico. The five variables are related through eight hypotheses and tested using partial least squares. We used an adapted questionnaire sent by email in May 2020. Findings show that uncertainty facing the COVID-19 pandemic had a direct and significant influence on negative emotional states and a significant inverse effect on resilience; in the trajectory, drug addiction and alcoholism, and suicide ideation are explained. Full article
(This article belongs to the Special Issue Psychology of Learning in Higher Education)
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17 pages, 9740 KiB  
Article
Effects of Classroom Design on the Memory of University Students: From a Gender Perspective
by María Luisa Nolé, Juan Luis Higuera-Trujillo and Carmen Llinares
Int. J. Environ. Res. Public Health 2021, 18(17), 9391; https://doi.org/10.3390/ijerph18179391 - 6 Sep 2021
Cited by 8 | Viewed by 7243
Abstract
Classroom design has important effects on the cognitive functions of students. However, this relationship has rarely been analysed in terms of gender. The aim of the present study, therefore, is to analyse the influence of different design variables (classroom geometry, wall colour, and [...] Read more.
Classroom design has important effects on the cognitive functions of students. However, this relationship has rarely been analysed in terms of gender. The aim of the present study, therefore, is to analyse the influence of different design variables (classroom geometry, wall colour, and artificial lighting) on university students’ memories from a gender perspective. To do so, 100 university students performed a memory task while visualising different design configurations using a virtual reality setup. Key results show that certain parameters, such as 5.23 m classroom width, 10,500 Kelvin lighting colour temperature, or the blue hue on the walls influence men and women in a similar way, while a purple hue or walls with low colour saturation can generate significantly different behaviour, especially in cognitive processes such as short-term memory. In this study, the use of virtual reality proved to be a useful tool to explore the design effects of virtual learning environments, increasingly present due to training trends and catalysed by the 2020 pandemic. This is a turning point and an international novelty as it will enable the design of classrooms (both physical and virtual) that maximise the cognitive functions of learners, regardless of gender. Full article
(This article belongs to the Special Issue Psychology of Learning in Higher Education)
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