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Developing Scientific Literacy and Research Skills in an Online Psychology Class

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Title: Developing Scientific Literacy and Research Skills in an Online Psychology Class
Language: English
Authors: Melonie Williams Sexton
Source: Experiential Learning and Teaching in Higher Education. 2026 9(1):42-52.
Availability: California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/
Peer Reviewed: Y
Page Count: 11
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Community Colleges, Community College Students, College Curriculum, Psychology, Online Courses, Scientific Literacy, Research Skills, College Transfer Students, Undergraduate Study, Research Training, Student Research, Research Opportunities, Science Education
Geographic Terms: Florida
ISSN: 2474-3429
Abstract: Students at community colleges have few opportunities for an undergraduate research experience. Compared to students who start at four‑year institutions, two‑year students are less likely to take a class where peer‑reviewed articles are incorporated into the curriculum. As a result, these students often transfer into universities with a limited understanding of scientific literacy and research methodology. This study examined whether embedding peer‑reviewed research articles and scaffolded assignments into an online General Psychology course at a large, diverse community college would improve students' research skills and, by extension, their broader scientific literacy. Specifically, the study asked: Do students who participate in an embedded undergraduate research experience demonstrate measurable gains in their ability to interpret, evaluate, and use peer‑reviewed research articles? The intervention consisted of four research‑based lab reports and a guided instructional module, "How to Read a Research Article," designed to help students develop the skills necessary to analyze scholarly sources. Results showed significant gains in students' ability to interpret psychological research, particularly among students who began the course with lower baseline skills. Findings highlight the value of embedding course‑based research opportunities into online community college classes to promote equity, access, and early development of scientific literacy.
Abstractor: As Provided
Entry Date: 2026
Access URL: https://journals.calstate.edu/elthe/article/view/6144
Accession Number: EJ1499756
Database: ERIC
FullText Text:
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  Data: Developing Scientific Literacy and Research Skills in an Online Psychology Class
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  Data: <searchLink fieldCode="AR" term="%22Melonie+Williams+Sexton%22">Melonie Williams Sexton</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Experiential+Learning+and+Teaching+in+Higher+Education%22"><i>Experiential Learning and Teaching in Higher Education</i></searchLink>. 2026 9(1):42-52.
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  Data: California State University. 401 Golden Shore, Long Beach, CA 90802. Tel: 301-243-3307; Web site: https://journals.calstate.edu/elthe/
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  Data: Y
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  Data: 11
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Two+Year+Colleges%22">Two Year Colleges</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Community+Colleges%22">Community Colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Community+College+Students%22">Community College Students</searchLink><br /><searchLink fieldCode="DE" term="%22College+Curriculum%22">College Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology%22">Psychology</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Literacy%22">Scientific Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Skills%22">Research Skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+Transfer+Students%22">College Transfer Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Training%22">Research Training</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Research%22">Student Research</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Opportunities%22">Research Opportunities</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Florida%22">Florida</searchLink>
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  Data: 2474-3429
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students at community colleges have few opportunities for an undergraduate research experience. Compared to students who start at four‑year institutions, two‑year students are less likely to take a class where peer‑reviewed articles are incorporated into the curriculum. As a result, these students often transfer into universities with a limited understanding of scientific literacy and research methodology. This study examined whether embedding peer‑reviewed research articles and scaffolded assignments into an online General Psychology course at a large, diverse community college would improve students' research skills and, by extension, their broader scientific literacy. Specifically, the study asked: Do students who participate in an embedded undergraduate research experience demonstrate measurable gains in their ability to interpret, evaluate, and use peer‑reviewed research articles? The intervention consisted of four research‑based lab reports and a guided instructional module, "How to Read a Research Article," designed to help students develop the skills necessary to analyze scholarly sources. Results showed significant gains in students' ability to interpret psychological research, particularly among students who began the course with lower baseline skills. Findings highlight the value of embedding course‑based research opportunities into online community college classes to promote equity, access, and early development of scientific literacy.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 42
    Subjects:
      – SubjectFull: Community Colleges
        Type: general
      – SubjectFull: Community College Students
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      – SubjectFull: College Curriculum
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      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Online Courses
        Type: general
      – SubjectFull: Scientific Literacy
        Type: general
      – SubjectFull: Research Skills
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      – SubjectFull: College Transfer Students
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      – SubjectFull: Undergraduate Study
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      – SubjectFull: Research Training
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      – SubjectFull: Student Research
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      – SubjectFull: Research Opportunities
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      – SubjectFull: Science Education
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      – SubjectFull: Florida
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      – TitleFull: Developing Scientific Literacy and Research Skills in an Online Psychology Class
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