Teaching and Learning in Psychology

Required: Course Textbooks Edition(s) Publisher

Listed material: Due 1 (Class Sept 8) Welcome!

Listed material: Norris, M. E. (2024). Philosophies about learning and the practices that follow. Canadian Psychology/Psychologie canadienne, 65(2), 93. https://doi.org/10.1037/cap0000392

Listed material: Responses/Discussi on Leader due Thursday, 9pm

Listed material: Responses/Discu ssion Leader Responses, Sunday 9pm

Listed material: Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific. American Psychologist, 67(2), 111–129. https://doi.org/10.1037/a0023963 LoSchiavo, F. M., Shatz, M. A., & Poling, D. A. (2008). Strengthening the scholarship of teaching and learning via experimentation. Teaching of Psychology, 35(4), 301-304. https://doi.org/10.1080/00986280802377164 Kember, D. (2003). To control or not to control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education. Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119. https://doi.org/10.1111/j.1539- 6053.2009.01038.x

Listed material: Butler, M. (2024). Financing Canadian colleges and universities in the 21st century. In M. E. Norris and S. M. Smith (Eds.), Leading the Way: Envisioning the Future of Higher Education. Kingston, ON: Queen’s University, eCampus Ontario. Licensed under CC BY 4.0. Retrieved from https://ecampusontario.pressbooks.pub/futureofhighereducation/chapt er/financing-canadian-colleges-and-universities/ Penny Thompson Thomson, P. (2019). Chapter 3: Cognitive Theories of Learning, Foundations of Educational Technology. https://open.library.okstate.edu/foundationsofeducationaltechnology/c hapter/3-cognitive-theories-of-learning/ Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham ,D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta- analysis of a half century of research. Review of educational research, 88(4), 479-507. https://doi.org/10.3102/0034654317751919

Listed material: Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive load theory vs. constructivist approaches: Which best leads to efficient, deep learning? Journal of Computer Assisted Learning, 27(2), 133-145. https://doi.org/10.1111/j.1365-2729.2010.00381.x

Listed material: Karpicke, J. D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487-514). Oxford: Academic Press. https://files.eric.ed.gov/fulltext/ED599273.pdf Tuovinen, J. E., Sweller, J., Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334- 341. https://doi.org/10.1037/0022-0663.91.2.334 Oppenheimer, D. M. (2008). The secret life of fluency. Trends in Cognitive Sciences, 12(6), 237–241. https://doi.org/10.1016/j.tics.2008.02.014

Listed material: https://www.learningscientists.org/ https://www.ted.com/talks/sugata_mitra_kids_can_teach_thems elves?language=en

Listed material: Curşeu, P. L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups' cognitive complexity. Studies in Higher Education, 38(1), 87-103. https://doi.org/10.1080/03075079.2011.565122 Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small- group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51. https://doi.org/10.3102/00346543069001021

Listed material: Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New directions for teaching and learning, 2008(116), 7-27. https://doi.org/10.1002/tl.330

Listed material: Joordens, S., & Kaur, I. (2024). Re-imagining education for an uncertain future: Can technology help us become more human? In M. E. Norris and S. M. Smith (Eds.), Leading the Way: Envisioning the Future of Higher Education. Kingston, ON: Queen’s University, eCampus Ontario. Licensed under CC BY 4.0. Retrieved from https://ecampusontario.pressbooks.pub/futureofhighereducation/chapt er/re-imagining-education-for-an-uncertain-future-can-technology- help-us-become-more-human/ Stinson, C. (2024). What are large language models made of? In M. E. Norris and S. M. Smith (Eds.), Leading the Way: Envisioning the Future of Higher Education. Kingston, ON: Queen’s University, eCampus Ontario. Licensed under CC BY 4.0. Retrieved from https://ecampusontario.pressbooks.pub/futureofhighereducation/chapt er/what-are-large-language-models-made-of/

Listed material: Szpunar, K. K., McDermott, K. B., & Roediger, H. L. (2007). Expectation of a final cumulative test enhances long-term retention. Memory & Cognition, 35(5), 1007–1013. https://doi.org/10.3758/BF03193473 Dewsbury, B. M., Swanson, H. J., Moseman-Valtierra, S., & Caulkins, J. (2022). Inclusive and active pedagogies reduce academic outcome gaps and improve long-term performance. Plos one, 17(6), e0268620. https://doi.org/10.1371/journal.pone.0268620

Listed material: Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E. (2004). Classroom demonstrations: Learning tools or entertainment? American Journal of Physics, 72(6), 835-838. https://doi.org/10.1119/1.1707018

Listed material: Restoule, J. P., Mashford-Pringle, A., Chacaby, M., Smillie, C., Brunette, C., & Russel, G. (2013). Supporting successful transitions to post-secondary education for Indigenous students: Lessons from an institutional ethnography in Ontario, Canada. International Indigenous

Listed material: Heffernan, T. (2023). Abusive comments in student evaluations of courses and teaching: the attacks women and marginalised academics endure. Higher Education, 85(1), 225-239. https://link.springer.com/article/10.1007/s10734-022-00831-x

Listed material: Berk, R. A. (2018). Start spreading the news: Use multiple sources of evidence to evaluate teaching. The Journal of Faculty Development, 32(1), 73-81. https://www.schreyerinstitute.psu.edu/pdf/UseMultipleSourcesSRs_B erk_JFacDev1-11-2018.pdf Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., & Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251–19257. https://doi.org/10.1073/pnas.1821936116 Haladyna, T. M., Downing, S. M., & Rodriguez, M. C. (2002). A review of multiple-choice item-writing guidelines for classroom

Please note: The reading list below may change if circumstances warrant. This is the plan, though! Any

changes will be communicated through onQ announcements and email. Please note all readings are in

onQ via FeedbackFruits. Inclusion in the reading list does not mean that these works are perfect—at this

level of scholarship, we will be discussing these papers. I encourage you to consider the concepts of

validity, reliability, generalizability, and ethics (VRGE) as you read. Looking forward to sharing some

important discussions this year!

W

e

ek

Topic(s)

Sept 5-

Welcome!!

This will be the one class where you will hear me talk a

lot : ) After this, you will get practice doing the talking. I

am excited to share this semester with you!

Sept

11-17

Research

Methods in

Education

Datta, R. (2018). Decolonizing both researcher and

research and its effectiveness in Indigenous research.

Research Ethics, 14(2), 1-24.

Reading

Responses

due 9am

Monday in

Feedback

Fruits (to

be used in

class

Thursday);

Teaching

Philosophy

1 due

September

15 2pm to

onQ

Lilienfeld, S. O. (2012). Public skepticism of

psychology: Why many people perceive the study of

human behavior as unscientific. American Psychologist,

67(2), 111–129. https://doi.org/10.1037/a0023963

LoSchiavo, F. M., Shatz, M. A., & Poling, D. A. (2008).

Strengthening the scholarship of teaching and learning

via experimentation. Teaching of Psychology, 35(4),

301-304.

Kember, D. (2003). To control or not to control: The

question of whether experimental designs are

appropriate for evaluating teaching innovations in higher

education. Assessment & Evaluation in Higher

Education, 28(1), 89-101.

Recommended but not required (book):

https://pressbooks.bccampus.ca/knowinghome/

18-24

Beginning

Cognitive

Models of

Learning

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R.

(2008). Learning styles: Concepts and evidence.

Psychological science in the public interest, 9(3), 105-

119.

Form

Triangles

Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M.

J., & Willingham ,D. T. (2013). Improving Students’

Learning With Effective Learning Techniques:

Promising Directions From Cognitive and Educational

Psychology. Psychological Science in the Public

Interest, 14(1), 4–58.

https://doi.org/10.1177/1529100612453266

Penny Thompson Thomson, P. (2019). Chapter 3:

Cognitive Theories of Learning, Foundations of

Educational Technology.

https://open.library.okstate.edu/foundationsofeducational

technology/chapter/3-cognitive-theories-of-learning/

25-Oct

(continued)

Siregar, N. R. (2021). Explicit Instruction and Executive

Functioning Capacity: A New Direction in Cognitive

Load Theory. Journal of Education, 002205742110332.

https://doi.org/10.1177/00220574211033256

Individual

Problem

Statement

due

Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper,

T. M., & Nicholson, D. (2011). Cognitive load theory vs.

constructivist approaches: Which best leads to efficient,

deep learning? Journal of Computer Assisted Learning,

27(2), 133-145.

29, 2pm;

connect

with your

triangle

team!

Karpicke, J. D. (2017). Retrieval-based learning: A

decade of progress. In J. T. Wixted (Ed.), Cognitive

psychology of memory, Vol. 2 of Learning and memory:

A comprehensive reference (J. H. Byrne, Series Ed.) (pp.

487-514). Oxford: Academic Press.

Tuovinen, J. E., Sweller, J., Tuovinen, J. E., & Sweller,

J. (1999). A comparison of cognitive load associated

with discovery learning and worked examples. Journal

of Educational Psychology, 91(2), 334- 341.

doi:10.1037/0022-0663.91.2.334

Oppenheimer, D. M. (2008). The secret life of fluency.

Trends in Cognitive Sciences, 12(6), 237–241.

https://doi.org/10.1016/j.tics.2008.02.014

Oct 2-8

*DDQI

C*

Innovation in

Chew, S. L. (2021). An advance organizer for student

learning: Choke points and pitfalls in studying. Canadian

Psychology/Psychologie Canadienne, No Pagination

Specified-No Pagination Specified.

https://doi.org/10.1037/cap0000290

Groups

being

formed in

class!

Guest

speaker

from

DDQIC;

Confirm

scheduling

teaching

**TEACHI

NG

The following are not for FeedbackFruits, but please

be sure to review them and take some notes for class

https://www.learningscientists.org/

https://www.ted.com/talks/sugata_mitra_kids_can_te

ach_thems elves?language=en

TRIANGL

ES**

Octobe

r 16-22

**

AWAY

CPR**

Have

teachin

g

triangl

es this

week

Science of

Group Work

(+ group work

time)

Davies, W. M. (2009). Groupwork as a form of

assessment: Common problems and recommended

solutions. Higher education, 58(4), 563-584.

Fruits; NO

FORMAL

CLASS.

Use this

time to

work on

your group

project

proposals!

Group

problem

statement

October 20,

2pm; (quiz

in

PSYC100,

no teaching

triangles

this week)

Curşeu, P. L., & Pluut, H. (2013). Student groups as

learning entities: The effect of group diversity and

teamwork quality on groups' cognitive complexity.

Studies in Higher Education, 38(1), 87-103.

Springer, L., Stanne, M. E., & Donovan, S. S. (1999).

Effects of small- group learning on undergraduates in

science, mathematics, engineering, and technology: A

meta-analysis. Review of educational research, 69(1),

21-51.

Michaelsen, L. K., & Sweet, M. (2008). The essential

elements of team-based learning. New directions for

teaching and learning, 2008(116), 7-27.

Oct 23-

29 **

away

for

diversi

ty

trainin

g**

But…how to

increase

elaboration?

Christensen Hughes, J., & Eaton, S. E. (2022). Student

integrity violations in the academy: More than a decade

of growing complexity and concern. Academic integrity

in Canada: An enduring and essential challenge, 61-79.

is hoping to

run this

remotely,

but I will

be traveling

for a

Bradbury, N. A. (2016). Attention span during lectures:

8 seconds, 10 minutes, or more? Advances in Physiology

Education, 40(4), 509– 513.

https://doi.org/10.1152/advan.00109.2016

Szpunar, K. K., McDermott, K. B., & Roediger, H. L.

(2007). Expectation of a final cumulative test enhances

long-term retention. Memory & Cognition, 35(5), 1007–

1013. https://doi.org/10.3758/BF03193473

unique

opportunity

diversity

training. If

I cannot

run the

there will

be a guest

speaker : )

Dewsbury, B. M., Swanson, H. J., Moseman-Valtierra,

S., & Caulkins, J. (2022). Inclusive and active

pedagogies reduce academic outcome gaps and improve

long-term performance. Plos one, 17(6), e0268620.

Crouch, C., Fagen, A. P., Callan, J. P., & Mazur, E.

(2004). Classroom demonstrations: Learning tools or

entertainment? American Journal of Physics, 72(6), 835-

838.

r 30-

Novem

ber 5

Thinking

about EDI in

Higher Ed

Walton, G. M., & Cohen, G. L. (2011). A brief socialbelonging intervention improves academic and health

outcomes of minority students. Science, 331(6023),

1447-1451.

Submit

feedback to

your peers!

Restoule, J. P., Mashford-Pringle, A., Chacaby, M.,

Smillie, C., Brunette, C., & Russel, G. (2013).

Supporting successful transitions to post-secondary

education for Indigenous students: Lessons from an

institutional ethnography in Ontario, Canada.

International Indigenous Policy Journal, 4(4).

Toutain, Christopher (2019). Barriers to

Accommodations for Students with Disabilities in

Higher Education: A Literature Review. Journal of

Postsecondary Education and Disability, 32 (3), 297-

310.

Lovett, B. J., & Harrison, A. G. (2021). De-

Implementing Inappropriate Accommodations Practices.

Canadian Journal of School Psychology, 36(2), 115-126.

Scullin, M. K. (2019). The Eight Hour Sleep Challenge

During Final Exams Week. Teaching of Psychology,

46(1), 55–63.

https://doi.org/10.1177/0098628318816142

ber 6-

Evaluating

Teaching and

Assessing for

Whether

Students

Learned

Wesp, R., & Miele, J. (2008). Student opinions of the

quality of teaching activities poorly predict pedagogical

effectiveness. Teaching of Psychology, 35(4), 360-362.

Triangle

Report due

November

10, 2pm

Heffernan, T. (2023). Abusive comments in student

evaluations of courses and teaching: the attacks women

and marginalised academics endure. Higher Education,

85(1), 225-239.

Berk, R. A. (2018). Start spreading the news: Use

multiple sources of evidence to evaluate teaching. The

Journal of Faculty Development, 32(1), 73-81.

Deslauriers, L., McCarty, L. S., Miller, K., Callaghan,

K., & Kestin, G. (2019). Measuring actual learning

versus feeling of learning in response to being actively

engaged in the classroom. Proceedings of the National

Academy of Sciences, 116(39), 19251–19257.

https://doi.org/10.1073/pnas.1821936116

Haladyna, T. M., Downing, S. M., & Rodriguez, M. C.

(2002). A review of multiple-choice item-writing

guidelines for classroom assessment. Applied

measurement in education, 15(3), 309-333.

Brothen, T. (2012). Time Limits on Tests: Updating the

1-Minute Rule. Teaching of Psychology, 39(4), 288–

292. https://doi.org/10.1177/0098628312456630

10 Novem

ber 13-

Online

Schrenk, N., Alves, K., Van Dam, D., & Schrenk, B.

(2021). Reflecting on best practices for online learning

in a Post-COVID-19 world. Online Learning, 25(4),

486-504.

Fisher, M., & Oppenheimer, D. M. (2021). Harder Than

You Think: How Outside Assistance Leads to

Overconfidence. Psychological Science, 32(4), 598–610.

https://doi.org/10.1177/0956797620975779

Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker,

P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video

improves learning in higher education: A systematic

review. Review of Educational Research, 91(2), 204-

236.

Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce

cognitive load in multimedia learning. Educational

psychologist, 38(1), 43-52.

11 Nov

20-26

Presentation/P

itches

12 Novem

ber 27-

Dec3

2 Due

December

5 2pm;

Final

Report Due

5 2pm

Listed material: 1 Welcome!! This will be the one class where you will hear me talk a lot : ) After this, you will get practice doing the talking. I am excited to share this semester with you! 2 Research Methods in Education Datta, R. (2018). Decolonizing both researcher and research and its effectiveness in Indigenous research. Research Ethics, 14(2), 1-24. Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific. American Psychologist, 67(2), 111–129. https://doi.org/10.1037/a0023963 LoSchiavo, F. M., Shatz, M. A., & Poling, D. A. (2008). Strengthening the scholarship of teaching and learning via experimentation. Teaching of Psychology, 35(4), 301-304. Kember, D. (2003). To control or not to control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education. Recommended but not required (book): https://pressbooks.bccampus.ca/knowinghome/ 3 Beginning Cognitive Models of Learning Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.

Listed material: Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266 Siregar, N. R. (2021). Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory. Journal of Education, 002205742110332. https://doi.org/10.1177/00220574211033256 Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive load theory vs. constructivist approaches: Which best leads to efficient, deep learning? Journal of Computer Assisted Learning, 27(2), 133-145. 4 Cognitive Models of Learning (continued) Karpicke, J. D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487-514). Oxford: Academic Press. Tuovinen, J. E., Sweller, J., Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334- 341. doi:10.1037/0022-0663.91.2.334 Oppenheimer, D. M. (2008). The secret life of fluency. Trends in Cognitive Sciences, 12(6), 237–241. https://doi.org/10.1016/j.tics.2008.02.014 5 Innovation in Education Chew, S. L. (2021). An advance organizer for student learning: Choke points and pitfalls in studying. Canadian Psychology/Psychologie Canadienne, No Pagination Specified-No Pagination Specified [See source for the remaining reading list.]

Listed material: 6 Science of Group Work (+ group work time) Davies, W. M. (2009). Higher education, 58(4), 563-584. Curşeu, P. L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups' cognitive complexity. Studies in Higher Education, 38(1), 87-103. Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small- group learning on undergraduates in science, mathematics, engineering, and technology: A meta-analysis. Review of educational research, 69(1), 21-51. Michaelsen, L. K., & Sweet, M. (2008). The essential elements of team-based learning. New directions for teaching and learning, 2008(116), 7-27. 7 But...how to increase elaboration? Evidence for some common approaches Bradbury, N. A. (2016). Attention span during lectures: 8 seconds, 10 minutes, or more? Advances in Physiology Education, 40(4), 509– 513. https://doi.org/10.1152/advan.00109.2016 Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. Proceedings of the First ACM Conference on Learning @ Scale Conference, 41–50. https://doi.org/10.1145/2556325.2566239 Noetel, M., Griffith, S., Delaney, O., Sanders, T., Parker, P., del Pozo Cruz, B., & Lonsdale, C. (2021). Video improves learning in higher education: A systematic review. Review of Educational Research, 91(2), 204-236.

Listed material: Due Dat es 1 Welcome!!

Listed material: 2 Research Methods in Education Datta, R. (2018). Decolonizing both researcher and research and its effectiveness in Indigenous research. Research Ethics, 14(2), 1-24.

Listed material: Lilienfeld, S. O. (2012). Public skepticism of psychology: Why many people perceive the study of human behavior as unscientific. American Psychologist, 67(2), 111–129. https://doi.org/10.1037/a0023963

Listed material: LoSchiavo, F. M., Shatz, M. A., & Poling, D. A. (2008). Strengthening the scholarship of teaching and learning via experimentation. Teaching of Psychology, 35(4), 301-304.

Listed material: Kember, D. (2003). To control or not to control: The question of whether experimental designs are appropriate for evaluating teaching innovations in higher education.

Recommended but not required (book): https://pressbooks.bccampus.ca/knowinghome/

Listed material: 3 Beginning Cognitive Models of Learning Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological science in the public interest, 9(3), 105-119.

Listed material: Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving Students’ Learning With Effective Learning Techniques: Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest, 14(1), 4–58. https://doi.org/10.1177/1529100612453266

Listed material: Siregar, N. R. (2021). Explicit Instruction and Executive Functioning Capacity: A New Direction in Cognitive Load Theory. Journal of Education, 002205742110332. https://doi.org/10.1177/00220574211033256

Listed material: Vogel-Walcutt, J. J., Gebrim, J. B., Bowers, C., Carper, T. M., & Nicholson, D. (2011). Cognitive load theory vs. constructivist approaches: Which best leads to efficient, deep learning? Journal of Computer Assisted Learning, 27(2), 133-145.

Listed material: 4 Cognitive Models of Learning (continued) Karpicke, J. D. (2017). Retrieval-based learning: A decade of progress. In J. T. Wixted (Ed.), Cognitive psychology of memory, Vol. 2 of Learning and memory: A comprehensive reference (J. H. Byrne, Series Ed.) (pp. 487-514). Oxford: Academic Press.

Listed material: Tuovinen, J. E., Sweller, J., Tuovinen, J. E., & Sweller, J. (1999). A comparison of cognitive load associated with discovery learning and worked examples. Journal of Educational Psychology, 91(2), 334- 341. doi:10.1037/0022-0663.91.2.334

Listed material: Oppenheimer, D. M. (2008). The secret life of fluency. Trends in Cognitive Sciences, 12(6), 237–241. https://doi.org/10.1016/j.tics.2008.02.014

Listed material: 5 Innovation in Education Chew, S. L. (2021). An advance organizer for student learning: Choke points and pitfalls in studying. Canadian Psychology/Psychologie Canadienne, No Pagination Specified-No Pagination Specified. https://doi.org/10.1037/cap0000290

Listed material: https://www.learningscientists.org/

Listed material: https://www.ted.com/talks/sugata_mitra_kids_can_teach_thems elves?language=en

Listed material: 6 Science of Group Work (+ group work time) Davies, W. M. (2009). Higher education, 58(4), 563-584.

Listed material: Curşeu, P. L., & Pluut, H. (2013). Student groups as learning entities: The effect of group diversity and teamwork quality on groups' cognitive complexity. Studies in Higher Education, 38(1), 87-103.

Listed material: Springer, L., Stanne, M. E., & Donovan, S. S. (1999). Effects of small-