Abstract:

In this paper, we discuss strategies to improve student learning in the online course Introduction to Educational Psychology of the first year Applied Psychology program at Doba Faculty in Slovenia in the academic year 2022/23. We focus on the challenges students face in integrating theoretical knowledge in the course with practical experience and in developing effective thought patterns. We analyzed the impact of the use of video feedback, self-reflection and feedback from the lecturer in order to qualitatively investigate how these methods contribute to improving learning, developing teamwork skills and integrating theory with practice. Within the study program involving 97 students, which was conducted remotely, we emphasized the applicability of educational psychology content, facilitated improved teamwork through video observation, introduced self-reflection and mentor feedback for improved team interactions, and used matrices from extended assessment schemes for more detailed product feedback, which enabled students to gain a deeper understanding of their work and opportunities for improvement. Additionally, feedback from the lecturer was integrated into the learning process.

Enhanced self-regulation of learning among students was based on the concepts of B. J. Zimmerman (2008) and giving quality feedback to achieve better learning outcomes based on the findings of J. Hattie (2012). The research findings highlight the positive effects of integrated pedagogical approaches on learning outcomes and self-regulation, contributing to a better understanding and practical application of educational psychology for students' lifelong learning.

Keywords:

Self-regulation, feedback, self-reflective, e-learning, extension of assessment scheme.