Cathrine Wambach

Teacher self-disclosure and student classroom participation revisited

Objective observations of 22 classes across a variety of disciplines call into question Goldstein and Benassis (1994) self report data suggesting that teacher self-disclosure may increase student participation. We found no relation between teacher self-disclosure and several measures of student participation, but self-disclosure did relate to other teacher behaviors. Class structure was a much more important determinant of student participation.

The Value of Time Limits on Internet Quizzes

This study evaluated 15-min time limits on 10-item multiple-choice quizzes delivered over the Internet. Students in a computer-assisted course in human development spent less time on quizzes and performed better on exams when they had time limits on their quizzes. We conclude that time limits are associated with better learning and exam performance because they reduce the opportunity to look up answers in lieu of learning the material.

Using Factual Study Questions to Guide Reading and Promote Mastery Learning by Developmental Students in an Introductory Psychology Course

Skill at reading textbooks is clearly important for academic success but instead of reading their textbooks, many college students skip difficult sections and memorize surface information they think will be on tests. This study reports an evaluation of factual study questions as a component of an introductory psychology course taught to developmental students with a computer-assisted, mastery learning teaching method based on Kellers (1968) Personalized System of Instruction (PSI). Most students completed the study questions and our correlational analyses showed clearly that study question completion was associated with quiz performance. We recommend that instructors of introductory courses, especially those that serve developmental students, create and use factual study questions.

Ensuring Access to the Digital Campus

Many students of color and students with low socioeconomic status are entering higher education with little experience in using the academic tools that are required of them on the digital campus. The lack of computer competence and access to computers can become an additional barrier to their successful completion of a degree. This article discusses: pre-college access and use by different groups of students; cross-campus computing initiatives; the potential impact of the present inequities experienced by students of color in the context of cross-campus computing; and recommendations to enhance access to computers and the computer competence of students of color.