Abstract
For two upper-level online psychology courses— Psychology of Sex & Gender and Forensic Psychology—the instructor used adaptive courseware as the primary digital learning resource. This courseware was designed to integrate formative practice with textbook content in a learn-by-doing method known to generate the doer effect—a learning science principle shown to have six times the effect on learning than reading alone. The doer effect research provides confidence in the efficacy and generalizability of this learning method. However, it is imperative to investigate the practical implication of this learning method on student outcomes in natural learning contexts. How does doing practice while reading help students’ exam scores? This instructor applied similar courseware implementation practices to both courses and was able to create similarly high engagement within the courseware as well as increased exam scores. These results show the importance of combining learning science methods with instructor expertise to provide an optimal learning environment for students, as well as the ability to replicate results across semesters and courses.
