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The Connected Professor
Staying a Step Ahead
Winter 2023
Sandbox classrooms
Unearthing and testing new technologies for the classroom
Read the articleThe latest from JoSoTL
The Journal of Scholarship of Teaching and Learning
Secure Attachment Messaging (SAM) as a Learning Mechanism in a College Course
By: Kelly Campbell, Ebony S. Clark, Elisha Barron, Kaela A. Bonafede
Grounded in attachment theory, the goal of the present study was to examine whether students’ (N = 205) learning would be impacted by Secure Attachment Messaging (SAM) during lecture in a college course. Students were presented with SAM every other week as part of the regular PowerPoint slides. At the end of each class, they completed a multiple-choice quiz to assess their comprehension of the material. Their quiz responses were recorded using a student response system called Top Hat Monocle. We predicted that the SAM would enhance students’ feelings of security, irrespective of their pre-existing attachment schemas, and thereby augment learning. Our hypothesis was statistically supported in that quiz scores were higher for days SAM were used versus not used in lecture. Overall percentages from the course were also compared with three other sections of the same course in which SAM were not used. Students’ percentages from the SAM course were significantly higher than the three other sections.
Also in this issue
Banking on the Future: Student Academic Performance, Retention, Graduation, and Instructor Type
“It Seems Like a Chore”: A Qualitative Analysis of Faculty and Student Perceptions of Global Learning in the Core
Bringing Face-to-Face Engagement to Online Classes: Developing a High-Presence Online Teaching Method
Data Driven Approach to Analyze Competency Teaching in an Undergraduate Biology Program: A Case Study
Implementing Campus-level Programming: Pathways for Online Civic Engagement
Secure Attachment Messaging (SAM) as a Learning Mechanism in a College Course