To increase engagement and improve outcomes in your Abnormal Psychology courses, try incorporating digital for a grade. Instructors who make MindTap count for at least 20% of their students’ score see higher engagement and improved outcomes. Digital learning tools matter to today’s students. According to a recent report, 74% of surveyed college students feel they would perform better if their instructors would use more technology.
Recent analysis of MindTap usage for all disciplines across the 2014-2015 academic year demonstrates that using MindTap can have a significant and positive impact on student learning and outcomes.
Digital counts. When MindTap assignments count for at least 20% of their grade, students spend 50% more time in the platform. The data shows that students who use the platform consistently are more likely to improve their grades. Abnormal Psychology students who use MindTap at least three hours per week are nearly twice as likely to receive an 80% average or better compared to students who spend less than an hour. Make it count. Get the results.
When faculty uses MindTap, students do, too. There is a connection between the time that instructors spend in their MindTap course, whether personalizing it, monitoring student performance, or communicating with students, and the amount of time that students spend in the platform. For example, when the Learning Path has been customized, approximately 40% more students spend at least one hour per week in MindTap.
MindTap also helps to develop and reinforce good study skills. Students who set aside time for MindTap assignments and start them early perform better. As an example, students who use the Flashcards app more than ten times per term are more likely to earn a 90% average or above.
Want to learn more about using MindTap in Abnormal Psychology courses? Review the full study for a complete breakdown of the data, including tips for increasing student usage and utilizing the Progress App to track progress and identify needs.