DEVELOPMENT AND IMPROVEMENT OF BUSINESS HIGHER EDUCATION THROUGH IMPLEMENTATION OF STUDENTS LEARNING OUTCOMES ASSESSMENT PLAN (SLOAP

Directory of Open Access Journals (Sweden)

Zoran Ivanovski

2013-03-01

Full Text Available This study presents new vision how to upgrade business higher education at the Faculty of Economics at University of Tourism and Management in Skopje (UTMS. This paper is result of analyses of best practices of leading higher education institutions as well authors experience in higher education and business education and practice. The UTMS is orientated to introduce best practices and objective standards in order to offer high-quality business education for its students. UTMS has mission for permanent implementation of quality improvement measures as a way to achieve high professional and academic standards and become part of prosperous and respective Universities. In order to achieve this goal, UTMS plan to use additional measures, outcomes assessment as a way to measure institutional effectiveness, as well as effective technique for identifying where changes and improvements are necessary. UTMS has developed Students Learning Outcomes Assessment Plan (SLOAP as a way to reach this goal.Based on permanent analysis of students needs as well as business sector suggestions about desirable level of knowledge, skills and competence of the students from Faculty of Economics, gained from conducted evaluations, UTMS decide to make additional improvement and development of business education. This process have 4 phases: 1 evaluation of students attitude towards curricula and the instructors efficiency, 2preparation of the SLOAP (Student Learning Outcomes Assessment Plan document, 3 implementation of two direct measures from the SLOAP through assessment analysis and action planning, and 4 monitoring changes and improvements made as a result of action planning.The first phase was completed in spring semester 2012, as well as second one with development of Comprehensive Exam and Capstone Course as direct measures. Complete SLOAP also has indirect measures like student satisfaction inventory, course evaluations, alumni, and employers’ surveys, and a

Assessing Impact of Technology Based Digital Equalizer Programme on Improving Student Learning Outcomes

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Sarkar, Subrata; Mohapatra, Sanjay; Sundarakrishnan, J.

2017-01-01

The objective of this research was to assess the impact of the Digital Equalizer program (DE Program) in terms of student learning outcomes of students in subjects like science, mathematics and geography after 8 months of implementing the DE program in 283 schools across 30 districts of Odisha, India. This study was a inter group and intra group…

Learning Outcomes Report

NARCIS (Netherlands)

Stoyanov, Slavi; Spoelstra, Howard; Burgoyne, Louise; O’Tuathaigh, Colm

2018-01-01

Aim of the study The learning outcomes study, conducted as part of WP3 of the BioApp project, has as objectives: (a) generating a comprehensive list of the learning outcomes; (b) reaching an agreement on the scope and priority of the learning outcomes, and (c) making suggestions for the further

The structure of observed learning outcome (SOLO) taxonomy: a model to promote dental students' learning.

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Lucander, H; Bondemark, L; Brown, G; Knutsson, K

2010-08-01

Selective memorising of isolated facts or reproducing what is thought to be required - the surface approach to learning - is not the desired outcome for a dental student or a dentist in practice. The preferred outcome is a deep approach as defined by an intention to seek understanding, develop expertise and relate information and knowledge into a coherent whole. The aim of this study was to investigate whether the structure of observed learning outcome (SOLO) taxonomy could be used as a model to assist and promote the dental students to develop a deep approach to learning assessed as learning outcomes in a summative assessment. Thirty-two students, participating in course eight in 2007 at the Faculty of Odontology at Malmö University, were introduced to the SOLO taxonomy and constituted the test group. The control group consisted of 35 students participating in course eight in 2006. The effect of the introduction was measured by evaluating responses to a question in the summative assessment by using the SOLO taxonomy. The evaluators consisted of two teachers who performed the assessment of learning outcomes independently and separately on the coded material. The SOLO taxonomy as a model for learning was found to improve the quality of learning. Compared to the control group significantly more strings and structured relations between these strings were present in the test group after the SOLO taxonomy had been introduced (P SOLO taxonomy is recommended as a model for promoting and developing a deeper approach to learning in dentistry.

Application of active learning modalities to achieve medical genetics competencies and their learning outcome assessments.

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Hagiwara, Nobuko

2017-01-01

The steadily falling costs of genome sequencing, coupled with the growing number of genetic tests with proven clinical validity, have made the use of genetic testing more common in clinical practice. This development has necessitated nongeneticist physicians, especially primary care physicians, to become more responsible for assessing genetic risks for their patients. Providing undergraduate medical students a solid foundation in genomic medicine, therefore, has become all the more important to ensure the readiness of future physicians in applying genomic medicine to their patient care. In order to further enhance the effectiveness of instructing practical skills in medical genetics, the emphasis of active learning modules in genetics curriculum at medical schools has increased in recent years. This is because of the general acceptance of a better efficacy of active learner-centered pedagogy over passive lecturer-centered pedagogy. However, an objective standard to evaluate students' skill levels in genomic medicine achieved by active learning is currently missing. Recently, entrustable professional activities (EPAs) in genomic medicine have been proposed as a framework for developing physician competencies in genomic medicine. EPAs in genomic medicine provide a convenient guideline for not only developing genomic medicine curriculum but also assessing students' competency levels in practicing genomic medicine. In this review, the efficacy of different types of active learning modules reported for medical genetics curricula is discussed using EPAs in genomic medicine as a common evaluation standard for modules' learning outcomes. The utility of the EPAs in genomic medicine for designing active learning modules in undergraduate medical genetics curricula is also discussed.

Effect of Continuous Assessment on Learning Outcomes on Two Chemical Engineering Courses: Case Study

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Tuunila, R.; Pulkkinen, M.

2015-01-01

In this paper, the effect of continuous assessment on the learning outcomes of two chemical engineering courses is studied over a several-year period. Average grades and passing percentages of courses after the final examination are reported and also student feedback on the courses is collected. The results indicate significantly better learning…

Action-outcome learning and prediction shape the window of simultaneity of audiovisual outcomes.

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Desantis, Andrea; Haggard, Patrick

2016-08-01

To form a coherent representation of the objects around us, the brain must group the different sensory features composing these objects. Here, we investigated whether actions contribute in this grouping process. In particular, we assessed whether action-outcome learning and prediction contribute to audiovisual temporal binding. Participants were presented with two audiovisual pairs: one pair was triggered by a left action, and the other by a right action. In a later test phase, the audio and visual components of these pairs were presented at different onset times. Participants judged whether they were simultaneous or not. To assess the role of action-outcome prediction on audiovisual simultaneity, each action triggered either the same audiovisual pair as in the learning phase ('predicted' pair), or the pair that had previously been associated with the other action ('unpredicted' pair). We found the time window within which auditory and visual events appeared simultaneous increased for predicted compared to unpredicted pairs. However, no change in audiovisual simultaneity was observed when audiovisual pairs followed visual cues, rather than voluntary actions. This suggests that only action-outcome learning promotes temporal grouping of audio and visual effects. In a second experiment we observed that changes in audiovisual simultaneity do not only depend on our ability to predict what outcomes our actions generate, but also on learning the delay between the action and the multisensory outcome. When participants learned that the delay between action and audiovisual pair was variable, the window of audiovisual simultaneity for predicted pairs increased, relative to a fixed action-outcome pair delay. This suggests that participants learn action-based predictions of audiovisual outcome, and adapt their temporal perception of outcome events based on such predictions. Copyright © 2016 The Authors. Published by Elsevier B.V. All rights reserved.

An e-learning course in medical immunology: does it improve learning outcome?

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Boye, Sondre; Moen, Torolf; Vik, Torstein

2012-01-01

E-learning is used by most medical students almost daily and several studies have shown e-learning to improve learning outcome in small-scale interventions. However, few studies have explored the effects of e-learning in immunology. To study the effect of an e-learning package in immunology on learning outcomes in a written integrated examination and to examine student satisfaction with the e-learning package. All second-year students at a Norwegian medical school were offered an animated e-learning package in basic immunology as a supplement to the regular teaching. Each student's log-on-time was recorded and linked with the student's score on multiple choice questions included in an integrated end-of-the-year written examination. Student satisfaction was assessed through a questionnaire. The intermediate-range students (interquartile range) on average scored 3.6% better on the immunology part of the examination per hour they had used the e-learning package (p = 0.0046) and log-on-time explained 17% of the variance in immunology score. The best and the less skilled students' examination outcomes were not affected by the e-learning. The e-learning was well appreciated among the students. Use of an e-learning package in immunology in addition to regular teaching improved learning outcomes for intermediate-range students.

A Pedagogical Alliance for Academic Achievement: Socio-Emotional Effects on Assessment Outcomes

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Leighton, Jacqueline P.; Guo, Qi; Chu, Man-Wai; Tang, Wei

2018-01-01

Assessment of student learning outcomes is often discussed in relation to curriculum, standards and even administration practices. However, assessment of learning outcomes is rarely discussed in light of students' socio-emotional contexts, which might help or hinder learning outcomes. For example, do students' perceptions of the teacher as…

Mapping Learning Outcomes and Assignment Tasks for SPIDER Activities

Directory of Open Access Journals (Sweden)

Lyn Brodie

2011-05-01

Full Text Available Modern engineering programs have to address rapidly changing technical content and have to enable students to develop transferable skills such as critical evaluation, communication skills and lifelong learning. This paper introduces a combined learning and assessment activity that provides students with opportunities to develop and practice their soft skills, but also extends their theoretical knowledge base. Key tasks included self directed inquiry, oral and written communication as well as peer assessment. To facilitate the SPIDER activities (Select, Prepare and Investigate, Discuss, Evaluate, Reflect, a software tool has been implemented in the learning management system Moodle. Evidence shows increased student engagement and better learning outcomes for both transferable as well as technical skills. The study focuses on generalising the relationship between learning outcomes and assignment tasks as well as activities that drive these tasks. Trail results inform the approach. Staff evaluations and their views of assignments and intended learning outcomes also supported this analysis.

A Qualitative Assessment of the Learning Outcomes of Teaching Introductory American Politics in Comparative Perspective

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Gelbman, Shamira M.

2011-01-01

This article discusses the findings of an ethnographic content analysis of students' written reflections as a means for assessing the learning outcomes of teaching introductory American politics in comparative perspective. It focuses especially on determining whether and how this approach enhanced students' understanding and retention of knowledge…

Assessment of Learning Strategies: Self-Report Questionnaire or Learning Task

Science.gov (United States)

Kikas, Eve; Jõgi, Anna-Liisa

2016-01-01

Two types of assessment instruments were developed to assess middle school students' learning strategies, and their effectiveness in predicting various learning outcomes was examined. The participants were 565 middle school students. Three subscales (rehearsal, organization, elaboration) from the "Motivated Strategies for Learning…

New assessment forms of educational outcomes of students

Directory of Open Access Journals (Sweden)

Zemlyanskaya E.N.

2015-11-01

Full Text Available In the context of practice-oriented training assessment system applies not only to quality control in vocational education, but becomes one of the control elements of the teacher education system. The article discusses so called assessment for learning. The author believes that the purpose of assessment for learning is to provide research and reflexive independence of students which provides the opportunity to adjust the educational outcomes, forms of students training and evaluation tools. The basic features of assessment for learning are considered from this point of view. The article discusses use of internet-services in assessment for learning , risks and provides procedure of assessment for learning and describes in detail such specific procedures as criteria-based assessment, construction of tests and mindmaps, cumulative assessment.

Online feedback assessments in physiology: effects on students' learning experiences and outcomes.

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Marden, Nicole Y; Ulman, Lesley G; Wilson, Fiona S; Velan, Gary M

2013-06-01

Online formative assessments have become increasingly popular; however, formal evidence supporting their educational benefits is limited. This study investigated the impact of online feedback quizzes on the learning experiences and outcomes of undergraduate students enrolled in an introductory physiology course. Four quiz models were tested, which differed in the amount of credit available, the number of attempts permitted, and whether the quizzes were invigilated or unsupervised, timed or untimed, or open or closed book. All quizzes were composed of multiple-choice questions and provided immediate individualized feedback. Summative end-of-course examination marks were analyzed with respect to performance in quizzes and were also compared with examination performance in the year before the quizzes were introduced. Online surveys were conducted to gather students' perceptions regarding the quizzes. The vast majority of students perceived online quizzes as a valuable learning tool. For all quiz models tested, there was a significant relationship between performance in quizzes and end-of-course examination scores. Importantly, students who performed poorly in quizzes were more likely to fail the examination, suggesting that formative online quizzes may be a useful tool to identify students in need of assistance. Of the four quiz models, only one quiz model was associated with a significant increase in mean examination performance. This model had the strongest formative focus, allowing multiple unsupervised and untimed attempts. This study suggests that the format of online formative assessments is critical in achieving the desired impact on student learning. Specifically, such assessments are most effective when they are low stakes.

Measuring Student Learning Outcomes Using the SALG Instrument

Science.gov (United States)

Scholl, Kathleen; Olsen, Heather M.

2014-01-01

U.S. higher education institutions are being called to question their central nature, priorities, and functions, with prominent and unprecedented attention being given to accountability and the measurement of student learning outcomes. As higher education evolves in how it assesses student learning and leisure studies and recreation departments…

Change in self-assessed comfort level of first-year pharmacy students as an alternative approach to measure teaching effectiveness and learning outcomes.

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Oelschlaeger, Peter

2017-05-01

Objective measures for assessing teaching effectiveness and learning outcomes in the pharmacy curriculum are needed for improving quality of instruction and faculty development. The purpose of this article is to introduce a new teaching assessment method that focuses on self-assessed change in student comfort with the topics taught rather than evaluation of the instructor and to evaluate its performance in comparison to conventional student evaluations of teaching (SET). Six successive cohorts of first-year pharmacy students were surveyed regarding their comfort level at the beginning and end of a 10-week pharmacology course. The change in self-assessed comfort level (ΔSACL) was interpreted as the amount of learning that occurred. This indicator was compared to ratings of a statement from SET designed to obtain the same information. An increasing ΔSACL suggests an increase in learning over time. Differences were observed between ΔSACL and corresponding results from SET, suggesting that there could be extrinsic factors influencing the results. The use of ΔSACL could provide an alternative or complementary approach to assess teaching effectiveness that focuses less on the instructor and more on the actual student learning outcomes. Copyright © 2017 Elsevier Inc. All rights reserved.

EFFECT OF INQUIRY LEARNING MODEL AND MOTIVATION ON PHYSICS OUTCOMES LEARNING STUDENTS

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Dahlia Megawati Pardede

2016-06-01

Full Text Available The purposes of the research are: (a to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a there are differences in physical students learning outcomes are taught by Inquiry Training models and conventional models. (b learning outcomes of students who are taught by Inquiry Learning Model Training better than student learning outcomes are taught with conventional model. (c there is a difference in student's learning outcomes that have high motivation and low motivation. (d Student learning outcomes that have a high motivation better than student learning outcomes than have a low motivation. (e there is interaction between learning and motivation to student learning outcomes. Learning outcomes of students who are taught by the model is influenced also by the motivation, while learning outcomes of students who are taught with conventional models are not affected by motivation.

Conceptualizing impact assessment as a learning process

International Nuclear Information System (INIS)

Sánchez, Luis E.; Mitchell, Ross

2017-01-01

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Conceptualizing impact assessment as a learning process

Energy Technology Data Exchange (ETDEWEB)

Sánchez, Luis E., E-mail: lsanchez@usp.br [Escola Politécnica, University of São Paulo, Av. Prof. Mello Moraes, 2373, 05508-900 São Paulo (Brazil); Mitchell, Ross, E-mail: ross.mitchell@ualberta.net [Shell International Exploration & Production BV (Netherlands)

2017-01-15

This paper explores how project developers and their consultants, government regulators and stakeholders can learn from the impact assessment (IA) process, thus potentially improving its effectiveness and enhancing project sustainability. Despite the benefits that learning can bring to an organization, failure to learn appears commonplace both within the IA process and, once approved, subsequent industrial development. To nurture organizational learning through IA, enabling structures that foster information sharing and interpretation and enhance organizational memory are needed. In this paper learning outcomes are grouped into three categories: acquisition of knowledge and skills, developing new behaviors and developing sustainability-oriented norms and values. Means to achieve such outcomes include education and training, experiential learning, learning through public participation (social learning) and a ‘learning organization approach’. Societal expectations increasingly demand not only projects that ‘pass’ the review criteria of regulators, financiers and the community, but IA processes capable of delivering sustainable outcomes that include learning and sharing of knowledge. It is proposed that learning be treated as a purposeful – not as an accidental – outcome of IA, and facilitated by adopting a ‘learning organization approach’ coupled with best practice such as early stakeholder engagement. - Highlights: • Proponents are challenged to develop projects that deliver sustainable outcomes. • Passing the test of government approval may be insufficient to obtain a social license. • Learning by all stakeholders is vital to meet these challenges. • Learning outcomes have to go beyond instrumental learning to reach new behaviors, norms and values. • A “learning organization approach” can promote mutual learning and improve project design.

Practical framework for Bloom's based teaching and assessment of engineering outcomes

Science.gov (United States)

Mead, Patricia F.; Bennett, Mary M.

2009-06-01

ABET's outcomes-based assessment and evaluation requirements for engineering school accreditation has been a catalyst for curricular reform for engineering programs across the U.S. and around the world. Norfolk State University launched programs in Electronics and Optical Engineering in 2003. In 2007, Norfolk State became one of only six accredited Optical Engineering programs in the United States. In preparation for their first ABET evaluation in fall 2007, the faculty initiated an embedded-assessment program to insure continuous improvement toward the desired learning outcomes. The initial program design includes embedded assessments that have been generated using a practical framework for the creation of course activities based on Bloom's Learning Taxonomy. The framework includes specific performance criteria for each ABET-defined learning outcome. The embedded assessments are generated by individual faculty for courses that they are assigned to teach, and the performance criteria provide sufficient information to guide the faculty as they generate the embedded assignments. The assignments are typically administered through course exams, projects, electronic portfolio assignments, and other structured educational activities. The effectiveness of the assessment design is being evaluated through faculty surveys, faculty group discussions, and student performance. This paper outlines the assessment and evaluation plan, and the integrated processes that have been used to support the evaluation of learning outcomes using embedded assessment instruments.

Six-Word Memoirs: A Content Analysis of First-Year Course Learning Outcomes

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Rubin, Lisa

2016-01-01

First-year courses prepare students for the transition to, and success in, college. Institutions are interested in assessing student learning outcomes to achieve institutional goals and maintain accreditation. Though it may be difficult to measure student learning and success, colleges aim to assess student learning in the classroom by setting…

FORMATIVE ASSESSMENT MODEL OF LEARNING SUCCESS ACHIEVEMENTS

Directory of Open Access Journals (Sweden)

Mikhailova Elena Konstantinovna

2013-05-01

Full Text Available The paper is devoted to the problem of assessment of the school students’ learning success achievements. The problem is investigated from the viewpoint of assessing the students’ learning outcomes that is aimed to ensure the teachers and students with the means and conditions to improve the educational process and results.

Using Cross-Cultural Dimensions Exercises to Improve and Measure Learning Outcomes in International Business Courses

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Zainuba, Mohamed; Rahal, Ahmad

2012-01-01

This article proposes an approach for using cross-cultural dimensions exercises to improve and measure learning outcomes in international business courses. The following key issues are highlighted: (a) what are the targeted learning outcomes to be assessed, (b) how to measure the accomplishment of these learning outcomes, (c) the input measures…

Acid-Base Learning Outcomes for Students in an Introductory Organic Chemistry Course

Science.gov (United States)

Stoyanovich, Carlee; Gandhi, Aneri; Flynn, Alison B.

2015-01-01

An outcome-based approach to teaching and learning focuses on what the student demonstrably knows and can do after instruction, rather than on what the instructor teaches. This outcome-focused approach can then guide the alignment of teaching strategies, learning activities, and assessment. In organic chemistry, mastery of organic acid-base…

Investigating students' perceptions of graduate learning outcomes in mathematics

Science.gov (United States)

King, Deborah; Varsavsky, Cristina; Belward, Shaun; Matthews, Kelly

2017-11-01

The purpose of this study is to explore the perceptions mathematics students have of the knowledge and skills they develop throughout their programme of study. It addresses current concerns about the employability of mathematics graduates by contributing much needed insight into how degree programmes are developing broader learning outcomes for students majoring in mathematics. Specifically, the study asked students who were close to completing a mathematics major (n = 144) to indicate the extent to which opportunities to develop mathematical knowledge along with more transferable skills (communication to experts and non-experts, writing, working in teams and thinking ethically) were included and assessed in their major. Their perceptions were compared to the importance they assign to each of these outcomes, their own assessment of improvement during the programme and their confidence in applying these outcomes. Overall, the findings reveal a pattern of high levels of students' agreement that these outcomes are important, but evidence a startling gap when compared to students' perceptions of the extent to which many of these - communication, writing, teamwork and ethical thinking - are actually included and assessed in the curriculum, and their confidence in using such learning.

Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning.

Science.gov (United States)

von Borries, A K L; Verkes, R J; Bulten, B H; Cools, R; de Bruijn, E R A

2013-12-01

Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures--that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model predicts an FRN on negative prediction errors, as well as implying a role for the FRN in learning and the adaptation of behavior. However, these predictions have recently been challenged. Notably, studies so far have used tasks in which the outcomes have been contingent on the response. In these paradigms, the need to adapt behavioral responses is present only for negative, not for positive feedback. The goal of the present study was to investigate the effects of positive as well as negative violations of expectancy on FRN amplitudes, without the usual confound of behavioral adjustments. A reversal-learning task was employed in which outcome value and outcome expectancy were orthogonalized; that is, both positive and negative outcomes were equally unexpected. The results revealed a double dissociation, with effects of valence but not expectancy on the FRN and, conversely, effects of expectancy but not valence on the P300. While FRN amplitudes were largest for negative-outcome trials, irrespective of outcome expectancy, P300 amplitudes were largest for unexpected-outcome trials, irrespective of outcome valence. These FRN effects were interpreted to reflect an evaluation along a good-bad dimension, rather than reflecting a negative prediction error or a role in behavioral adaptation. By contrast, the P300 reflects the updating of information relevant for behavior in a changing context.

Effects of Cooperative E-Learning on Learning Outcomes

Science.gov (United States)

Yeh, Shang-Pao; Fu, Hsin-Wei

2014-01-01

This study aims to discuss the effects of E-Learning and cooperative learning on learning outcomes. E-Learning covers the dimensions of Interpersonal communication, abundant resources, Dynamic instruction, and Learning community; and, cooperative learning contains three dimensions of Cooperative motive, Social interaction, and Cognition…

The Effect of Gender and Race Intersectionality on Student Learning Outcomes in Engineering

Science.gov (United States)

Ro, Hyun Kyoung; Loya, Karla I.

2015-01-01

Women and underrepresented minorities in traditionally White and male-dominated disciplines tend to report lower learning outcomes than their White peers. Adopting a feminist intersectionality framework, this study looks at the intersections of gender and race to investigate differences in self-assessed learning outcomes in engineering…

Linking Essential Learning Outcomes and Interprofessional Collaborative Practice Competency in Health Science Undergraduates

Science.gov (United States)

Reed, Carole-Rae; Garcia, Luis Ivan; Slusser, Margaret M.; Konowitz, Sharon; Yep, Jewelry

2017-01-01

Assessing student learning outcomes and determining achievement of the Interprofessional Collaborative Practice (IPCEP) Core Competency of Values/Ethics in a generic pre-professional Bachelor of Science in Health Science (BSHS) program is challenging. A course level Student Learning Outcome (SLO) is: "….articulate the impact of personal…

Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning

NARCIS (Netherlands)

Borries, A.K.L. von; Verkes, R.J.; Bulten, B.H.; Cools, R.; Bruijn, E.R.A. de

2013-01-01

Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures-that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model

Feedback-related negativity codes outcome valence, but not outcome expectancy, during reversal learning

NARCIS (Netherlands)

Borries, A.K.L. von; Verkes, R.J.; Bulten, B.H.; Cools, R.

2013-01-01

Optimal behavior depends on the ability to assess the predictive value of events and to adjust behavior accordingly. Outcome processing can be studied by using its electrophysiological signatures--that is, the feedback-related negativity (FRN) and the P300. A prominent reinforcement-learning model

Assessment for learning in innovation and entrepreneurship education

DEFF Research Database (Denmark)

Rasmussen, Radmila M.

2017-01-01

Purpose This chapter exemplifies how assessment is performed in innovation and entrepreneurship (I&E) at the university education and how educators apply and view formative assessment as an important tool in enhancing students’ learning outcomes. Methodology/approach A case study methodology...... to conduct assessment that stimulates students learning in I&E-education. Originality/value Considering that the research on how assessment in I&E-education impacts students learning is limited, this study provides important contribution by identifying links between formative assessment types and enhancement...... responsible educators focusing on alignment between learning goals, assessment forms and criteria, and feedback. Findings The analysis shows that educators emphasize the importance of formative and learner-centered assessment forms alongside summative, credit-giving assessment. Educators experience...

Capstone Portfolios and Geography Student Learning Outcomes

Science.gov (United States)

Mossa, Joann

2014-01-01

Due to increasing demands regarding student learning outcomes and accreditation, a capstone portfolio was added to assess critical thinking and communication skills of geography majors at a large public university in the USA. The portfolio guidelines were designed to be adaptable to a flexible curriculum where about half of the requirements within…

OUTCOMES OF ALTERNATIVE ASSESSMENT IN ADULT LANGUAGE TRAINING

Directory of Open Access Journals (Sweden)

Brândușa Elena Octavia ȚEICAN

2016-06-01

Full Text Available The purpose of this article is to highlight the switch from traditional assessment to alternative, formative assessment, in other words assessment for learning, in adult language training. We focused on two aspects of formative assessment: self-assessment and peer-assessment, methods that can be used as teaching tools in communicative language teaching in adult English classes. Reportedly, these methods lead to improved results in language learning and production, as well as in motivation and self-esteem. Based on previous studies, our aim is to present how frequent employment of formative feedback based on adult opinions and perceptions – obtained via informal interviews – and tailored to their needs, result in improved learner outcome.

Faculty and Career Advising: Challenges, Opportunities, and Outcome Assessment

Science.gov (United States)

Vespia, Kristin M.; Freis, Stephanie D.; Arrowood, Rebecca M.

2018-01-01

Psychology prioritizes students' professional or career development by including it as one of the five undergraduate learning goals. Faculty advisors are critical to that development but likely feel less prepared for the role. Departments face challenges assessing associated student learning outcomes. We introduce an instrument programs can use to…

Effect Of Inquiry Learning Model And Motivation On Physics Outcomes Learning Students

OpenAIRE

Pardede, Dahlia Megawati; Manurung, Sondang Rina

2016-01-01

The purposes of the research are: (a) to determine differences in learning outcomes of students with Inquiry Training models and conventional models, (b) to determine differences in physics learning outcomes of students who have high motivation and low motivation, (c) to determine the interaction between learning models with the level of motivation in improving student Physics learning outcomes. The results were found: (a) there are differences in physical students learning outcomes are taugh...

Impairments in action-outcome learning in schizophrenia.

Science.gov (United States)

Morris, Richard W; Cyrzon, Chad; Green, Melissa J; Le Pelley, Mike E; Balleine, Bernard W

2018-03-03

Learning the causal relation between actions and their outcomes (AO learning) is critical for goal-directed behavior when actions are guided by desire for the outcome. This can be contrasted with habits that are acquired by reinforcement and primed by prevailing stimuli, in which causal learning plays no part. Recently, we demonstrated that goal-directed actions are impaired in schizophrenia; however, whether this deficit exists alongside impairments in habit or reinforcement learning is unknown. The present study distinguished deficits in causal learning from reinforcement learning in schizophrenia. We tested people with schizophrenia (SZ, n = 25) and healthy adults (HA, n = 25) in a vending machine task. Participants learned two action-outcome contingencies (e.g., push left to get a chocolate M&M, push right to get a cracker), and they also learned one contingency was degraded by delivery of noncontingent outcomes (e.g., free M&Ms), as well as changes in value by outcome devaluation. Both groups learned the best action to obtain rewards; however, SZ did not distinguish the more causal action when one AO contingency was degraded. Moreover, action selection in SZ was insensitive to changes in outcome value unless feedback was provided, and this was related to the deficit in AO learning. The failure to encode the causal relation between action and outcome in schizophrenia occurred without any apparent deficit in reinforcement learning. This implies that poor goal-directed behavior in schizophrenia cannot be explained by a more primary deficit in reward learning such as insensitivity to reward value or reward prediction errors.

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking

NARCIS (Netherlands)

Khoiriyah, U.; Roberts, C.; Jorm, C.; Vleuten, C.P. van der

2015-01-01

BACKGROUND: Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL

Tracing Assessment for learning Capability in Teachers (TACT)

DEFF Research Database (Denmark)

Otrel-Cass, Kathrin; Agerbo, Jette Nørgaard; Skipper-Jørgensen, Anette

2018-01-01

education program. This chapter presents preliminary survey and focus group interviews data after tracing 21 pre-service teachers over two years. Our findings reflected a picture of Danish student teachers who value in particular formative assessment practices, while summative assessment is acknowledged......The focus on assessment literate teachers who know how to construct, administer assessments and communicate learning outcomes on student learning raises questions on how student teachers can develop the necessary skills to assess their students' learning. This is so important since...... there is evidence that beginning teachers continue to feel under prepared to assess student learning. This chapter presents findings of a study conducted in Denmark with the aim of investigating how student teacher candidates develop the capacities to become ‘assessment literate' over the course of their teacher...

Embedding Affective Learning Outcomes in Library Instruction

Directory of Open Access Journals (Sweden)

Ellysa Stern Cahoy

2012-12-01

Full Text Available While information literacy in higher education has long been focused on cognitive learning outcomes, attention must be paid to students’ affective, emotional needs throughout the research process. This article identifies models for embedding affective learning outcomes within information literacy instruction, and provides strategies to help librarians discover, articulate, and address students’ self-efficacy, motivation, emotions and attitudes. Worksheets to assist in creating affective learning outcomes are included to bring structure to an area of learning that is often challenging to articulate and measure. Also included in the article are the results of a recent survey of instruction librarians’ familiarity and inclusion of affective learning outcomes within teaching and learning initiatives.

Developing a Competency-Based Assessment Approach for Student Learning

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Dunning, Pamela T.

2014-01-01

Higher education accrediting bodies are increasing the emphasis on assessing student learning outcomes as opposed to teaching methodology. The purpose of this article is to describe the process used by Troy University's Master of Public Administration program to change their assessment approach from a course learning objective perspective to a…

What Starts to Happen to Assessment When Teachers Learn about Their Children's Informal Learning?

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Bourke, Roseanna; O'Neill, John; Loveridge, Judith

2018-01-01

Classroom assessment practices are greatly influenced by national and local policies on assessment. Typically, these include accountability requirements for schools to evidence and report their students' learning in the form of specific learning outcomes, calibrated against national benchmark standards of achievement and progression. An…

Income Tax Preparation Assistance Service Learning Program: A Multidimensional Assessment

Science.gov (United States)

Aldridge, Richard; Callahan, Richard A.; Chen, Yining; Wade, Stacy R.

2015-01-01

The authors present a multidimensional assessment of the outcomes and benefits of an income tax preparation assistance (ITPA) service learning program. They measure the perceived proximate benefits at the delivery of the service program, the actual learning outcome benefits prior to graduation, and the perceived long-term benefits from a…

Team-based learning to improve learning outcomes in a therapeutics course sequence.

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Bleske, Barry E; Remington, Tami L; Wells, Trisha D; Dorsch, Michael P; Guthrie, Sally K; Stumpf, Janice L; Alaniz, Marissa C; Ellingrod, Vicki L; Tingen, Jeffrey M

2014-02-12

To compare the effectiveness of team-based learning (TBL) to that of traditional lectures on learning outcomes in a therapeutics course sequence. A revised TBL curriculum was implemented in a therapeutic course sequence. Multiple choice and essay questions identical to those used to test third-year students (P3) taught using a traditional lecture format were administered to the second-year pharmacy students (P2) taught using the new TBL format. One hundred thirty-one multiple-choice questions were evaluated; 79 tested recall of knowledge and 52 tested higher level, application of knowledge. For the recall questions, students taught through traditional lectures scored significantly higher compared to the TBL students (88%±12% vs. 82%±16%, p=0.01). For the questions assessing application of knowledge, no differences were seen between teaching pedagogies (81%±16% vs. 77%±20%, p=0.24). Scores on essay questions and the number of students who achieved 100% were also similar between groups. Transition to a TBL format from a traditional lecture-based pedagogy allowed P2 students to perform at a similar level as students with an additional year of pharmacy education on application of knowledge type questions. However, P3 students outperformed P2 students regarding recall type questions and overall. Further assessment of long-term learning outcomes is needed to determine if TBL produces more persistent learning and improved application in clinical settings.

Assessing Metacognition as a Learning Outcome in a Postsecondary Strategic Learning Course

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Mytkowicz, Patricia; Goss, Diane; Steinberg, Bruce

2014-01-01

While metacognition is an important component of the learning process for college students, development of metacognitive knowledge and regulation is particularly important for students with LD and/or ADHD. The researchers used Schraw and Dennison's (1994) "Metacognitive Awareness Inventory" (MAI) to assess first year college students'…

New York College of Osteopathic Medicine Learning Outcomes Assessment 2009-2010

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McCarthy, John R.; Mead, Pelham; Achziger, Mary Ann; Bruno, Felicia; Bryant, Claire; Goldstein, Leonard; Jeger, Abraham; Zaika, Rodika; Portanova, Ron

2009-01-01

This is a document that lays out the Mission of the NY College of Osteopathic Medicine's Mission Statement, It's 13 Goals and subsequent Objectives of Learning Outcomes. Benchmarks were established for each Educational Goal and defined further in Objectives. This document represents an historic attempt by NYCOM to address it's need for complete…

Blended versus Traditional Course Delivery: Comparing Students' Motivation, Learning Outcomes, and Preferences

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Tseng, Hungwei; Walsh, Eamonn Joseph, Jr.

2016-01-01

This study sought to compare and assess students' experiences and perceptions in a blended and a traditional course, as well as their level of learning motivation, level of learning outcomes and skills, and learning achievement. Two instructors who were teaching 1 section of an undergraduate English literacy course using the face-to-face format…

Impact of Portfolio Assessment on Physics Students' Outcomes: Examination of Learning and Attitude

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Gunay, Abdulkadir; Ogan-Bekiroglu, Feral

2014-01-01

In spite of the commendations for the use of portfolio assessment, there is still little evidence indicating that such assessment actually supports and encourages student learning. Hence, this research study aimed to empirically identify the effects of implementation of portfolio assessment on student learning and attitudes. True-experimental…

Learning outcomes using video in supervision and peer feedback during clinical skills training

DEFF Research Database (Denmark)

Lauridsen, Henrik Hein; Toftgård, Rie Castella; Nørgaard, Cita

supervision of clinical skills (formative assessment). Demonstrations of these principles will be presented as video podcasts during the session. The learning outcomes of video supervision and peer-feedback were assessed in an online questionnaire survey. Results Results of the supervision showed large self......Objective New technology and learning principles were introduced in a clinical skills training laboratory (iLab). The intension was to move from apprenticeship to active learning principles including peer feedback and supervision using video. The objective of this study was to evaluate student...... learning outcomes in a manual skills training subject using video during feedback and supervision. Methods The iLab classroom was designed to fit four principles of teaching using video. Two of these principles were (a) group work using peer-feedback on videos produced by the students and, (b) video...

The Effects of Game Design on Learning Outcomes

Science.gov (United States)

Martin, Michael W.; Shen, Yuzhong

2014-01-01

This article details the administration and results of an experiment conducted to assess the impact of three video game design concepts upon learning outcomes. The principles tested include game aesthetics, player choice, and player competition. The experiment participants were asked to play a serious game over the course of a week, and the…

ANALYSIS LEARNING MODEL OF DISCOVERY AND UNDERSTANDING THE CONCEPT PRELIMINARY TO PHYSICS LEARNING OUTCOMES SMA

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Sri Rosepda Sebayang

2015-12-01

Full Text Available This study aims: 1 to determine whether the student learning outcomes using discovery learning is better than conventional learning 2 To determine whether the learning outcomes of students who have a high initial concept understanding better then of low initial concept understanding, and 3 to determine the effect of interaction discovery learning and understanding of the initial concept of the learning outcomes of students. The samples in this study was taken by cluster random sampling two classes where class X PIA 3 as a class experiment with applying discovery learning and class X PIA 2 as a control class by applying conventional learning. The instrument used in this study is a test of learning outcomes in the form of multiple-choice comprehension test initial concept description form. The results of research are: 1 learning outcomes of students who were taught with discovery learning is better than the learning outcomes of students who are taught by conventional learning, 2 student learning outcomes with high initial conceptual understanding better than the learning outcomes of students with low initial conceptual understanding, and 3 there was no interaction between discovery learning and understanding of initial concepts for the student learning outcomes.

ENVIRONMENTAL LEARNING APPROACHES IN IMPROVING LEARNING OUTCOMES IN ACID-BASE SUBJECT

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Rachmat Sahputra

2016-03-01

Full Text Available Learning in the understanding of acid-base chemistry in schools needs to be improved so research to determine differences in learning outcomes between students taught using environmental approaches and methods lectures in class XI SMA on acid-base subject needs to be done. In this study, using a quasi-experimental method using a data collection tool achievement test essay form. The test statistic results of the post-test learning has been obtained Asymp value. Sig (2-tailed 0,026 that showed the differences between students' learning outcomes with a control experimental class with effect size of 0.63 or much influence difference with the percentage 23.57% which indicated that the learning environment approach can improve learning outcomes of high school students.

THE INTENTIONAL USE OF LEARNING TECHNOLOGIES TO IMPROVE LEARNING OUTCOMES IN STUDIO.

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Andrew MacKenzie

2017-01-01

Full Text Available At the University of Canberra, Australia, the design and architecture faculty are trialling a range of approaches to incorporating learning technologies in the first year foundation studio to improve student learning outcomes. For this study researchers collected information on students’ access to their assignment information and feedback from the learning management system (LMS to discover how the students engaged in the design process. The studio curriculum was designed to encourage students to engage in a convergence, divergence dynamic (Brown, 2009; Thomas, Billsberry, Ambrosini, & Barton, 2014 in developing their own understanding of the design process. The staff tailored around points of convergence, online instruction, assessment tools and feedback in studio. We argue that using learning technologies in this way can improve intentionality at the beginning of semester, enhance students understanding of feedback and facilitate a more iterative approach to problem based learning in studio practice.

EFFECTS OF THE INQUIRY TRAINING AND MOTIVATION LEARNING AGAINST LEARNING OUTCOMES IN HIGH SCHOOL PHYSICS STUDENTS

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Vika Andini

2014-12-01

Full Text Available This study aims to: determine the significance of differences in physics learning outcomes of students with learning models Inquiry Training and conventional models, knowing the significance of differences in physics learning outcomes of students who have learning motivation high and low, low motivation, the interaction model of learning and motivation to learn physics in improving student learning outcomes. The sample in this study conducted in a cluster random sampling of two classes, where the first class as a class experiment applied learning models and Inquiry Training as a second grade class learning model Conventional control applied. The instrument used in this study is the result of learning physics instruments in the form of 20 multiple-choice questions and motivation questionnaire  by 25 statements has been declared valid and reliable. From the results of this study concluded that the learning outcomes of students who are taught by Training Inquiry learning model is better than conventional models of learning outcomes. Learning outcomes of students who have high motivation to learn is better than the learning outcomes of students who have a low learning motivation. Inquiry learning model training and motivation interact in affecting student learning outcomes.

Relationship between Learning Outcomes and Online Accesses

Science.gov (United States)

Suanpang, Pannee; Petocz, Peter; Reid, Anna

2004-01-01

This paper reports on a study carried out in Thailand investigating the relationship between students' use of an e-learning system and their learning outcomes in a course on Business Statistics. The results show a clear relationship between accesses to the e-learning system, as measured by number of "hits", and outcomes, as measured by…

Hunting and Gathering: New Imperatives in Mapping and Collecting Student Learning Data to Assure Quality Outcomes

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Lawson, Romy; Taylor, Tracy; French, Erica; Fallshaw, Eveline; Hall, Cathy; Kinash, Shelley; Summers, Jane

2015-01-01

Assurance of learning (AOL) is a quality enhancement and quality assurance process used in higher education. It involves a process of determining programme learning outcomes and standards, and systematically gathering evidence to measure students' performance on these. The systematic assessment of whole-of-programme outcomes provides a basis for…

Development of a Mechanical Engineering Test Item Bank to promote learning outcomes-based education in Japanese and Indonesian higher education institutions

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Jeffrey S. Cross

2017-11-01

Full Text Available Following on the 2008-2012 OECD Assessment of Higher Education Learning Outcomes (AHELO feasibility study of civil engineering, in Japan a mechanical engineering learning outcomes assessment working group was established within the National Institute of Education Research (NIER, which became the Tuning National Center for Japan. The purpose of the project is to develop among engineering faculty members, common understandings of engineering learning outcomes, through the collaborative process of test item development, scoring, and sharing of results. By substantiating abstract level learning outcomes into concrete level learning outcomes that are attainable and assessable, and through measuring and comparing the students’ achievement of learning outcomes, it is anticipated that faculty members will be able to draw practical implications for educational improvement at the program and course levels. The development of a mechanical engineering test item bank began with test item development workshops, which led to a series of trial tests, and then to a large scale test implementation in 2016 of 348 first semester master’s students in 9 institutions in Japan, using both multiple choice questions designed to measure the mastery of basic and engineering sciences, and a constructive response task designed to measure “how well students can think like an engineer.” The same set of test items were translated from Japanese into to English and Indonesian, and used to measure achievement of learning outcomes at Indonesia’s Institut Teknologi Bandung (ITB on 37 rising fourth year undergraduate students. This paper highlights how learning outcomes assessment can effectively facilitate learning outcomes-based education, by documenting the experience of Japanese and Indonesian mechanical engineering faculty members engaged in the NIER Test Item Bank project.First published online: 30 November 2017

Assessing Outcomes of a Realistic Major Preview in an Introductory Sport Management Course

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Pierce, David; Wanless, Elizabeth; Johnson, James

2014-01-01

This paper assessed the outcomes of a field experience assignment (FEA) in an introductory sport management course designed as a realistic major preview. Student learning outcomes assessed were commitment to the major, intent to pursue the major, expectation of a career in sports, and perceived preparation for a career in sports. A…

Communicating Learning Outcomes and Student Performance through the Student Transcript

Science.gov (United States)

Kenyon, George; Barnes, Cynthia

2010-01-01

The university accreditation process now puts more emphasis on self assessment. This change requires universities to identify program objectives, performance indicators, and areas for improvement. Many accrediting institutions are requiring that institutions communicate clearly to constituents: 1) what learning outcomes were achieved by students,…

EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

OpenAIRE

Hayati .; Retno Dwi Suyanti

2013-01-01

The objective in this research: (1) Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2) Determine the level of motivation to learn in affects physics student learning outcomes. (3) Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all s...

Improving Information Technology Curriculum Learning Outcomes

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Derrick L Anderson

2017-06-01

The case study research methodology has been selected to conduct the inquiry into this phenomenon. This empirical inquiry facilitates exploration of a contemporary phenomenon in depth within its real-life context using a variety of data sources. The subject of analysis will be two Information Technology classes composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations Instruction based purely on either of these does a disservice to the typical college and university level learner. The correct approach lies somewhere in between them; the most successful outcome attainment would be the product of incorporating the best of both. Impact on Society Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.

Measuring Learning Outcomes in Auditing Education

DEFF Research Database (Denmark)

Holm, Claus; Steenholdt, Niels

2003-01-01

The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes......). The study provides evidence, which confirms an interrelationship between declarative and procedural knowledge in auditing, and the findings also suggest that students with auditing experience perform better than students without experience on procedural questions....

Learning outcomes evaluation of a simulation-based introductory course to anaesthesia.

Science.gov (United States)

Rábago, J L; López-Doueil, M; Sancho, R; Hernández-Pinto, P; Neira, N; Capa, E; Larraz, E; Redondo-Figuero, C G; Maestre, J M

2017-10-01

An increased number of errors and reduced patient safety have been reported during the incorporation of residents, as this period involves learning new skills. The objectives were to evaluate the learning outcomes of an immersive simulation boot-camp for incoming residents before starting the clinical rotations. Airway assessment, airway control with direct laryngoscopy, and epidural catheterization competencies were evaluated. Twelve first-year anaesthesiology residents participated. A prospective study to evaluate transfer of endotracheal intubation skills learned at the simulation centre to clinical practice (primary outcome) was conducted. A checklist of 28 skills and behaviours was used to assess the first supervised intubation performed during anaesthesia induction in ASA I/II patients. Secondary outcome was self-efficacy to perform epidural catheterization. A satisfaction survey was also performed. Seventy-five percent of residents completed more than 21 out of 28 skills and behaviours to assess and control the airway during their first intubation in patients. Twelve items were performed by all residents and 5 by half of them. More than 83% of participants reported a high level of self-efficacy in placing an epidural catheter. All participants would recommend the course to their colleagues. A focused intensive simulation-based boot-camp addressing key competencies required to begin anaesthesia residency was well received, and led to transfer of airway management skills learned to clinical settings when performing for first time on patients, and to increased self-reported efficacy in performing epidural catheterization. Copyright © 2017 Sociedad Española de Anestesiología, Reanimación y Terapéutica del Dolor. Publicado por Elsevier España, S.L.U. All rights reserved.

Learning outcomes in two different teaching approach in nursing education in Iran: e-learning versus lecture.

Science.gov (United States)

Mehrdad, Neda; Zolfaghari, Mitra; Bahrani, Naser; Eybpoosh, Sana

2011-01-01

Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students.

Learning Outcomes in Two Different Teaching Approach in Nursing Education in Iran: E-Learning versus Lecture

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Neda Mehrdad

2011-05-01

Full Text Available Traditional teaching methods used in medical education couldn't meet the need for keeping pace with up to date information. Present study has conducted in order to compare the effect of lecture and e-learning methods on nursing students' learning outcomes in the context of Iran. A cross-over design was applied. Study sample was consisted of 32 students which were in third semester of nursing bachelor program and were passing Maternal Child nursing course. The first part of the course was taught using lecture method during first four weeks; an e-learning method was the technique used to educate the remained part of the course during the second four weeks. Students' learning outcomes in each method, opinion toward and participation with both educational methods was assessed. No significant difference was found between students exam scores in both methods. Considering students' opinion toward educational methods, no significant difference was found between two methods in general but students reported better "capability" and "independency" in e-learning method while lecture was obtained higher scores in "effectiveness on learning" and "motivation" characteristics. E-learning can be used in teaching some nursing courses. It is recommended to use e-learning method with appropriate interactive strategies and attractive virtual environments to motivate students

Symposium 20 - PABMB: Teaching biochemistry in a connected world: How Apps-Embedded Assessment can contribute to learning outcomes mapping

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Eduardo Galembeck

2015-08-01

Full Text Available Symposium 20 - PABMB: Teaching biochemistry in a connected world Chair: Miguel Castanho, Universidade de Lisboa, PortugalAbstract:Apps can be designed to provide usage data, and most of them do. These usage data are usually used to map users interests and to deliver more effective ads that are more likely to result in clicks, and sales. We have applied some of these metrics to understand how it can be used to map students’ behavior using educational software. We tested both Google Analytics, and a system we have developed to map learning outcomes and students engagement. Embedded assessment were implemented in app used to teach: 1 Metabolic Pathways; 2 Protein Synthesis, 3 Cell Structure, and 4 Concepts from techniques used in a Biochemistry Lab course. Our preliminary results show that this approach provides valuable information about class outcomes that can be used for both summative and formative assessments.

Physics Education: Desired outcomes, minds, and learning systems

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van Heuvelen, Alan

2000-11-01

Recent studies and surveys indicate that the workplace is looking for different outcomes than are emphasized in traditional physics instruction. Cognitive science has learned much about the operation of our minds. Physicists have now systematically studied student learning in physics for about 30 years. What has been learned from these different studies that can help us achieve the desired outcomes in our large (and small) introductory physics courses? The talk will focus on these three ideas: the desired outcomes, student minds (very brief), and pedagogical strategies and activities that help achieve these outcomes.

Learning from internships in gerontology and geriatrics: assessment and program evaluation.

Science.gov (United States)

Karasik, Rona J

2009-01-01

Internships are an essential component of gerontological education. Harvesting the learning from internships, however, requires careful attention to assessing an intern's work. In addition to providing feedback to students, internship assessment can also yield data useful for academic program evaluation. Drawing on internship assessment data collected from undergraduate and graduate gerontology interns and their community preceptors over a period of seven semesters, this article explores (1) concerns regarding how to assess what interns are learning, (2) ways to provide students with additional opportunities for learning from their internships, and (3) how information from these student-learning outcomes may be used to evaluate the effectiveness of the overall academic program.

Mathematics authentic assessment on statistics learning: the case for student mini projects

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Fauziah, D.; Mardiyana; Saputro, D. R. S.

2018-03-01

Mathematics authentic assessment is a form of meaningful measurement of student learning outcomes for the sphere of attitude, skill and knowledge in mathematics. The construction of attitude, skill and knowledge achieved through the fulfilment of tasks which involve active and creative role of the students. One type of authentic assessment is student mini projects, started from planning, data collecting, organizing, processing, analysing and presenting the data. The purpose of this research is to learn the process of using authentic assessments on statistics learning which is conducted by teachers and to discuss specifically the use of mini projects to improving students’ learning in the school of Surakarta. This research is an action research, where the data collected through the results of the assessments rubric of student mini projects. The result of data analysis shows that the average score of rubric of student mini projects result is 82 with 96% classical completeness. This study shows that the application of authentic assessment can improve students’ mathematics learning outcomes. Findings showed that teachers and students participate actively during teaching and learning process, both inside and outside of the school. Student mini projects also provide opportunities to interact with other people in the real context while collecting information and giving presentation to the community. Additionally, students are able to exceed more on the process of statistics learning using authentic assessment.

Assessing Students' Learning of Internal Controls: Closing the Loop

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Amer, T. S.; Mohrweis, Lawrence C.

2009-01-01

This study describes the multifaceted components of an assessment process. The paper explains a novel approach in which an advisory council participated in a "fun," hands-on activity to rank-order learning outcomes. The top ranked learning competency, as identified by the advisory council, was the need for students to gain a better…

Assessing students' learning outcomes, self-efficacy and attitudes toward the integration of virtual science laboratory in general physics

Science.gov (United States)

Ghatty, Sundara L.

Over the past decade, there has been a dramatic rise in online delivery of higher education in the United States. Recent developments in web technology and access to the internet have led to a vast increase in online courses. For people who work during the day and whose complicated lives prevent them from taking courses on campus, online courses are the only alternatives by which they may achieve their goals in education. The laboratory courses are the major requirements for college and university students who want to pursue degree and certification programs in science. It is noted that there is a lack of laboratory courses in online physics courses. The present study addressed the effectiveness of a virtual science laboratory in physics instruction in terms of learning outcomes, attitudes, and self-efficacy of students in a Historically Black University College. The study included fifty-eight students (36 male and 22 female) of different science majors who were enrolled in a general physics laboratory course. They were divided into virtual and traditional groups. Three experiments were selected from the syllabus. The traditional group performed one experiment in a traditional laboratory, while the virtual group performed the same experiment in a virtual laboratory. For the second experiment, the use of laboratories by both groups was exchanged. Learner's Assessment Test (LAT), Attitudes Toward Physics Laboratories (ATPL), and Self-Efficacy Survey (SES) instruments were used. Additionally, quantitative methods such as an independent t-test, a paired t-test, and correlation statistics were used to analyze the data. The results of the first experiment indicated the learning outcomes were higher in the Virtual Laboratory than in the traditional laboratory, whereas there was no significant difference in learning outcomes with either type of lab instruction. However, significant self-efficacy gains were observed. Students expressed positive attitudes in terms of liking

Enhancing learning: A comparison of lecture and gaming outcomes.

Science.gov (United States)

Gipson, Mary; Bear, Mary

2013-01-01

Contrary to what we anticipated, our outcomes indicated that learning and satisfaction with learning were no different between the traditional lecture group and the educational gaming group. Learners in the gaming group scored on the examination just as well as, but no higher than, did those in the lecture group. Similarly, students in the gaming group were just as, but no more, satisfied with their learning than were students in the lecture group. Of note, both teaching/learning strategies were shown to be effective for learning with students earning a B average on the examination. Likewise, students in both groups were very satisfied with their respective teaching/learning strategies. Given that our assessment did not support gaming as a superior teaching/learning strategy over lecture, what remains now is the need for a longitudinal study to determine if there are differences in long-term learning. As we implement creative methods of instruction, it is also important to test their effectiveness to ensure that the teaching-learning process is evidence based.

The implementation of portfolio assessment by the educators on the mathematics learning process in senior high school

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Lestariani, Ida; Sujadi, Imam; Pramudya, Ikrar

2018-05-01

Portfolio assessment can shows the development of the ability of learners in a period through the work so that can be seen progress monitored learning of each learner. The purpose of research to describe and know the implementation of portfolio assessment on the mathematics learning process with the Senior High school math teacher class X as the subject because of the importance of applying the assessment for the progress of learning outcomes of learners. This research includes descriptive qualitative research type. Techniques of data collecting is done by observation method, interview and documentation. Data collection then validated using triangulation technique that is observation technique, interview and documentation. Data analysis technique is done by data reduction, data presentation and conclusion. The results showed that the steps taken by teachers in applying portfolio assessment obtained focused on learning outcomes. Student learning outcomes include homework and daily tests. Based on the results of research can be concluded that the implementation of portfolio assessment is the form of learning results are scored. Teachers have not yet implemented other portfolio assessment techniques such as student work.

Assessing the Quality of the Learning Outcome in Vocational Education: The Expero Model

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Cervai, Sara; Cian, Luca; Berlanga, Alicia; Borelli, Massimo; Kekale, Tauno

2013-01-01

Purpose: This paper aims to present an innovative model to evaluate the quality of the learning outcome in vocational education and training (VET) considering a wide approach that includes, in particular, stakeholders' expectations and perceptions. Design/methodology/approach: The Expero model was implemented in various kinds of vocational schools…

Transferring an Outcome-Oriented Learning Architecture to an IT Learning Game

NARCIS (Netherlands)

Schmitz, Birgit; Klemke, Roland; Totschnig, Michael; Czauderna, André; Specht, Marcus

2011-01-01

Schmitz, B., Klemke, R., Totschnig, M., Czauderna, A., & Specht, M. (2011, 23 September). Transferring an outcome-oriented learning architecture to an IT learning game. Presented at the 6th European conference on Technology enhanced learning: towards ubiquitous learning (EC-TEL 2011), Palermo,

Assessing Student Learning in Academic Advising Using Social Cognitive Theory

Science.gov (United States)

Erlich, Richard J.; Russ-Eft, Darlene F.

2013-01-01

We investigated whether the social cognitive theory constructs of self-efficacy and self-regulated learning apply to academic advising for measuring student learning outcomes. Community college students (N = 120) participated in an individual academic-advising session. We assessed students' post-intervention self-efficacy in academic planning and…

Implementation of learning outcome attainment measurement system in aviation engineering higher education

Science.gov (United States)

Salleh, I. Mohd; Mat Rani, M.

2017-12-01

This paper aims to discuss the effectiveness of the Learning Outcome Attainment Measurement System in assisting Outcome Based Education (OBE) for Aviation Engineering Higher Education in Malaysia. Direct assessments are discussed to show the implementation processes that become a key role in the successful outcome measurement system. A case study presented in this paper involves investigation on the implementation of the system in Aircraft Structure course for Bachelor in Aircraft Engineering Technology program in UniKL-MIAT. The data has been collected for five semesters, starting from July 2014 until July 2016. The study instruments used include the report generated in Learning Outcomes Measurements System (LOAMS) that contains information on the course learning outcomes (CLO) individual and course average performance reports. The report derived from LOAMS is analyzed and the data analysis has revealed that there is a positive significant correlation between the individual performance and the average performance reports. The results for analysis of variance has further revealed that there is a significant difference in OBE grade score among the report. Independent samples F-test results, on the other hand, indicate that the variances of the two populations are unequal.

Can Cooperative Learning Achieve the Four Learning Outcomes of Physical Education? A Review of Literature

Science.gov (United States)

Casey, Ashley; Goodyear, Victoria A.

2015-01-01

Physical learning, cognitive learning, social learning, and affective learning are positioned as the legitimate learning outcomes of physical education. It has been argued that these four learning outcomes go toward facilitating students' engagement with the physically active life (Bailey et al., 2009; Kirk, 2013). With Cooperative Learning…

Assessing reflective thinking and approaches to learning.

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Dunn, Louise; Musolino, Gina M

2011-01-01

Facilitation of reflective practice is critical for the ongoing demands of health care practitioners. Reflective thinking concepts, grounded in the work of Dewey and Schön, emphasize critical reflection to promote transformation in beliefs and learning necessary for reflective practice. The Reflective Thinking Questionnaire (QRT) and Revised Study Process Questionnaire (RSPQ-2F) assess skill aspects of professional reasoning, with promise for measuring changes over time. The purpose of this study was to examine the reliability and responsiveness and the model validity of reflective thinking and approaches to learning measures for U.S. health professions students enrolled in entry-level occupational (MOT) and physical therapy (DPT) programs. This measurement study addressed reliability and responsiveness of two measures, the QRT and RSPQ-2F, for graduate health professionals. A convenience sample of 125 MOT and DPT students participated in the two-measure, test-retest investigation, with electronic data collection. Outcomes support the stability of the four-scale QRT (ICC 0.63 to 0.82) and the two-scale RSPQ-2F (ICC 0.91 and 0.87). Descriptive data supporting responsiveness are presented. With noted limitations, the results support the use of the QRT and RSPQ-2F measures to assess changes in reflective thinking and approaches to learning. Measurement of these learning outcomes furthers our understanding and knowledge about instructional strategies, development of professional reasoning, and fostering of self-directed learning within MOT and DPT programs.

Integration of e-learning outcomes into work processes

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Kerstin Grundén

2011-07-01

Full Text Available Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of reference. Although the pedagogical approaches for all of the cases seemed to be relevant and most of the learners showed overall positive attitudes towards the courses, there were problems with integration of the e-learning outcomes into work processes. There were deficiencies in the adaption of the course contents to the local educational needs. There was also a lack of adjusting the local work organization and work routines in order to facilitate the integration of the e-learning outcomes into the work processes. A lack of local management engagement affected the learners’ motivation negatively. Group discussions in local work groups facilitated the integration of the e-learning outcomes. Much of the difficulties of integrating e-learning outcomes into work processes in big organizations are related to the problems with adjusting centrally developed e-learning courses to local needs and a lack of co-operation among among the developers (often IT-professionals and the Human Resources Department of the organizations.

The Role of Self-Assessment in Foundation of Mathematics Learning

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Masriyah

2018-01-01

This research is motivated by the low performance of students who took Foundations of Mathematics course. This study was aimed to describe (1) the learning outcomes of students who learned Mathematics Foundation after learning axiomatic applying self-assessment; (2) the difficulty of students and the alternative solutions; and (3) the response of students toward Foundation of Mathematics learning taught by applying self-assessment. This research was a descriptive research. The subjects were 25 mathematics students who studied Foundation of Mathematics in odd semester of the 2015/2016 academic year. Data collection was done using questionnaires, and testing methods. Based on the results of data analysis, it can be concluded that the learning outcomes of students were categorized as “good.” Student responses were positive; the difficulties lied in the sub material: Classification of Axiom Systems and the requirements, Theorem and how the formation, and finite geometry. The alternatives deal with these difficulties are to give emphasis and explanation as needed on these materials, as well as provide some more exercises to reinforce their understanding.

Disaggregating Assessment to Close the Loop and Improve Student Learning

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Rawls, Janita; Hammons, Stacy

2015-01-01

This study examined student learning outcomes for accelerated degree students as compared to conventional undergraduate students, disaggregated by class levels, to develop strategies for then closing the loop with assessment. Using the National Survey of Student Engagement, critical thinking and oral and written communication outcomes were…

Research and Teaching: Assessing the Effect of Problem-Based Learning on Undergraduate Student Learning in Biomechanics

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Mandeville, David; Stoner, Mark

2015-01-01

The aim of this study was to assess the effect of using the problem-based learning (PBL) teaching strategy on student academic achievement and secondary learning outcomes when compared with the traditional lecture (TL) for an undergraduate Biomechanics course. Successive undergraduate Biomechanics courses--a TL cohort and a PBL cohort--were…

EFFECTS OF INQUIRY TRAINING LEARNING MODEL BASED MULTIMEDIA AND MOTIVATION OF PHYSICS STUDENT LEARNING OUTCOMES

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Hayati .

2013-06-01

Full Text Available The objective in this research: (1 Determine a better learning model to improve learning outcomes physics students among learning model Inquiry Training based multimedia and Inquiry Training learning model. (2 Determine the level of motivation to learn in affects physics student learning outcomes. (3 Knowing the interactions between the model of learning and motivation in influencing student learning outcomes. This research is a quasi experimental. The population in this research was all students in class XI SMA Negeri 1 T.P Sunggal Semester I 2012/2013. The sample of this research was consisted of two classes with a sample of 70 peoples who are determined by purposive sampling, the IPA XI-2 as a class experiment using a model-based multimedia learning Training Inquiry as many as 35 peoples and XI IPA-3 as a control class using learning model Inquiry Training 35 peoples. Hypotheses were analyzed using the GLM at significant level of 0.05 using SPSS 17.0 for Windows. Based on data analysis and hypothesis testing conducted found that: (1 Training Inquiry-based multimedia learning model in improving student learning outcomes rather than learning model physics Inquiry Training. (2 The results of studying physics students who have high motivation to learn better than students who have a low learning motivation. (3 From this research there was an interaction between learning model inquiry-based multimedia training and motivation to study on learning outcomes of students.

Pedagogies to Achieve Sustainability Learning Outcomes in Civil and Environmental Engineering Students

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Angela R. Bielefeldt

2013-10-01

Full Text Available The civil and environmental engineering disciplines have identified the levels of knowledge about sustainability that are desirable for students to achieve as they graduate with a bachelor’s degree, as well as sustainability-related competencies to be obtained during a master’s degree, and on-the-job, prior to professional licensure. Different pedagogies are better suited to help students attain these levels of cognitive ability, while also developing affective outcomes. This paper provides examples of different methods that have been used at one institution to educate engineering students about sustainability, supported with data that indicates whether the method successfully achieved the targeted learning outcomes. Lectures, in-class active learning, readings, and appropriately targeted homework assignments can achieve basic sustainability knowledge and comprehension by requiring students to define, identify, and explain aspects of sustainability. Case studies and the application of software tools are good methods to achieve application and analysis competencies. Project-based learning (PBL and project-based service-learning (PBSL design projects can reach the synthesis level and may also develop affective outcomes related to sustainability. The results provide examples that may apply to a wider range of disciplines and suggest sustainability outcomes that are particularly difficult to teach and/or assess.

數位學習之學習成果的再思考 Rethinking the Learning Outcome of E-learning

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Yu-Jing Chiou

2004-06-01

Full Text Available 本文分析國內外近年來在數位學習（E-Learning）的評量學習成果的方式，並進一步比較國內外研究在理論及實證上差異處，希望透過相關的文獻分析重新思考數位學習的學習成果及其評量方式，以瞭解數位學習對學習者的助益。本研究的分結果發現，在國內針對數位學習的學習成果多以成就測驗的成績及課程滿意度做為評量依據，但國外近來相關研究則認為學習成為應從多元壆度來評量，且師生應用數位學習的方式直接影響到學習成果的高低。This paper analysises the recently approach of assessment E-learning outcome in internal and abroad, and further compare the difference of practical and theory between internal and abroad. The destination of this paper is through rethinking related study about assessment approach of E-learning outcome to realize the advantages to learners. This study discovery in internal, the learning outcome of E-learning almost use the grade of achievement test and satisfaction as indicators, but abroad indicators are use multidimensional indicators, and the approach which instructor and learners implement E-learning direct affect learning outcome.

Moderating Influence of Curriculum, Pedagogy, and Assessment Practices on Learning Outcomes in Indonesian Secondary Education

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Ida Umami

2018-03-01

Full Text Available The purpose of this research was to examine the current situation and problems faced by Indonesian schools in curriculum, pedagogy, and assessment practices despite government’s several legal initiatives. A questionnaire comprising both open and closed-ended questions was sent to the teachers and public education officers of the Indonesian education department. Out of a total of 200 questionnaires distributed in three secondary schools of Papua and Bandung and the headquarters of Indonesian Education Department at Jakarta, only 170 respondents retuned the questionnaire. For the purpose of quantitative analysis, percentage, mean and standard deviation were calculated while content analysis method was utilized for qualitative data. The questions dealt with curriculum, pedagogy and assessment and their combined role in the achievement of learning outcomes of secondary education in Indonesia. Evidence collected from teacher’s questionnaire show that most participants held a good knowledge of curriculum, pedagogy and assessment practices gained through long experience in the education sector. The implications of this study have wide perspectives as its findings would be beneficial for policy making. Recommendations of the study focus on the implementation of good practices.

Learning theories and tools for the assessment of core nursing competencies in simulation: A theoretical review.

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Lavoie, Patrick; Michaud, Cécile; Bélisle, Marilou; Boyer, Louise; Gosselin, Émilie; Grondin, Myrian; Larue, Caroline; Lavoie, Stéphan; Pepin, Jacinthe

2018-02-01

To identify the theories used to explain learning in simulation and to examine how these theories guided the assessment of learning outcomes related to core competencies in undergraduate nursing students. Nurse educators face the challenge of making explicit the outcomes of competency-based education, especially when competencies are conceptualized as holistic and context dependent. Theoretical review. Research papers (N = 182) published between 1999-2015 describing simulation in nursing education. Two members of the research team extracted data from the papers, including theories used to explain how simulation could engender learning and tools used to assess simulation outcomes. Contingency tables were created to examine the associations between theories, outcomes and tools. Some papers (N = 79) did not provide an explicit theory. The 103 remaining papers identified one or more learning or teaching theories; the most frequent were the National League for Nursing/Jeffries Simulation Framework, Kolb's theory of experiential learning and Bandura's social cognitive theory and concept of self-efficacy. Students' perceptions of simulation, knowledge and self-confidence were the most frequently assessed, mainly via scales designed for the study where they were used. Core competencies were mostly assessed with an observational approach. This review highlighted the fact that few studies examined the use of simulation in nursing education through learning theories and via assessment of core competencies. It also identified observational tools used to assess competencies in action, as holistic and context-dependent constructs. © 2017 John Wiley & Sons Ltd.

Vicarious neural processing of outcomes during observational learning.

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Elisabetta Monfardini

Full Text Available Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC, the anterior insula and the posterior superior temporal sulcus (pSTS.

Vicarious neural processing of outcomes during observational learning.

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Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

2013-01-01

Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on the ability to map the actions of others onto our own, process outcomes, and combine these sources of information. Here, we combined newly developed experimental tasks and functional magnetic resonance imaging (fMRI) to investigate the neural mechanisms that govern such observational learning. Results show that the neural systems involved in individual trial-and-error learning and in action observation and execution both participate in observational learning. In addition, we identified brain areas that specifically activate for others' incorrect outcomes during learning in the posterior medial frontal cortex (pMFC), the anterior insula and the posterior superior temporal sulcus (pSTS).

How Do Learning Outcomes, Assessments and Student Engagement in a Fully Online Geoscience Laboratory Compare to Those Of The Original Hands-on Exercise?

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Jones, F. M.

2015-12-01

In a third year geoscience elective for BSc majors, we adapted several active f2f learning strategies for an equivalent fully online version of the course. In particular, we converted a hands-on laboratory including analysis and interpretation of hand-specimens, sketching results and peer-to-peer discussion of scientific implications. This study compares learning outcomes in both formats and describes resources that make engaging, effective and efficient learning experiences for large classes in an asynchronous online environment. Our two hypotheses are: 1) a hands-on geology lab exercise can be converted for efficient fully online use without sacrificing feedback and assessment opportunities; 2) students find either the f2f or DE versions equally effective and enjoyable as learning experiences. Key components are an authentic context, interactive resources including sketching, strategies that enable efficient assessment and feedback on solo and group work, and asynchronous yet productive interaction with peers. Students in the f2f class handle real rock and fossil specimens, work with peers in the lab and classroom, and deliver most results including annotated figures on paper. DE students complete identical tasks using interactive high resolution figures and videos of specimens. Solo work is first delivered for automated assessment and feedback, then students engage asynchronously in small groups to improve results and discuss implications. Chronostratigraphy and other interpretations are sketched on prepared template images using a simple open-source sketching app that ensures equal access and consistent results that are efficient to assess by peers and instructors. Learning outcomes based on subsequent quizzes, sketches, and lab results (paper for f2f students and automated data entry for DE students), show that f2f and online students demonstrate knowledge and scientific interpretations of comparable quality. Effective engagement and group work are

A Millennium Learning Goal for Education Post-2015: A Question of Outcomes or Processes

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Barrett, Angeline M.

2011-01-01

As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights-based…

The effects of neurologic assessment E-learning in nurses.

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Shin, Ji Yeon; Issenberg, S Barry; Roh, Young Sook

2017-10-01

A firm understanding of the preliminary assessment of a patient with neurological disorders is needed for ensuring optimal patient outcomes. The purpose of this study is to evaluate the effects of using e-learning on neurologic assessment knowledge, ability, and self-confidence among nurses. This study used a non-equivalent control group pretest-posttest design. Nurses working in the neurology and neurosurgery wards, Republic of Korea PARTICIPANTS: A convenience sample of 50 nurses was assigned to either the experimental group (n=24) or the control group (n=26). The experimental group participated in the self-directed e-learning program related to neurologic assessment, and control group underwent self-directed learning with handout. Knowledge, ability, and self-confidence were measured at pretest and posttest. There were no significant differences in knowledge (U=270, p=0.399) and self-confidence (U=241.5, p=0.171) between the two groups. Nurses in the experimental group showed higher neurologic assessment ability compared with those in the control group (U=199, p=0.028). Self-directed neurologic assessment e-learning induced improvement in the neurologic assessment ability among nurses. Self-directed e-learning can be applied for improving competencies in neurologic assessment. Copyright © 2017 Elsevier Ltd. All rights reserved.

Implementation of Outcome-Based Education in Universiti Putra Malaysia: A Focus on Students' Learning Outcomes

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Mohayidin, Mohd Ghazali; Suandi, Turiman; Mustapha, Ghazali; Konting, Mohd. Majid; Kamaruddin, Norfaryanti; Man, Nor Azirawani; Adam, Azura; Abdullah, Siti Norziah

2008-01-01

The move towards applying outcome-based education in teaching and learning at tertiary education level has become an important topic in Malaysia. Apart from the three learning domains; namely, cognitive, psychomotor and affective, the Ministry of Higher Education has determined eight learning outcomes which are important in providing wholesome…

Explaining Differences in Learning Outcomes in Auditing Education

DEFF Research Database (Denmark)

Holm, Claus; Steenholdt, Niels

2014-01-01

In this paper we use a learner perspective on learning outcomes which reflects that some students taking accounting classes are also provided with on-the-job training in accounting firms. Hence knowledge about learning outcomes for different groups of students is essential information for educators...

Active Learning Innovations in Knowledge Management Education Generate Higher Quality Learning Outcomes

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Arthur Shelley

2014-01-01

Full Text Available Innovations in how a postgraduate course in knowledge management is delivered have generated better learning outcomes and made the course more engaging for learners. Course participant feedback has shown that collaborative active learning is preferred and provides them with richer insights into how knowledge is created and applied to generate innovation and value. The course applies an andragogy approach in which students collaborate in weekly dialogue of their experiences of the content, rather than learn the content itself. The approach combines systems thinking, learning praxis, and active learning to explore the interdependencies between topics and how they impact outcomes in real world situations. This has stimulated students to apply these ideas in their own workplaces.

Collaborative Learning in an Undergraduate Theory Course: An Assessment of Goals and Outcomes

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McDuff, Elaine

2012-01-01

This project was designed to assess whether a collaborative learning approach to teaching sociological theory would be a successful means of improving student engagement in learning theory and of increasing both the depth of students' understanding of theoretical arguments and concepts and the ability of students to theorize for themselves. A…

Observation and assessment of faculty development learning outcomes.

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Behar-Horenstein, Linda S; Childs, Gail Schneider; Graff, Randy A

2010-11-01

Prior research has found that participation in course offerings provides a means of professional development and results in changes to faculty beliefs and instructional practices. However, as with most professional development initiatives in education, little is known about the sustainability of these training efforts. The research question that guided this study was the following: Do professional development efforts in teaching result in observed learning outcomes among faculty members? In this study, teaching observations served as the primary data source. Twelve faculty members (six in the College of Dentistry and six in the College of Health and Human Performance) who completed two six-week teaching seminars in fall 2006 and spring 2007 or spring 2008 and summer 2008 were asked to participate in a classroom observation and an interview lasting no longer than forty-five minutes. Six dental faculty members and three faculty members from the College of Health and Human Performance agreed to participate in the study. Three standardized reviewers conducted these classroom observations during fall 2008, spring 2009, and summer 2009. An active teaching rubric was used to evaluate the class transcripts. The findings revealed that participants somewhat frequently to frequently used questions that were open-ended or checked for comprehension. Seven of nine instructors made extensive efforts to engage the students interactively throughout the teaching session. Six of the participants infused the description of actual or hypothetical cases to illustrate the connections between teaching and patient care, while six utilized reflective practices. Findings from the interviews corroborated the observations. Overall, the findings showed that participants demonstrated the integration of those strategies that were taught during the seminars, which were consistent with teaching critical thinking skills and showed that the learning acquired during professional development

A review of assertions about the processes and outcomes of social learning in natural resource management.

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Cundill, G; Rodela, R

2012-12-30

Social learning has become a central theme in natural resource management. This growing interest is underpinned by a number of assertions about the outcomes of social learning, and about the processes that support these outcomes. Yet researchers and practitioners who seek to engage with social learning through the natural resource management literature often become disorientated by the myriad processes and outcomes that are identified. We trace the roots of current assertions about the processes and outcomes of social learning in natural resource management, and assess the extent to which there is an emerging consensus on these assertions. Results suggest that, on the one hand, social learning is described as taking place through deliberative interactions amongst multiple stakeholders. During these interactions, it is argued that participants learn to work together and build relationships that allow for collective action. On the other hand, social learning is described as occurring through deliberate experimentation and reflective practice. During these iterative cycles of action, monitoring and reflection, participants learn how to cope with uncertainty when managing complex systems. Both of these processes, and their associated outcomes, are referred to as social learning. Where, therefore, should researchers and practitioners focus their attention? Results suggest that there is an emerging consensus that processes that support social learning involve sustained interaction between stakeholders, on-going deliberation and the sharing of knowledge in a trusting environment. There is also an emerging consensus that the key outcome of such learning is improved decision making underpinned by a growing awareness of human-environment interactions, better relationships and improved problem-solving capacities for participants. Copyright © 2012 Elsevier Ltd. All rights reserved.

Achievement of learning outcome after implemented physical modules based on problem based learning

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Isna, R.; Masykuri, M.; Sukarmin

2018-03-01

Implementation of Problem BasedLearning (PBL) modules can grow the students' thinking skills to solve the problems in daily life and equip the students into higher education levels. The purpose of this research is to know the achievement of learning outcome after implementation physics module based on PBL in Newton,s Law of Gravity. This research method use the experimental method with posttest only group design. To know the achievement of student learning outcomes was analyzed using t test through application of SPSS 18. Based on research result, it is found that the average of student learning outcomes after appliying physics module based on PBL has reached the minimal exhaustiveness criteria. In addition, students' scientific attitudes also improved at each meeting. Presentation activities which contained at learning sync are also able to practice speaking skills and broaden their knowledge. Looking at some shortcomings during the study, it is suggested the issues raised into learning should be a problem close to the life of students so that, the students are more active and enthusiastic in following the learning of physics.

Framework for e-learning assessment in dental education: a global model for the future.

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Arevalo, Carolina R; Bayne, Stephen C; Beeley, Josie A; Brayshaw, Christine J; Cox, Margaret J; Donaldson, Nora H; Elson, Bruce S; Grayden, Sharon K; Hatzipanagos, Stylianos; Johnson, Lynn A; Reynolds, Patricia A; Schönwetter, Dieter J

2013-05-01

The framework presented in this article demonstrates strategies for a global approach to e-curricula in dental education by considering a collection of outcome assessment tools. By combining the outcomes for overall assessment, a global model for a pilot project that applies e-assessment tools to virtual learning environments (VLE), including haptics, is presented. Assessment strategies from two projects, HapTEL (Haptics in Technology Enhanced Learning) and UDENTE (Universal Dental E-learning), act as case-user studies that have helped develop the proposed global framework. They incorporate additional assessment tools and include evaluations from questionnaires and stakeholders' focus groups. These measure each of the factors affecting the classical teaching/learning theory framework as defined by Entwistle in a standardized manner. A mathematical combinatorial approach is proposed to join these results together as a global assessment. With the use of haptic-based simulation learning, exercises for tooth preparation assessing enamel and dentine were compared to plastic teeth in manikins. Equivalence for student performance for haptic versus traditional preparation methods was established, thus establishing the validity of the haptic solution for performing these exercises. Further data collected from HapTEL are still being analyzed, and pilots are being conducted to validate the proposed test measures. Initial results have been encouraging, but clearly the need persists to develop additional e-assessment methods for new learning domains.

Online versus Live Delivery of Education to Pharmacists in a Large Multicentre Health Region: A Non-inferiority Assessment of Learning Outcomes.

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Taylor, Robert; Jung, Joanne; Loewen, Peter; Spencer, Carrie; Dossa, Anar; de Lemos, Jane

2013-07-01

The prevalence of online modules for continuing education in the health professions has been increasing in recent years. However, the effectiveness of online modules for pharmacist learning has not been thoroughly studied. The primary aim of this study was to determine if providing education to pharmacists through a self-paced enhanced online module was non-inferior to a face-to-face learning module with respect to knowledge application on the topic of postoperative insulin dosing. Secondary aims were to determine pharmacists' knowledge gain and retention, as well as their satisfaction with the modules. The participants in this prospective, randomized, parallel-group non-inferiority trial were pharmacists in a large multicentre health region. Outcomes were measured by comparing scores obtained on pre- and post-module knowledge-assessment questionnaires. A between-group difference in change on knowledge application scores of less than 25 percentage points was the predetermined non-inferiority margin. A total of 74 pharmacists consented to participate, 38 randomly assigned to use the enhanced online module and 36 to attend the face-to-face learning session. For questions examining knowledge application, the mean improvement achieved by the online learning group was 26 percentage points greater than that achieved by the face-to-face learning group (95% confidence interval [CI] 25 to 27; p online learning group was 7 percentage points less than that achieved by the face-to-face learning group (95% CI 2 to 12; p = 0.008). Therefore, the enhanced online module was deemed to be non-inferior to the face-to-face learning session in terms of knowledge application and knowledge gain. Insufficient data were available to analyze the secondary outcome of knowledge retention over time. Participant satisfaction was similar for the 2 groups (p = 0.62). The self-paced enhanced online module was non-inferior to facilitated face-to-face learning in terms of improving application and

Sustainable assessment of learning experiences based on projects

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Ignacio TRAVERSO RIBÓN

2016-05-01

Full Text Available In a project-based learning experience, the detailed monitoring of the activities in which team members participate can be useful to evaluate their work. Using learning-oriented assessment procedures, supervisors can assess the teamwork abilities with a formative purpose. Evaluation strategies such as self-assessment, peer assessment and co-assessment are often used to make evaluation formative and sustainable. Conducting an assessment strategy is not easy for team members, since they need before to have a reasonable understanding of the evaluation process and criteria. This paper describes a learning-oriented evaluation methodology and an open data framework that can be applied to collaborative project settings. An evaluation rubric and a series of indicators that provide evidences about the developed skills have been elaborated and applied in a small-scale project-based course. Projects were managed and developed with the help of an open source software forge that contains a ticketing tool for planning and tracking of tasks, a version control repository to save the software outcomes, and using a wiki to host text deliverables. The experience provides evidences in favor of using the assessment method and open data framework to make teamwork evaluation more sustainable.

Enhancing Learning Outcomes through Application Driven Activities in Marketing

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Stegemann, Nicole; Sutton-Brady, Catherine

2013-01-01

This paper introduces an activity used in class to allow students to apply previously acquired information to a hands-on task. As the authors have previously shown active learning is a way to effectively facilitate and improve students' learning outcomes. As a result to improve learning outcomes we have overtime developed a series of learning…

The relationship between learning preferences (styles and approaches) and learning outcomes among pre-clinical undergraduate medical students.

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Liew, Siaw-Cheok; Sidhu, Jagmohni; Barua, Ankur

2015-03-11

Learning styles and approaches of individual undergraduate medical students vary considerably and as a consequence, their learning needs also differ from one student to another. This study was conducted to identify different learning styles and approaches of pre-clinical, undergraduate medical students and also to determine the relationships of learning preferences with performances in the summative examinations. A cross-sectional study was conducted among randomly selected 419 pre-clinical, undergraduate medical students of the International Medical University (IMU) in Kuala Lumpur. The number of students from Year 2 was 217 while that from Year 3 was 202. The Visual, Auditory, Read/Write, Kinesthetic (VARK) and the Approaches and Study Skills Inventory for Students (ASSIST) questionnaires were used for data collection. This study revealed that 343 students (81.9%) had unimodal learning style, while the remaining 76 (18.1%) used a multimodal learning style. Among the unimodal learners, a majority (30.1%) were of Kinesthetic (K) type. Among the middle and high achievers in summative examinations, a majority had unimodal (Kinaesthetic) learning style (30.5%) and were also strategic/deep learners (79.4%). However, the learning styles and approaches did not contribute significantly towards the learning outcomes in summative examinations. A majority of the students in this study had Unimodal (Kinesthetic) learning style. The learning preferences (styles and approaches) did not contribute significantly to the learning outcomes. Future work to re-assess the viability of these learning preferences (styles and approaches) after the incorporation of teaching-learning instructions tailored specifically to the students will be beneficial to help medical teachers in facilitating students to become more capable learners.

The Influence Of Learning Model Guided Findings Of Student Learning Outcomes

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A. SaefulBahri

2015-03-01

Full Text Available Abstract This study examines the influence of the learning model guided findings on student learning outcomes in subjects PAI eighth grade students of SMP Plus al Masoem. The research method used in this study is a quantitative method in the form of quasi-experiment Quasi-Experimental Design. The findings of the study are expected to demonstrate 1 the difference significant increase in learning outcomes between the experimental class using guided discovery method that uses the control class discussion of learning models 2 Constraints in the method of guided discovery activities and the limited ability of educators in the experimental class in implements the method of guided discovery and constraints faced by students while digging the information they need so we need special strategies to motivate students in the experimental class in order for them creatively find the right way to gather information that supports learning PAI.

Improving Student Learning Outcomes Marketing Strategy Lesson By Applying SFAE Learning Model

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Winda Nur Rohmawati

2017-11-01

Full Text Available Research objectives for improving student learning outcomes on the subjects of marketing strategy through the implementation of model learning SFAE. This type of research this is a class action research using a qualitative approach which consists of two cycles with the subject Marketing X grade SMK YPI Darussalam 2 Cerme Gresik Regency. This research consists of four stages: (1 the Planning Act, (2 the implementation of the action, (3 observations (observation, and (4 Reflection. The result of the research shows that cognitive and affective learning outcomes of students have increased significantly.

The Effect of Flipped Learning (Revised Learning) on Iranian Students' Learning Outcomes

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Yousefzadeh, Malahat; Salimi, Asghar

2015-01-01

The purpose of this study was to investigate whether the flipped (revised) learning had effect on student learning outcome. Lage et al (2000) describes the flipped classroom as " Inverting the classroom means that events that have traditionally take place inside the classroom now take place outside the class and vice versa" (p.32). The…

Learning-Oriented Assessment Increases Performance and Written Skills in a Second Year Metabolic Biochemistry Course

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Vanderlelie, Jessica J.; Alexander, Heather. G.

2016-01-01

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on…

How Are Students' Attitudes Related to Learning Outcomes?

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Metsärinne, Mika; Kallio, Manne

2016-01-01

This article is a part of a research project aimed to find out how different background variables are related to learning outcomes in technology education related to the school subject Sloyd (craft). The research question of this article is: "How are ninth grade students' attitudes towards the subject related to their learning outcomes?"…

Machine learning approach for the outcome prediction of temporal lobe epilepsy surgery.

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Rubén Armañanzas

Full Text Available Epilepsy surgery is effective in reducing both the number and frequency of seizures, particularly in temporal lobe epilepsy (TLE. Nevertheless, a significant proportion of these patients continue suffering seizures after surgery. Here we used a machine learning approach to predict the outcome of epilepsy surgery based on supervised classification data mining taking into account not only the common clinical variables, but also pathological and neuropsychological evaluations. We have generated models capable of predicting whether a patient with TLE secondary to hippocampal sclerosis will fully recover from epilepsy or not. The machine learning analysis revealed that outcome could be predicted with an estimated accuracy of almost 90% using some clinical and neuropsychological features. Importantly, not all the features were needed to perform the prediction; some of them proved to be irrelevant to the prognosis. Personality style was found to be one of the key features to predict the outcome. Although we examined relatively few cases, findings were verified across all data, showing that the machine learning approach described in the present study may be a powerful method. Since neuropsychological assessment of epileptic patients is a standard protocol in the pre-surgical evaluation, we propose to include these specific psychological tests and machine learning tools to improve the selection of candidates for epilepsy surgery.

Predicting Language Outcomes for Children Learning Augmentative and Alternative Communication: Child and Environmental Factors

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Brady, Nancy C.; Thiemann-Bourque, Kathy; Fleming, Kandace; Matthews, Kris

2013-01-01

Purpose: To investigate a model of language development for nonverbal preschool-age children learning to communicate with augmentative or alternative communication. Method: Ninety-three preschool children with intellectual disabilities were assessed at Time 1, and 82 of these children were assessed 1 year later, at Time 2. The outcome variable was…

Assessing MBA Student Teamwork under the AACSB Assurance of Learning Standards

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Procino, Matthew C.

2012-01-01

Since the 2003 release of the AACSB's Assurance of Learning standards, outcomes assessment has been a required practice for business schools wishing to receive their endorsement. While most accredited institutions had been dabbling with the measurement of student learning, the new standards raised the bar considerably. It is now necessary to…

Influence of Type of Assessment and Stress on the Learning Outcome

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Tetteh, Godson Ayertei; Sarpong, Frederick Asafo-Adjei

2015-01-01

Purpose: The purpose of this paper is to explore the influence of constructivism on assessment approach, where the type of question (true or false, multiple-choice, calculation or essay) is used productively. Although the student's approach to learning and the teacher's approach to teaching are concepts that have been widely researched, few…

Informal Workplace Learning among Nurses: Organisational Learning Conditions and Personal Characteristics That Predict Learning Outcomes

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Kyndt, Eva; Vermeire, Eva; Cabus, Shana

2016-01-01

Purpose: This paper aims to examine which organisational learning conditions and individual characteristics predict the learning outcomes nurses achieve through informal learning activities. There is specific relevance for the nursing profession because of the rapidly changing healthcare systems. Design/Methodology/Approach: In total, 203 nurses…

Dissociable brain systems mediate vicarious learning of stimulus-response and action-outcome contingencies.

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Liljeholm, Mimi; Molloy, Ciara J; O'Doherty, John P

2012-07-18

Two distinct strategies have been suggested to support action selection in humans and other animals on the basis of experiential learning: a goal-directed strategy that generates decisions based on the value and causal antecedents of action outcomes, and a habitual strategy that relies on the automatic elicitation of actions by environmental stimuli. In the present study, we investigated whether a similar dichotomy exists for actions that are acquired vicariously, through observation of other individuals rather than through direct experience, and assessed whether these strategies are mediated by distinct brain regions. We scanned participants with functional magnetic resonance imaging while they performed an observational learning task designed to encourage either goal-directed encoding of the consequences of observed actions, or a mapping of observed actions to conditional discriminative cues. Activity in different parts of the action observation network discriminated between the two conditions during observational learning and correlated with the degree of insensitivity to outcome devaluation in subsequent performance. Our findings suggest that, in striking parallel to experiential learning, neural systems mediating the observational acquisition of actions may be dissociated into distinct components: a goal-directed, outcome-sensitive component and a less flexible stimulus-response component.

The Influence of Investment in Workplace Learning on Learning Outcomes and Organizational Performance

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Park, Yoonhee; Jacobs, Ronald L.

2011-01-01

Although the importance of workplace learning has been recognized in research and practice, there is little empirical support that describes how workplace learning, including both formal and informal learning, is linked to organizational performance. This study investigated the influence of investment in workplace learning on learning outcomes and…

Implementing and Assessing Inquiry-Based Learning through the CAREER Award

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Brudzinski, M. R.

2011-12-01

In order to fully attain the benefits of inquiry-based learning, instructors who typically employ the traditional lecture format need to make many adjustments to their approach. This change in styles can be intimidating and logistically difficult to overcome, both for instructors and students, such that a stepwise approach to this transformation is likely to be more manageable. In this session, I will describe a series of tools to promote inquiry-based learning that I am helping to implement and assess in classroom courses and student research projects. I will demonstrate the importance of integrating with existing institutional initiatives as well as recognizing how student development plays a key role in student engagement. Some of the features I will highlight include: defining both student learning outcomes and student development outcomes, converting content training to be self-directed and asynchronous, utilizing conceptests to help students practice thinking like scientists, and employing both objective pre/post assessment and student self-reflective assessment. Lastly, I will reflect on how the well-defined goal of teaching and research integration in the CAREER award solicitation resonated with me even as an undergraduate and helped inspire my early career.

eABLE: Embedding Social Media in Academic Curriculum as a Learning and Assessment Strategy to Enhance Students Learning and E-Professionalism

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Megele, Claudia

2015-01-01

This paper outlines the redesign of an MSc module to enhance students' engagement and learning through embedding social media technologies into the academic curriculum as a learning and assessment strategy, and in a complementary manner that facilitated and enhanced the achievement of the module's learning outcomes. This paper describes the…

The neural coding of expected and unexpected monetary performance outcomes: dissociations between active and observational learning.

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Bellebaum, C; Jokisch, D; Gizewski, E R; Forsting, M; Daum, I

2012-02-01

Successful adaptation to the environment requires the learning of stimulus-response-outcome associations. Such associations can be learned actively by trial and error or by observing the behaviour and accompanying outcomes in other persons. The present study investigated similarities and differences in the neural mechanisms of active and observational learning from monetary feedback using functional magnetic resonance imaging. Two groups of 15 subjects each - active and observational learners - participated in the experiment. On every trial, active learners chose between two stimuli and received monetary feedback. Each observational learner observed the choices and outcomes of one active learner. Learning performance as assessed via active test trials without feedback was comparable between groups. Different activation patterns were observed for the processing of unexpected vs. expected monetary feedback in active and observational learners, particularly for positive outcomes. Activity for unexpected vs. expected reward was stronger in the right striatum in active learning, while activity in the hippocampus was bilaterally enhanced in observational and reduced in active learning. Modulation of activity by prediction error (PE) magnitude was observed in the right putamen in both types of learning, whereas PE related activations in the right anterior caudate nucleus and in the medial orbitofrontal cortex were stronger for active learning. The striatum and orbitofrontal cortex thus appear to link reward stimuli to own behavioural reactions and are less strongly involved when the behavioural outcome refers to another person's action. Alternative explanations such as differences in reward value between active and observational learning are also discussed. Copyright © 2011 Elsevier B.V. All rights reserved.

The development of interactive multimedia based on auditory, intellectually, repetition in repetition algorithm learning to increase learning outcome

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Munir; Sutarno, H.; Aisyah, N. S.

2018-05-01

This research aims to find out how the development of interactive multimedia based on auditory, intellectually, and repetition can improve student learning outcomes. This interactive multimedia is developed through 5 stages. Analysis stages include the study of literature, questionnaire, interviews and observations. The design phase is done by the database design, flowchart, storyboards and repetition algorithm material while the development phase is done by the creation of web-based framework. Presentation material is adapted to the model of learning such as auditory, intellectually, repetition. Auditory points are obtained by recording the narrative material that presented by a variety of intellectual points. Multimedia as a product is validated by material and media experts. Implementation phase conducted on grade XI-TKJ2 SMKN 1 Garut. Based on index’s gain, an increasing of student learning outcomes in this study is 0.46 which is fair due to interest of student in using interactive multimedia. While the multimedia assessment earned 84.36% which is categorized as very well.

An Assessment of the Perception of Learning Gains of Freshmen Students in an Introductory Course in Nutrition and Food Science

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Anderson, Alfred K.

2006-01-01

The assessment of learning gains of students in science and other disciplines is becoming a reality following the gradual shift from the traditional style of teaching to a curriculum-based assessment of learning outcomes. The degree to which students perceive to have obtained the outcomes of a course can be measured through an assessment of…

The role of outcome inhibition in interference between outcomes: a contingency-learning analogue of retrieval-induced forgetting.

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Vadillo, Miguel A; Orgaz, Cristina; Luque, David; Cobos, Pedro L; López, Francisco J; Matute, Helena

2013-05-01

Current associative theories of contingency learning assume that inhibitory learning plays a part in the interference between outcomes. However, it is unclear whether this inhibitory learning results in the inhibition of the outcome representation or whether it simply counteracts previous excitatory learning so that the outcome representation is neither activated nor inhibited. Additionally, these models tend to conceptualize inhibition as a relatively transient and cue-dependent state. However, research on retrieval-induced forgetting suggests that the inhibition of representations is a real process that can be relatively independent of the retrieval cue used to access the inhibited information. Consistent with this alternative view, we found that interference between outcomes reduces the retrievability of the target outcome even when the outcome is associated with a novel (non-inhibitory) cue. This result has important theoretical implications for associative models of interference and shows that the empirical facts and theories developed in studies of retrieval-induced forgetting might be relevant in contingency learning and vice versa. © 2012 The British Psychological Society.

The kids got game: Computer/video games, gender and learning outcomes in science classrooms

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Anderson, Janice Lyn

In recent years educators have begun to explore how to purposively design computer/video games to support student learning. This interest in video games has arisen in part because educational video games appear to have the potential to improve student motivation and interest in technology, and engage students in learning through the use of a familiar medium (Squire, 2005; Shaffer, 2006; Gee, 2005). The purpose of this dissertation research is to specifically address the issue of student learning through the use of educational computer/video games. Using the Quest Atlantis computer game, this study involved a mixed model research strategy that allowed for both broad understandings of classroom practices and specific analysis of outcomes through the themes that emerged from the case studies of the gendered groups using the game. Specifically, this study examined how fifth-grade students learning about science concepts, such as water quality and ecosystems, unfolds over time as they participate in the Quest Atlantis computer game. Data sources included classroom observations and video, pre- and post-written assessments, pre- and post- student content interviews, student field notebooks, field reports and the field notes of the researcher. To make sense of how students learning unfolded, video was analyzed using a framework of interaction analysis and small group interactions (Jordan & Henderson, 1995; Webb, 1995). These coded units were then examined with respect to student artifacts and assessments and patterns of learning trajectories analyzed. The analysis revealed that overall, student learning outcomes improved from pre- to post-assessments for all students. While there were no observable gendered differences with respect to the test scores and content interviews, there were gendered differences with respect to game play. Implications for game design, use of external scaffolds, games as tools for learning and gendered findings are discussed.

Student Activity and Learning Outcomes in a Virtual Learning Environment

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Romanov, Kalle; Nevgi, Anne

2008-01-01

The aim of the study was to explore the relationship between degree of participation and learning outcomes in an e-learning course on medical informatics. Overall activity in using course materials and degree of participation in the discussion forums of an online course were studied among 39 medical students. Students were able to utilise the…

Outcomes-Based Collaborative Teaching and Learning in Asian Higher Education

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van Schalkwyk, Gertina J.

2015-01-01

This chapter explores the background and development of outcomes-based collaborative teaching and learning, and provides guidance for writing learning outcomes and engaging students in the Asian higher education context.

A Comparison of Learning Outcomes in Cognitive Behavioural Therapy and Existential Therapy

DEFF Research Database (Denmark)

Sørensen, Anders Dræby

of the outcome of psychotherapy through qualitative research. The precise aim is to draw attention to the special characteristics of this outcome in terms of learning outcome. This regards both existential therapy and cognitive behavioural therapy and to clarify the possible differences and similarities between...... the lived experience of the learning outcomes of these approaches. The study also clarifies the differences between existential psychotherapy as an art of learning directed at existential learning of authenticity and cognitive- behavioural therapy as a learning-based medical treatment technology directed...... at behavioural and cognitive learning of adaptive and functional responses that alleviates pathological symptoms....

Beyond Assessment: Conducting Theoretically Grounded Research on Service-Learning in Gerontology Courses.

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Kruger, Tina M; Pearl, Andrew J

2016-01-01

Service-learning is a useful pedagogical tool and high-impact practice, providing multiple benefits. Gerontology (and other) courses frequently include service-learning activities but lack theory-based, intentional research on outcomes. Here, the authors define service-learning and contextualize it in higher education, provide an overview of research and assessment in service-learning and gerontology courses, demonstrate the shortcomings of program evaluations, and offer suggestions for future research to advance and generate theory.

Blended Learning Based on Schoology: Effort of Improvement Learning Outcome and Practicum Chance in Vocational High School

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Irawan, Vincentius Tjandra; Sutadji, Eddy; Widiyanti

2017-01-01

The aims of this study were to determine: (1) the differences in learning outcome between Blended Learning based on Schoology and Problem-Based Learning, (2) the differences in learning outcome between students with prior knowledge of high, medium, and low, and (3) the interaction between Blended Learning based on Schoology and prior knowledge to…

Conception of Learning Outcomes in the Bloom's Taxonomy Affective Domain

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Savickiene, Izabela

2010-01-01

The article raises a problematic issue regarding an insufficient base of the conception of learning outcomes in the Bloom's taxonomy affective domain. The search for solutions introduces the conception of teaching and learning in the affective domain as well as presents validity criteria of learning outcomes in the affective domain. The…

Enhancing students' learning in problem based learning: validation of a self-assessment scale for active learning and critical thinking.

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Khoiriyah, Umatul; Roberts, Chris; Jorm, Christine; Van der Vleuten, C P M

2015-08-26

Problem based learning (PBL) is a powerful learning activity but fidelity to intended models may slip and student engagement wane, negatively impacting learning processes, and outcomes. One potential solution to solve this degradation is by encouraging self-assessment in the PBL tutorial. Self-assessment is a central component of the self-regulation of student learning behaviours. There are few measures to investigate self-assessment relevant to PBL processes. We developed a Self-assessment Scale on Active Learning and Critical Thinking (SSACT) to address this gap. We wished to demonstrated evidence of its validity in the context of PBL by exploring its internal structure. We used a mixed methods approach to scale development. We developed scale items from a qualitative investigation, literature review, and consideration of previous existing tools used for study of the PBL process. Expert review panels evaluated its content; a process of validation subsequently reduced the pool of items. We used structural equation modelling to undertake a confirmatory factor analysis (CFA) of the SSACT and coefficient alpha. The 14 item SSACT consisted of two domains "active learning" and "critical thinking." The factorial validity of SSACT was evidenced by all items loading significantly on their expected factors, a good model fit for the data, and good stability across two independent samples. Each subscale had good internal reliability (>0.8) and strongly correlated with each other. The SSACT has sufficient evidence of its validity to support its use in the PBL process to encourage students to self-assess. The implementation of the SSACT may assist students to improve the quality of their learning in achieving PBL goals such as critical thinking and self-directed learning.

Cognitive Maps and the Structure of Observed Learning Outcome Assessment of Physiotherapy Students' Ethical Reasoning Knowledge

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Jones, Mark; van Kessel, Gisela; Swisher, Laura; Beckstead, Jason; Edwards, Ian

2014-01-01

Assessment of student learning in complex areas is challenging, particularly when there is interest in students' deeper understanding and connectivity of concepts. Assessment of ethics learning has been limited by lack of consensus regarding what is effective and an overfocus on quantification at the expense of clinical or ethical relevance.…

Spiral and Project-Based Learning with Peer Assessment in a Computer Science Project Management Course

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Jaime, Arturo; Blanco, José Miguel; Domínguez, César; Sánchez, Ana; Heras, Jónathan; Usandizaga, Imanol

2016-01-01

Different learning methods such as project-based learning, spiral learning and peer assessment have been implemented in science disciplines with different outcomes. This paper presents a proposal for a project management course in the context of a computer science degree. Our proposal combines three well-known methods: project-based learning,…

Institutionalizing Student Outcomes Assessment: The Need for Better Research to Inform Practice

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Kezar, Adrianna

2013-01-01

This article explores the organizational impediments and facilitators that influence the implementation of student learning outcomes assessment (SLOA). This review points to the importance of culture, leadership, and organizational policies to the implementation of SLOA. However, we need to approach research differently, both conceptually and…

Interpreting Students’ Perceptions in Fluid Mechanics Learning Outcomes

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Filomena SOARES

2015-11-01

Full Text Available The objective of this study is to analyse the impact of introducing a practical work in the learning process of the Fluid Transport Systems course in Chemical Engineering degree. The students, in groups of two or three elements, were free to choose the application case in order to develop the practical work proposed by the responsible teachers. The students selected a centrifugal pump to supply water to houses or buildings and designed the piping system. The practical work was evaluated through the written report. The students’ perceptions were analysed through a questionnaire. The learning outcomes were also considered in order to understand how the fluid mechanics concepts were acquired. In the teachers’ point of view the teamwork should enable the development of students’ soft skills and competencies, promoting the ability to integrate and work in teams. The students changed their learning processing and perception becoming more reflective and less accommodative, forcing them to think critically and share opinions. Regarding the Fluid Mechanics assessment, the practical work increased, in average, the final grade at least one value.

Teacher Planning in a learning outcome perspective

DEFF Research Database (Denmark)

Bremholm, Jesper; Skott, Charlotte Krog

2017-01-01

. In this study, use of participatory observation has permitted us to gain insight into the practices of two teams of teachers in mathematics and Danish, and thus to identify barriers in teachers’ planning that seem to impede a learning outcome approach. However, further analysis shows how these barriers......Like most European countries, Denmark is facing dramatic educational changes towards a focus on learning outcome. This focus enhances the importance of teachers’ planning. However, research studies highlight the plight of teachers facing severe challenges when trying to fulfil the requirements...

Learner differences and learning outcomes in an introductory biochemistry class: attitude toward images, visual cognitive skills, and learning approach.

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Milner, Rachel E

2014-01-01

The practice of using images in teaching is widespread, and in science education images are used so extensively that some have argued they are now the "main vehicle of communication" (C. Ferreira, A. Arroio Problems Educ. 21st Century 2009, 16, 48-53). Although this phenomenon is especially notable in the field of biochemistry, we know little about the role and importance of images in communicating concepts to students in the classroom. This study reports the development of a scale to assess students' attitude toward biochemical images, particularly their willingness and ability to use the images to support their learning. In addition, because it is argued that images are central in the communication of biochemical concepts, we investigated three "learner differences" which might impact learning outcomes in this kind of classroom environment: attitude toward images, visual cognitive skills, and learning approach. Overall, the students reported a positive attitude toward the images, the majority agreeing that they liked images and considered them useful. However, the participants also reported that verbal explanations were more important than images in helping them to understand the concepts. In keeping with this we found that there was no relationship between learning outcomes and the students' self-reported attitude toward images or visual cognitive skills. In contrast, learning outcomes were significantly correlated with the students' self-reported approach to learning. These findings suggest that images are not necessarily the main vehicle of communication in a biochemistry classroom and that verbal explanations and encouragement of a deep learning approach are important considerations in improving our pedagogical approach. © 2013 International Union of Biochemistry and Molecular Biology, Inc.

Association between learning style preferences and anatomy assessment outcomes in graduate-entry and undergraduate medical students.

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O'Mahony, Siobhain M; Sbayeh, Amgad; Horgan, Mary; O'Flynn, Siun; O'Tuathaigh, Colm M P

2016-07-08

An improved understanding of the relationship between anatomy learning performance and approaches to learning can lead to the development of a more tailored approach to delivering anatomy teaching to medical students. This study investigated the relationship between learning style preferences, as measured by Visual, Aural, Read/write, and Kinesthetic (VARK) inventory style questionnaire and Honey and Mumford's learning style questionnaire (LSQ), and anatomy and clinical skills assessment performance at an Irish medical school. Additionally, mode of entry to medical school [undergraduate/direct-entry (DEM) vs. graduate-entry (GEM)], was examined in relation to individual learning style, and assessment results. The VARK and LSQ were distributed to first and second year DEM, and first year GEM students. DEM students achieved higher clinical skills marks than GEM students, but anatomy marks did not differ between each group. Several LSQ style preferences were shown to be weakly correlated with anatomy assessment performance in a program- and year-specific manner. Specifically, the "Activist" style was negatively correlated with anatomy scores in DEM Year 2 students (rs = -0.45, P = 0.002). The "Theorist" style demonstrated a weak correlation with anatomy performance in DEM Year 2 (rs = 0.18, P = 0.003). Regression analysis revealed that, among the LSQ styles, the "Activist" was associated with poorer anatomy assessment performance (P learning styles contribute little to variation in academic performance in medical students. Anat Sci Educ 9: 391-399. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Perceptions versus Realities: Exploring Needs and Science Learning Outcomes In the Mississippi Delta

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Fitts, Lacey S.

The Mississippi Delta (MS Delta) is a high-poverty region in northwestern Mississippi located between the Mississippi and Yazoo rivers. The Delta is home to sixteen rural counties with over seventy failing or underperforming schools. Many of these schools lack the resources necessary to ensure adequate opportunities for all students. Learning outcomes for the state are among the lowest in the nation, and scores in the rural Delta are far below the state average. Graduating seniors take the ACT college entrance exam, with about 10% of Mississippi seniors scoring as "college-ready" in science. The region has a critical shortage of science teachers, and many schools do not offer advanced science courses. This study assessed teachers' needs, identified key characteristics of the secondary science programs in which they teach, and sought to understand conditions affecting science learning outcomes. An inventory of science teachers' needs was administered to teachers in the region. The greatest needs were material resources, high quality training, and strategies for improving poor reading and problem-solving skills of students. Of the factors examined, the percentage of students receiving free lunch had the strongest correlation with science learning outcomes in the school, higher than access to resources, number of science courses offered, and level of self-reported teacher need. A three-tiered approach to improving science learning outcomes has been developed, emphasizing community relationships, targeted professional development, and relevant science curriculum.

The Effect of Group Investigation Learning Model with Brainstroming Technique on Students Learning Outcomes

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Astiti Kade kAyu

2018-01-01

Full Text Available This study aims to determine the effect of group investigation (GI learning model with brainstorming technique on student physics learning outcomes (PLO compared to jigsaw learning model with brainstroming technique. The learning outcome in this research are the results of learning in the cognitive domain. The method used in this research is experiment with Randomised Postest Only Control Group Design. Population in this research is all students of class XI IPA SMA Negeri 9 Kupang year lesson 2015/2016. The selected sample are 40 students of class XI IPA 1 as the experimental class and 38 students of class XI IPA 2 as the control class using simple random sampling technique. The instrument used is 13 items description test. The first hypothesis was tested by using two tailed t-test. From that, it is obtained that H0 rejected which means there are differences of students physics learning outcome. The second hypothesis was tested using one tailed t-test. It is obtained that H0 rejected which means the students PLO in experiment class were higher than control class. Based on the results of this study, researchers recommend the use of GI learning models with brainstorming techniques to improve PLO, especially in the cognitive domain.

In it together: Organizational learning through participation in environmental assessment

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Fitzpatrick, Patricia

2005-07-01

, learning outcomes include both instrumental and communicative learning. Instrumental learning included an increased understanding of technical issues and assessment tools, such as information requests. Communicative teaming outcomes included the importance of dialogue as a means of resolving issues and a refinement of strategies For promoting organizational positions. At an organizational scale, teaming by state actors, including government and tribunals, emphasized mechanisms designed to improve performance within existing structures, or "single-loop learning". Public actors, however, identified more outcomes associated with changes to their theory-in-use, designed to change the structure of the EA process, or "double-loop learning". The discussion of learning supports the application of transformative learning as a framework for considering different scales of learning, the third contribution to research. Findings revealed that individuals and organizations use project specific EA as an opportunity to compel the development and implementation of sustainable initiatives. These findings suggest that higher order learning for sustainability may be occurring through project based EA. Results also revealed the importance of creating opportunities for discussion and debate as a means of engaging organizations in and encouraging learning through EA. These findings support Habermas' emphasis on dialogue as a means of negotiating political systems.

Learning Robotics in a Science Museum Theatre Play: Investigation of Learning Outcomes, Contexts and Experiences

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Peleg, Ran; Baram-Tsabari, Ayelet

2017-12-01

Theatre is often introduced into science museums to enhance visitor experience. While learning in museums exhibitions received considerable research attention, learning from museum theatre has not. The goal of this exploratory study was to investigate the potential educational role of a science museum theatre play. The study aimed to investigate (1) cognitive learning outcomes of the play, (2) how these outcomes interact with different viewing contexts and (3) experiential learning outcomes through the theatrical experience. The play `Robot and I', addressing principles in robotics, was commissioned by a science museum. Data consisted of 391 questionnaires and interviews with 47 children and 20 parents. Findings indicate that explicit but not implicit learning goals were decoded successfully. There was little synergy between learning outcomes of the play and an exhibition on robotics, demonstrating the effect of two different physical contexts. Interview data revealed that prior knowledge, experience and interest played a major role in children's understanding of the play. Analysis of the theatrical experience showed that despite strong identification with the child protagonist, children often doubted the protagonist's knowledge jeopardizing integration of scientific content. The study extends the empirical knowledge and theoretical thinking on museum theatre to better support claims of its virtues and respond to their criticism.

Towards a Quality Assessment Method for Learning Preference Profiles in Negotiation

Science.gov (United States)

Hindriks, Koen V.; Tykhonov, Dmytro

In automated negotiation, information gained about an opponent's preference profile by means of learning techniques may significantly improve an agent's negotiation performance. It therefore is useful to gain a better understanding of how various negotiation factors influence the quality of learning. The quality of learning techniques in negotiation are typically assessed indirectly by means of comparing the utility levels of agreed outcomes and other more global negotiation parameters. An evaluation of learning based on such general criteria, however, does not provide any insight into the influence of various aspects of negotiation on the quality of the learned model itself. The quality may depend on such aspects as the domain of negotiation, the structure of the preference profiles, the negotiation strategies used by the parties, and others. To gain a better understanding of the performance of proposed learning techniques in the context of negotiation and to be able to assess the potential to improve the performance of such techniques a more systematic assessment method is needed. In this paper we propose such a systematic method to analyse the quality of the information gained about opponent preferences by learning in single-instance negotiations. The method includes measures to assess the quality of a learned preference profile and proposes an experimental setup to analyse the influence of various negotiation aspects on the quality of learning. We apply the method to a Bayesian learning approach for learning an opponent's preference profile and discuss our findings.

Comparing Learning Outcomes of Blended Learning and Traditional Face-to-Face Learning of University Students in ESL Courses

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Zhang, Wei; Zhu, Chang

2018-01-01

Combining elements of online and face-to-face education, blended learning is emerging as an important teaching and learning model in higher education. In order to examine the effectiveness of blended learning, as compared to the traditional face-to-face learning mode, this research investigated the learning outcomes of students following English…

National Curricula in Norway and Finland: The Role of Learning Outcomes

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Mølstad, Christina Elde; Karseth, Berit

2016-01-01

The core curricular category of "learning outcomes" has entered the educational policy scene in Europe. While content-oriented curricula have dominated the Nordic countries, a shift towards outcomes can also be observed. In this article, we describe the fundamental distinctions between "Didaktik" and learning outcomes and…

Assessing Complex Learning Objectives through Analytics

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Horodyskyj, L.; Mead, C.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

A significant obstacle to improving the quality of education is the lack of easy-to-use assessments of higher-order thinking. Most existing assessments focus on recall and understanding questions, which demonstrate lower-order thinking. Traditionally, higher-order thinking is assessed with practical tests and written responses, which are time-consuming to analyze and are not easily scalable. Computer-based learning environments offer the possibility of assessing such learning outcomes based on analysis of students' actions within an adaptive learning environment. Our fully online introductory science course, Habitable Worlds, uses an intelligent tutoring system that collects and responds to a range of behavioral data, including actions within the keystone project. This central project is a summative, game-like experience in which students synthesize and apply what they have learned throughout the course to identify and characterize a habitable planet from among hundreds of stars. Student performance is graded based on completion and accuracy, but two additional properties can be utilized to gauge higher-order thinking: (1) how efficient a student is with the virtual currency within the project and (2) how many of the optional milestones a student reached. In the project, students can use the currency to check their work and "unlock" convenience features. High-achieving students spend close to the minimum amount required to reach these goals, indicating a high-level of concept mastery and efficient methodology. Average students spend more, indicating effort, but lower mastery. Low-achieving students were more likely to spend very little, which indicates low effort. Differences on these metrics were statistically significant between all three of these populations. We interpret this as evidence that high-achieving students develop and apply efficient problem-solving skills as compared to lower-achieving student who use more brute-force approaches.

Outcome Mapping Virtual Learning Community - Phase II | IDRC ...

International Development Research Centre (IDRC) Digital Library (Canada)

The first phase of the project (103520) focused on developing the Outcome ... as distance learning) and strategically communicating Outcome Mapping to key ... an organization based in India with South Asian reach, to facilitate exchange ...

Effects of reviewing routine practices on learning outcomes in continuing education.

Science.gov (United States)

Mamede, Silvia; Loyens, Sofie; Ezequiel, Oscarina; Tibiriçá, Sandra; Penaforte, Júlio; Schmidt, Henk

2013-07-01

Conventional continuing medical education (CME) has been shown to have modest effects on doctor performance. New educational approaches based on the review of routine practices have brought better results. Little is known about factors that affect the outcomes of these approaches, especially in middle-income countries. This study aimed to investigate factors that influence the learning and quality of clinical performance in CME based on reflection upon experiences. A questionnaire and a clinical performance test were administered to 165 general practitioners engaged in a CME programme in Brazil. The questionnaire assessed behaviours related to four input variables (individual reflection on practices, peer review of experiences, self-regulated learning and learning skills) and two mediating variables (identification of learning needs and engagement in learning activities, the latter consisting of self-study of scientific literature, consultations about patient problems, and attendance at courses). Structural equation modelling was used to test a hypothesised model of relationships between these variables and the outcome variable of clinical performance, measured by the clinical performance test. After minor adjustments, the hypothesised model fit the empirical data well. Individual reflection fostered identification of learning needs, but also directly positively influenced the quality of clinical performance. Peer review did not affect identification of learning needs, but directly positively affected clinical performance. Learning skills and self-regulation did not help in identifying learning needs, but self-regulation enhanced study of the scientific literature, the learning activity that most positively influenced clinical performance. Consultation with colleagues, the activity most frequently triggered by the identification of learning needs, did not affect performance, and attendance of courses had only limited effect. This study shed light on the factors

Explaining Differences in Learning Outcomes in Auditing Education

DEFF Research Database (Denmark)

Holm, Claus; Steenholdt, Niels

as well as the accounting profession. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning outcomes is a complex matter requiring sensible measures for both declarative knowledge (ability to verbalize pertinent facts...... or processes) and procedural knowledge (intellectual skills). The performance of 75 graduate accounting students representing both types of schema is examined. The findings suggest that differences in learning outcomes may be attributed to differences in student background and prior knowledge (auditing...

Implementing Collaborative Learning in Prelicensure Nursing Curricula: Student Perceptions and Learning Outcomes.

Science.gov (United States)

Schoening, Anne M; Selde, M Susan; Goodman, Joely T; Tow, Joyce C; Selig, Cindy L; Wichman, Chris; Cosimano, Amy; Galt, Kimberly A

2015-01-01

This study evaluated learning outcomes and student perceptions of collaborative learning in an undergraduate nursing program. Participants in this 3-phase action research study included students enrolled in a traditional and an accelerated nursing program. The number of students who passed the unit examination was not significantly different between the 3 phases. Students had positive and negative perceptions about the use of collaborative learning.

Comparing Virtual and Location-Based Augmented Reality Mobile Learning: Emotions and Learning Outcomes

Science.gov (United States)

Harley, Jason M.; Poitras, Eric G.; Jarrell, Amanda; Duffy, Melissa C.; Lajoie, Susanne P.

2016-01-01

Research on the effectiveness of augmented reality (AR) on learning exists, but there is a paucity of empirical work that explores the role that positive emotions play in supporting learning in such settings. To address this gap, this study compared undergraduate students' emotions and learning outcomes during a guided historical tour using mobile…

Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

Science.gov (United States)

Caballero, Marcos D.; Doughty, Leanne; Turnbull, Anna M.; Pepper, Rachel E.; Pollock, Steven J.

2017-06-01

Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1) at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper division. The Colorado Classical Mechanics and Math Methods Instrument (CCMI) builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post test that probes student learning in the first half of a two-semester classical mechanics and math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.

Beyond Measurement-Driven Instruction: Achieving Deep Learning Based on Constructivist Learning Theory, Integrated Assessment, and a Flipped Classroom Approach

Science.gov (United States)

Bernauer, James A.; Fuller, Richard G.

2017-01-01

The authors focus on the critical role of assessment within a flipped classroom environment where instruction is based on constructivist learning theory and where desired student outcomes are at the higher levels of Bloom's Taxonomy. While assessment is typically thought of in terms of providing summative measures of performance or achievement, it…

Road Testing Graduate Attributes and Course Learning Outcomes of an Environmental Science Degree via a Work-Integrated Learning Placement

Science.gov (United States)

Whelan, Michael

2017-01-01

Graduate attributes and course learning outcomes are an integral part of higher education in Australia. Testing the performance of graduates in the workplace with regard to graduate attributes and course learning outcomes is a not a common occurrence. This study has road tested the graduate attributes and course learning outcomes of a bachelor…

THE IMPLEMENTATION OF JOBSHEET-BASED STUDENT TEAMS ACHIEVEMENT DIVISION LEARNING MODEL TO IMPROVE STUDENTS LEARNING OUTCOMES

Directory of Open Access Journals (Sweden)

Kadek Dodi Permana

2016-09-01

Full Text Available This study aims to improve the Information and Communications Technology (ICT learning outcomes of the students in SMA N 2 Singaraja through the learning model of Job sheet-based Student Team Achievement Division (STAD. This is a classroom action research. The data analysis reveals that learning outcomes in cycle I gain a mean score of 80. 51 and a classical provisions of 15%. There are three students who pass with a minimum score of 85 in cycle I. From these categories, the students’ learning outcomes in the first cycle have not met the criterion of 85%. The mean score of cycle II is 88. 57 and the classical provisions is 90%. In the second cycle, there are 18 students who gain a minimum score of 85. Based on the success criterion, a research study is successful if the minimum completeness criterion reaches 85 and the minimum classical completeness criterion reaches 85%. From the categories, the students’ learning outcomes have been successfully improved since the percentage of classical completeness in the second cycle has reached its expected results.

Analysing learning outcomes in an Electrical Engineering curriculum using illustrative verbs derived from Bloom's Taxonomy

Science.gov (United States)

Meda, Lawrence; Swart, Arthur James

2018-05-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a University of Technology in South Africa, in order to determine if academics are structuring them in a way that enables student learning. A qualitative case study is used where the learning outcomes from 33 study guides are reviewed using illustrative verbs derived from Bloom's Taxonomy. Results indicate that 9% of all the learning outcomes are unclear, 10% are unobservable and 23% are unmeasurable. A key recommendation is to provide regular workshops to assist academics in reviewing their learning outcomes using the illustrative verbs derived from Bloom's Taxonomy, thereby ensuring that their learning outcomes promote student learning.

Learning More than Expected: The Influence of Teachers' Attitudes on Children's Learning Outcomes

Science.gov (United States)

Youn, Minjong

2016-01-01

This study employed the concept of teachers' sense of responsibility for students' learning to examine the extent to which the gap in math learning growth is reduced and whether such attitudes can improve children's learning outcomes to a degree that is above and beyond their expected achievement relative to their initial academic skills. Analysis…

Active learning on the ward: outcomes from a comparative trial with traditional methods.

Science.gov (United States)

Melo Prado, Hegla; Hannois Falbo, Gilliatt; Rodrigues Falbo, Ana; Natal Figueirôa, José

2011-03-01

Academic activity during internship is essentially practical and ward rounds are traditionally considered the cornerstone of clinical education. However, the efficacy and effectiveness of ward rounds for learning purposes have been under-investigated and it is necessary to assess alternative educational paradigms for this activity. This study aimed to compare the educational effectiveness of ward rounds conducted with two different learning methodologies. Student subjects were first tested on 30 true/false questions to assess their initial degree of knowledge on pneumonia and diarrhoea. Afterwards, they attended ward rounds conducted using an active and a traditional learning methodology. The participants were submitted to a second test 48hours later in order to assess knowledge acquisition and were asked to answer two questions about self-directed learning and their opinions on the two learning methodologies used. Seventy-two medical students taking part in a paediatric clinic rotation were enrolled. The active methodology proved to be more effective than the traditional methodology for the three outcomes considered: knowledge acquisition (33 students [45.8%] versus 21 students [29.2%]; p=0.03); self-directed learning (38 students [52.8%] versus 11 students [15.3%]; pmethods (61 students [84.7%] versus 38 students [52.8%]; ptraditional methodology in a ward-based context. This study seems to be valuable in terms of the new evidence it demonstrates on learning methodologies in the context of the ward round. © Blackwell Publishing Ltd 2011.

Class 6 Proficiency in Afghanistan 2013: Outcomes of a Learning Assessment of Mathematical, Reading and Writing Literacy

Science.gov (United States)

Lumley, Tom; Mendelovits, Juliette; Stanyon, Rachel; Turner, Ross; Walker, Maurice

2015-01-01

In 2012, the Ministry of Education, Afghanistan, engaged the Australian Council for Educational Research (ACER) as a partner to support the development of a national learning assessment program in Afghanistan. To achieve this goal, the Learning Assessment unit of the Ministry of Education and ACER have collaborated to design and implement the…

Global Culture, Learning Style, and Outcome: An Interdisciplinary Empirical Study of International University Students

Science.gov (United States)

Strang, Kenneth David

2010-01-01

The study examined 2500 business degree students from 21 countries, enrolled at an Australian university, using a survey to assess learning style, which was integrated into a global culture taxonomy. The research hypothesis was that academic outcome could be explained through an interdisciplinary model, by integrating proven theories from…

The New Economy, Technology, and Learning Outcomes Assessment

Science.gov (United States)

Moore, Anne H.

2007-01-01

Many observers describe the 21st century as a complex age with new demands for education and new requirements for accountability in teaching and learning to meet society's needs in a new, global economy. At the same time, innovations in teaching and learning and proposals for measuring them often seem disconnected from public and political…

The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review.

Science.gov (United States)

Sinclair, Peter M; Kable, Ashley; Levett-Jones, Tracy; Booth, Debbie

2016-05-01

The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with access to ongoing professional development opportunities, particularly for staff in rural and remote areas and those not enrolled in a formal programme of study. E-learning is at the nexus of overcoming these challenges. The benefits of e-learning have been reported in terms of increased accessibility to education, improved self-efficacy, knowledge generation, cost effectiveness, learner flexibility and interactivity. What is less clear, is whether improved self-efficacy or knowledge gained through e-learning influences healthcare professional behaviour or skill development, whether these changes are sustained, and whether these changes improve patient outcomes. To identify, appraise and synthesise the best available evidence for the effectiveness of e-learning programmes on health care professional behaviour and patient outcomes. A systematic review of randomised controlled trials was conducted to assess the effectiveness of e-learning programmes on clinician behaviour and patient outcomes. Electronic databases including CINAHL, Embase, ERIC, MEDLINE, Mosby's Index, Scopus and Cochrane - CENTRAL were searched in July 2014 and again in July 2015. Studies were reviewed and data extracted by two independent reviewers using the Joanna Briggs Institute standardised critical appraisal and data extraction instruments. Seven trials met the inclusion criteria for the analysis. Due to substantial instructional design, subject matter, study population, and methodological variation between the identified studies, statistical pooling was not possible and a meta-analysis could not be performed. Consequently, the findings of this systematic review are presented as a narrative review. The results suggest that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health

Clinical Outcome Assessments: Conceptual Foundation-Report of the ISPOR Clinical Outcomes Assessment - Emerging Good Practices for Outcomes Research Task Force.

Science.gov (United States)

Walton, Marc K; Powers, John H; Hobart, Jeremy; Patrick, Donald; Marquis, Patrick; Vamvakas, Spiros; Isaac, Maria; Molsen, Elizabeth; Cano, Stefan; Burke, Laurie B

2015-09-01

An outcome assessment, the patient assessment used in an endpoint, is the measuring instrument that provides a rating or score (categorical or continuous) that is intended to represent some aspect of the patient's health status. Outcome assessments are used to define efficacy endpoints when developing a therapy for a disease or condition. Most efficacy endpoints are based on specified clinical assessments of patients. When clinical assessments are used as clinical trial outcomes, they are called clinical outcome assessments (COAs). COAs include any assessment that may be influenced by human choices, judgment, or motivation. COAs must be well-defined and possess adequate measurement properties to demonstrate (directly or indirectly) the benefits of a treatment. In contrast, a biomarker assessment is one that is subject to little, if any, patient motivational or rater judgmental influence. This is the first of two reports by the ISPOR Clinical Outcomes Assessment - Emerging Good Practices for Outcomes Research Task Force. This report provides foundational definitions important for an understanding of COA measurement principles. The foundation provided in this report includes what it means to demonstrate a beneficial effect, how assessments of patients relate to the objective of showing a treatment's benefit, and how these assessments are used in clinical trial endpoints. In addition, this report describes intrinsic attributes of patient assessments and clinical trial factors that can affect the properties of the measurements. These factors should be considered when developing or refining assessments. These considerations will aid investigators designing trials in their choice of using an existing assessment or developing a new outcome assessment. Although the focus of this report is on the development of a new COA to define endpoints in a clinical trial, these principles may be applied more generally. A critical element in appraising or developing a COA is to

Assessing learning outcomes in middle-division classical mechanics: The Colorado Classical Mechanics and Math Methods Instrument

Directory of Open Access Journals (Sweden)

Marcos D. Caballero

2017-04-01

Full Text Available Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level classical mechanics and math methods course (CM 1 at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper division. The Colorado Classical Mechanics and Math Methods Instrument (CCMI builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post test that probes student learning in the first half of a two-semester classical mechanics and math methods sequence. In this paper, we describe the design and development of this instrument, its validation, and measurements made in classes at CU Boulder and elsewhere.

The development of learning material using learning cycle 5E model based stem to improve students’ learning outcomes in Thermochemistry

Science.gov (United States)

sugiarti, A. C.; suyatno, S.; Sanjaya, I. G. M.

2018-04-01

The objective of this study is describing the feasibility of Learning Cycle 5E STEM (Science, Technology, Engineering, and Mathematics) based learning material which is appropriate to improve students’ learning achievement in Thermochemistry. The study design used 4-D models and one group pretest-posttest design to obtain the information about the improvement of sudents’ learning outcomes. The subject was learning cycle 5E based STEM learning materials which the data were collected from 30 students of Science class at 11th Grade. The techniques used in this study were validation, observation, test, and questionnaire. Some result attain: (1) all the learning materials contents were valid, (2) the practicality and the effectiveness of all the learning materials contents were classified as good. The conclution of this study based on those three condition, the Learnig Cycle 5E based STEM learning materials is appropriate to improve students’ learning outcomes in studying Thermochemistry.

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

Science.gov (United States)

Pakpahan, N. F. D. B.

2018-01-01

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.

Comparison of Chemistry Learning Outcomes with Inquiry Learning Model and Learning Cycle 5E in Material Solubility and Solubility Multiplication Results

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Nur Indah Firdausi

2015-04-01

Full Text Available Perbandingan Hasil Belajar Kimia dengan Model Pembelajaran Inquiry dan Learning Cycle 5E pada Materi Kelarutan dan Hasil Kali Kelarutan   Abstract: This research is aimed to compare the effectiveness between inquiry and LC 5E in solubility equilibria and the solubility product for students with different prior knowledge. The effectiveness of both learning models is measured from students learning outcome. This quasi experimental research uses factorial2x2 with posttest only design. Research samples are chosen using cluster random sampling. They are two classes of XI IPA SMAN 1 Kepanjen in the 2012/2013 academic year which consist of 31 students in each class. Cognitive learning outcome is measured by test items consist of four objective items and nine subjective items. Technique of data analysis in this research is two way ANOVA. Research results show that: (1 cognitive learning outcome and higher cognitive learning outcome of students in inquiry class is higher than students in LC 5E class; (2 cognitive learning outcome and higher cognitive learning outcome of students who have upper prior knowledge is higher than students who have lower prior knowledge in both inquiry and LC 5E. Key Words: learning outcome, inquiry, learning cycle 5E, solubility equilibria and the solubility product   Abstrak: Penelitian ini bertujuan membandingkan keefektifan model inquiry dan LC 5E pada materi kelarutan dan hasil kali kelarutan untuk siswa dengan kemampuan awal berbeda. Keefektifan model pembelajaran dilihat dari hasil belajar kognitif siswa. Penelitian ini menggunakan rancangan eksperimen semu dengan desain faktorial 2x2. Subjek penelitian dipilih secara cluster random sampling yaitu dua kelas XI IPA SMAN 1 Kepanjen dengan jumlah masing-masing kelas sebanyak 31 siswa. Instrumen perlakuan yang digunakan adalah silabus dan RPP sedangkan instrumen pengukuran berupa soal tes terdiri dari empat soal objektif dan sembilan soal subjektif. Teknik analisis data

Vicarious Neural Processing of Outcomes during Observational Learning

NARCIS (Netherlands)

Monfardini, Elisabetta; Gazzola, Valeria; Boussaoud, Driss; Brovelli, Andrea; Keysers, Christian; Wicker, Bruno

2013-01-01

Learning what behaviour is appropriate in a specific context by observing the actions of others and their outcomes is a key constituent of human cognition, because it saves time and energy and reduces exposure to potentially dangerous situations. Observational learning of associative rules relies on

Personality, Organizational Orientations and Self-Reported Learning Outcomes

Science.gov (United States)

Bamber, David; Castka, Pavel

2006-01-01

Purpose: To identify competencies connecting personality, organizational orientations and self-reported learning outcomes (as measured by concise Likert-type scales), for individuals who are learning for their organizations. Design/methodology/approach: Five concise factor scales were constructed to represent aspects of personality. Three further…

The effect of learning models and emotional intelligence toward students learning outcomes on reaction rate

Science.gov (United States)

Sutiani, Ani; Silitonga, Mei Y.

2017-08-01

This research focused on the effect of learning models and emotional intelligence in students' chemistry learning outcomes on reaction rate teaching topic. In order to achieve the objectives of the research, with 2x2 factorial research design was used. There were two factors tested, namely: the learning models (factor A), and emotional intelligence (factor B) factors. Then, two learning models were used; problem-based learning/PBL (A1), and project-based learning/PjBL (A2). While, the emotional intelligence was divided into higher and lower types. The number of population was six classes containing 243 grade X students of SMAN 10 Medan, Indonesia. There were 15 students of each class were chosen as the sample of the research by applying purposive sampling technique. The data were analyzed by applying two-ways analysis of variance (2X2) at the level of significant α = 0.05. Based on hypothesis testing, there was the interaction between learning models and emotional intelligence in students' chemistry learning outcomes. Then, the finding of the research showed that students' learning outcomes in reaction rate taught by using PBL with higher emotional intelligence is higher than those who were taught by using PjBL. There was no significant effect between students with lower emotional intelligence taught by using both PBL and PjBL in reaction rate topic. Based on the finding, the students with lower emotional intelligence were quite hard to get in touch with other students in group discussion.

Building capacity for Health Impact Assessment: Training outcomes from the United States

Energy Technology Data Exchange (ETDEWEB)

Schuchter, Joseph [Berkeley, CA (United States); Rutt, Candace, E-mail: awr8@cdc.gov [Centers for Disease Control and Prevention, Division of Nutrition, Physical Activity and Obesity, 4770 Buford Highway MS/F-77, Atlanta, GA 30341 (United States); Satariano, William A. [University of California Berkeley, School of Public Health, Division of Community Health and Human Development, Berkeley, CA (United States); Seto, Edmund [University of Washington, Department of Environmental and Occupational Health Sciences, Seattle, WA (United States)

2015-01-15

Background: Despite the continued growth of Health Impact Assessment (HIA) in the US, there is little research on HIA capacity-building. A comprehensive study of longer-term training outcomes may reveal opportunities for improving capacity building activities and HIA practice. Methods: We conducted in-depth interviews with HIA trainees in the United States to assess their outcomes and needs. Using a training evaluation framework, we measured outcomes across a spectrum of reaction, learning, behavior and results. Results: From 2006 to 2012, four organizations trained over 2200 people in at least 75 in-person HIA trainings in 29 states. We interviewed 48 trainees, selected both randomly and purposefully. The mean duration between training and interview was 3.4 years. Trainees reported that their training objectives were met, especially when relevant case-studies were used. They established new collaborations at the trainings and maintained them. Training appeared to catalyze more holistic thinking and practice, including a range of HIA-related activities. Many trainees disseminated what they learned and engaged in components of HIA, even without dedicated funding. Going forward, trainees need assistance with quantitative methods, project management, community engagement, framing recommendations, and evaluation. Conclusions: The research revealed opportunities for a range of HIA stakeholders to refine and coordinate training resources, apply a competency framework and leverage complimentary workforce development efforts, and sensitize and build the capacity of communities. - Highlights: • We interviewed HIA trainees in the United States to assess longer-term outcomes. • Training appeared to catalyze a range of beneficial partnerships and activities. • Trainees reported outstanding needs for specific skills and competencies. • There are various opportunities to improve training and capacity-building.

Building capacity for Health Impact Assessment: Training outcomes from the United States

International Nuclear Information System (INIS)

Schuchter, Joseph; Rutt, Candace; Satariano, William A.; Seto, Edmund

2015-01-01

Background: Despite the continued growth of Health Impact Assessment (HIA) in the US, there is little research on HIA capacity-building. A comprehensive study of longer-term training outcomes may reveal opportunities for improving capacity building activities and HIA practice. Methods: We conducted in-depth interviews with HIA trainees in the United States to assess their outcomes and needs. Using a training evaluation framework, we measured outcomes across a spectrum of reaction, learning, behavior and results. Results: From 2006 to 2012, four organizations trained over 2200 people in at least 75 in-person HIA trainings in 29 states. We interviewed 48 trainees, selected both randomly and purposefully. The mean duration between training and interview was 3.4 years. Trainees reported that their training objectives were met, especially when relevant case-studies were used. They established new collaborations at the trainings and maintained them. Training appeared to catalyze more holistic thinking and practice, including a range of HIA-related activities. Many trainees disseminated what they learned and engaged in components of HIA, even without dedicated funding. Going forward, trainees need assistance with quantitative methods, project management, community engagement, framing recommendations, and evaluation. Conclusions: The research revealed opportunities for a range of HIA stakeholders to refine and coordinate training resources, apply a competency framework and leverage complimentary workforce development efforts, and sensitize and build the capacity of communities. - Highlights: • We interviewed HIA trainees in the United States to assess longer-term outcomes. • Training appeared to catalyze a range of beneficial partnerships and activities. • Trainees reported outstanding needs for specific skills and competencies. • There are various opportunities to improve training and capacity-building

PLANNING AND ESTIMATION OF EXPECTED COMPETENCES LEARNING OUTCOMES FOR FSES HPE

Directory of Open Access Journals (Sweden)

V. N. Vasilev

2013-03-01

Full Text Available The article deals with approach for planning and estimation of competences learning outcomes for Federal State Educational Standard of Higher Professional Education (FSES HPE in the framework of information and educational environment development of the higher education institution, based on the discipline content structuring for formation of the standard competences learning results and the principle of interdisciplinary training. Connection of FSES HPE competences learning outcomes with types and forms of students’ trainings, types and forms of their control in a discipline is analyzed. Techniques of estimation means development for the current, module and intermediate control of expected competences learning outcomes for FSES HPE are considered. Examples of the developed techniques application are given.

Systematic review of learning curves for minimally invasive abdominal surgery: a review of the methodology of data collection, depiction of outcomes, and statistical analysis.

Science.gov (United States)

Harrysson, Iliana J; Cook, Jonathan; Sirimanna, Pramudith; Feldman, Liane S; Darzi, Ara; Aggarwal, Rajesh

2014-07-01

To determine how minimally invasive surgical learning curves are assessed and define an ideal framework for this assessment. Learning curves have implications for training and adoption of new procedures and devices. In 2000, a review of the learning curve literature was done by Ramsay et al and it called for improved reporting and statistical evaluation of learning curves. Since then, a body of literature is emerging on learning curves but the presentation and analysis vary. A systematic search was performed of MEDLINE, EMBASE, ISI Web of Science, ERIC, and the Cochrane Library from 1985 to August 2012. The inclusion criteria are minimally invasive abdominal surgery formally analyzing the learning curve and English language. 592 (11.1%) of the identified studies met the selection criteria. Time is the most commonly used proxy for the learning curve (508, 86%). Intraoperative outcomes were used in 316 (53%) of the articles, postoperative outcomes in 306 (52%), technical skills in 102 (17%), and patient-oriented outcomes in 38 (6%) articles. Over time, there was evidence of an increase in the relative amount of laparoscopic and robotic studies (P statistical evidence of a change in the complexity of analysis (P = 0.121). Assessment of learning curves is needed to inform surgical training and evaluate new clinical procedures. An ideal analysis would account for the degree of complexity of individual cases and the inherent differences between surgeons. There is no single proxy that best represents the success of surgery, and hence multiple outcomes should be collected.

Learning science in a cooperative setting: Academic achievement and affective outcomes

Science.gov (United States)

Lazarowitz, Reuven; Hertz-Lazarowitz, Rachel; Baird, J. Hugh

provide specific assignments and individual contributions from each group member. Cognitive as well as social benefits are expected, as students clarify their own understanding and share their insights and ideas with each other as they interact within the group (Deutsch, 1949).Experiments in the science laboratory have always required students to work in groups of two to four, due to the constraints of experimental processes and limited equipment and sup- plies. Thus, science courses are a natural curriculum area for examining cooperative learning practices. Now that cooperative methods are being refined to develop particular capabilities in the students, science teachers need to examine ways of structuring specific tasks to achieve the academic, affective, and socialization goals for their students. Although most of the studies of cooperative learning in the high school science classroom have centered around the cognitive outcomes of achievement testing and process skills, affective and social outcomes are also significant with students of this age. But few studies in science classes have attempted to assess such aspects of students' progress.As part of a previous revision, the science faculty at the high school where this study was conducted developed an exemplary individualized mastery learning (1ML) program for teaching science. This program seemed to alleviate the severe motivational problems and the extreme individual differences among the students in this rural/bhe-collar community. Students learned to work independently on their science studies. They had almost no lectures and few large group activities. As they worked through their assignments, however, they were free to interdct with other students. Looking in on a typical class, one would see several clusters of two or three students working together, sometimes tutoring each other, sometimes just talking through an assignment. Yet at least half of the class members would be working all alone. The importance of

Learning by Helping? Undergraduate Communication Outcomes Associated with Training or Service-Learning Experiences

Science.gov (United States)

Katz, Jennifer; DuBois, Melinda; Wigderson, Sara

2014-01-01

This study investigated communication outcomes after training or applied service-learning experiences. Pre-practicum trainees learned active listening skills over 10 weeks. Practicum students were successful trainees who staffed a helpline. Community interns were trained and supervised at community agencies. Undergraduate students in psychology…

Outcomes of an Academic Service-Learning Project on Four Urban Community Colleges

Science.gov (United States)

Greenwood, Debra Abston

2015-01-01

Service-learning has a rich history in higher education, with a multitude of studies indicating positive learning, community engagement, and moral development outcomes of student participants. The majority of the research findings, however, have represented four-year colleges. And while there are limited outcome studies of service-learning in…

Didactic Experiments Suggest Enhanced Learning Outcomes

DEFF Research Database (Denmark)

Pals Svendsen, Lisbet

2011-01-01

and presenting material in the language studied, just as they were encouraged to systematically use evaluation processes to enhance learning outcomes. Eventually, increased grade point averages suggested that the experiment was successful. The article also mentions subsequent revisions to the original format...

The effect of Using Mind Mapping and Learning Styles to Geography Learning outcomes of Junior High School Students

Directory of Open Access Journals (Sweden)

Sigit Purwoko

2015-02-01

Full Text Available Pengaruh Penggunaan Peta Pikiran dan Gaya Belajar terhadap Hasil Belajar Geografi Siswa SMP Abstract: This study aimed to determine the effect of the use of mind maps, learning styles and inter-action using a mind map learning style on geography learning outcomes. This study was a quasi-experimental study, with a 2 x 3 factorial design study subject consisted of two classes of class VII G as experimental class and class VII F as a control class. Variables consisted of: (1 the dependent variable is the student learning outcomes; (2 the independent variable is the use of mind maps; and (3 is the moderator variable learning styles. Geography learning outcomes were measured using an objective test, whereas learning styles with questionnaires. Measurement data are then analyzed using ANOVA two paths with SPSS v.7. Results of data analysis using ANOVA two path showed that: (1 the use of mind maps significantly effect on learning outcomes geography; (2 learning style does not significantly affect the results of learning geography; and (3 there is no interaction between the use of mind maps and learning style on learning outcomes. Key Words: mind maps, learning styles, learning outcomes   Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan peta pikiran, gaya belajar dan interaksi penggunaan peta pikiran dengan gaya belajar terhadap hasil belajar geografi. Penelitian ini merupakan penelitian eksperimen semu, dengan desain faktorial 2 x 3. Subjek penelitian terdiri dari dua kelas yaitu kelas VII G sebagai kelas eksperimen dan kelas VII F sebagai kelas kontrol. Variabel penelitian terdiri dari: (1 variabel terikat adalah hasil belajar siswa; (2 variabel bebas adalah pengguna-an peta pikiran; dan (3 variabel moderator adalah gaya belajar. Hasil belajar geografi diukur menggunakan tes objektif, sedangkan gaya belajar dengan angket. Data hasil pengukuran dianalisis menggunakan anova dua jalur dengan bantuan SPSS v.7. Hasil analisis data

The Effect of Peer Review on Student Learning Outcomes in a Research Methods Course

Science.gov (United States)

Crowe, Jessica A.; Silva, Tony; Ceresola, Ryan

2015-01-01

In this study, we test the effect of in-class student peer review on student learning outcomes using a quasiexperimental design. We provide an assessment of peer review in a quantitative research methods course, which is a traditionally difficult and technical course. Data were collected from 170 students enrolled in four sections of a…

Measuring Learning Outcomes in Auditing Education

DEFF Research Database (Denmark)

Holm, Claus; Steenholdt, Niels

The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education, which reflects that some students taking accounting classes also are provided with on-the-job training in accountin...

Incorporating Learning Outcomes into an Introductory Geotechnical Engineering Course

Science.gov (United States)

Fiegel, Gregg L.

2013-01-01

The article describes the process of incorporating a set of learning outcomes into a geotechnical engineering course. The outcomes were developed using Bloom's taxonomy and define the knowledge, skills, and abilities the students are expected to achieve upon completion of the course. Each outcome begins with an action-oriented verb corresponding…

Learning Outcomes and Affective Factors of Blended Learning of English for Library Science

Science.gov (United States)

Wentao, Chen; Jinyu, Zhang; Zhonggen, Yu

2016-01-01

English for Library Science is an essential course for students to command comprehensive scope of library knowledge. This study aims to compare the learning outcomes, gender differences and affective factors in the environments of blended and traditional learning. Around one thousand participants from one university were randomly selected to…

The impact of project-based learning on improving student learning outcomes of sustainability concepts in transportation engineering courses

Science.gov (United States)

Fini, Elham H.; Awadallah, Faisal; Parast, Mahour M.; Abu-Lebdeh, Taher

2018-05-01

This paper describes an intervention to enhance students' learning by involving students in brainstorming activities about sustainability concepts and their implications in transportation engineering. The paper discusses the process of incorporating the intervention into a transportation course, as well as the impact of this intervention on students' learning outcomes. To evaluate and compare students' learning as a result of the intervention, the Laboratory for Innovative Technology and Engineering Education survey instrument was used. The survey instrument includes five constructs: higher-order cognitive skills, self-efficacy, ease of learning subject matter, teamwork, and communication skills. Pre- and post-intervention surveys of student learning outcomes were conducted to determine the effectiveness of the intervention on enhancing students' learning outcomes. The results show that the implementation of the intervention significantly improved higher-order cognitive skills, self-efficacy, teamwork, and communication skills. Involving students in brainstorming activities related to sustainability concepts and their implications in transportation proved to be an effective teaching and learning strategy.

Student perceptions of their biology teacher's interpersonal teaching behaviors and student achievement and affective learning outcomes

Science.gov (United States)

Smith, Wade Clay, Jr.

The primary goals of this dissertation were to determine the relationships between interpersonal teaching behaviors and student achievement and affective learning outcomes. The instrument used to collect student perceptions of teacher interpersonal teaching behaviors was the Questionnaire on Teacher Interactions (QTI). The instrument used to assess student affective learning outcomes was the Biology Student Affective Instrument (BSAI). The interpersonal teaching behavior data were collected using students as the observers. 111 students in an urban influenced, rural high school answered the QTI and BSAI in September 1997 and again in April 1998. At the same time students were pre and post tested using the Biology End of Course Examination (BECE). The QTI has been used primarily in European and Oceanic areas. The instrument was also primarily used in educational stratified environment. This was the first time the BSAI was used to assess student affective learning outcomes. The BECE is a Texas normed cognitive assessment test and it is used by Texas schools districts as the end of course examination in biology. The interpersonal teaching behaviors model was tested to ascertain if predictive power in the USA and in a non-stratified educational environment. Findings indicate that the QTI is an adequate predictor of student achievement in biology. The results were not congruent with the non-USA data and results, this indicates that the QTI is a society/culturally sensitive instrument and the instrument needs to be normed to a particular society/culture before it is used to affect teachers' and students' educational environments.

Repository Services for Outcome-based Learning

NARCIS (Netherlands)

Totschnig, Michael; Derntl, Michael; Gutiérrez, Israel; Najjar, Jad; Klemke, Roland; Klerkx, Joris; Duval, Erik; Müller, Franz

2010-01-01

Totschnig, M., Derntl, M., Gutiérrez, I., Najjar, J., Klemke, R., Klerkx, J., Duval, E., & Müller, F. (2010). Repository Services for Outcome-based Learning. Fourth International Workshop on Search and Exchange of e-le@rning Materials (SE@M’10). September, 27-28, 2010, Barcelona, Spain.

Integrating Culture into Language Teaching and Learning: Learner Outcomes

Science.gov (United States)

Nguyen, Trang Thi Thuy

2017-01-01

This paper discusses the issue of learner outcomes in learning culture as part of their language learning. First, some brief discussion on the role of culture in language teaching and learning, as well as on culture contents in language lessons is presented. Based on a detailed review of previous literature related to culture in language teaching…

Assessment of educational games for health professions: a systematic review of trends and outcomes.

Science.gov (United States)

Abdulmajed, Hind; Park, Yoon Soo; Tekian, Ara

2015-04-01

Traditional lecturing used in teaching has the lowest retention rate; the use of games as part of an instruction method may enhance retention and reinforce learning by creating a dynamic educational environment. This study aims to systematically review the literature on educational games for the health professions to identify trends and investigate assessment tools used to measure its learning outcomes. Seven databases were used in the search: ERIC, Education Research Complete, Medline, Medline Complete, Academic Search Complete, The Cochrane Library and PubMed. The search identified 2865 papers; among them, 1259 were excluded and 22 were evaluated. The selection incorporated five full papers which focused directly on the health professionals. Two studies involved the use of board games and two studies involved card games, crossword puzzles and one study involved a team quiz competition. Overall, studies lacked a strong link between the use of games for both instructional and assessment purposes. Gaming makes a positive impact on the teaching/learning process. However, existing assessment methodologies have been not fully captured the learning that may occur in these games. Robust research is needed to address the use of games that have been assessed objectively.

A Mixed Methods Comparison of Teachers' Lunar Modeling Lesson Implementation and Student Learning Outcomes

Science.gov (United States)

Lamar, Mary F.; Wilhelm, Jennifer Anne; Cole, Merryn

2018-01-01

The authors compare three teachers' adaptations and implementation of a lunar modeling lesson to explain marked differences in student learning outcomes on a spatial-scientific lunar assessment. They used a modified version of the Practices of Science Observation Protocol (P-SOP; Forbes, Biggers, & Zangori, 2013) to identify ways in which…

An Outcome Evaluation of a Problem-Based Learning Approach with MSW Students

Science.gov (United States)

Westhues, Anne; Barsen, Chia; Freymond, Nancy; Train, Patricia

2014-01-01

In this article, we report the findings from a study exploring the effects of a problem-based learning (PBL) approach to teaching and learning on learning outcomes for master's of social work (MSW) students. Students who participated in a PBL pilot project were compared with students who did not participate in 5 outcome areas: social work…

Learning-oriented assessment increases performance and written skills in a second year metabolic biochemistry course.

Science.gov (United States)

Vanderlelie, Jessica J; Alexander, Heather G

2016-07-08

Assessment plays a critical role in learning and teaching and its power to enhance engagement and student outcomes is still underestimated in tertiary education. The current project considers the impact of a staged redesign of an assessment strategy that emphasized relevance of learning, formative assessment, student engagement, and feedback on student performance, failure rates and overall engagement in the course. Significant improvements in final grades (p Biochemistry and Molecular Biology, 44(4):412-420, 2016. © 2016 The International Union of Biochemistry and Molecular Biology.

An Exploratory Investigation of the Assessment Practices of Selected Association to Advance Collegiate Schools of Business--Accredited Business Programs and Linkages with General Education Outcomes

Science.gov (United States)

Vitullo, Elizabeth; Jones, Elizabeth A.

2010-01-01

This research study investigated the assessment practices of five different undergraduate business programs. It examines the learning outcomes required for the business programs and their linkages with general education outcomes. Specific assessment methods, the results from assessments, and how business program faculty use assessment findings to…

Improving Teachers' Knowledge of Functional Assessment-Based Interventions: Outcomes of a Professional Development Series

Science.gov (United States)

Lane, Kathleen Lynne; Oakes, Wendy Peia; Powers, Lisa; Diebold, Tricia; Germer, Kathryn; Common, Eric A.; Brunsting, Nelson

2015-01-01

This paper provides outcomes of a study examining the effectiveness of a year-long professional development training series designed to support in-service educators in learning a systematic approach to functional assessment-based interventions developed by Umbreit and colleagues (2007) that has met with demonstrated success when implemented with…

Integration of e-learning outcomes into work processes

OpenAIRE

Kerstin Grundén

2011-01-01

Three case studies of in-house developed e-learning education in public organizations with different pedagogical approaches are used as a starting point for discussion regarding the implementation challenges of e-learning at work. The aim of this article is to contribute to the understanding of integrating mechanisms of e-learning outcomes into work processes in large, public organizations. The case studies were analyzed from a socio-cultural perspective using the MOA-model as a frame of refe...

Use of Web Technology and Active Learning Strategies in a Quality Assessment Methods Course.

Science.gov (United States)

Poirier, Therese I.; O'Neil, Christine K.

2000-01-01

The authors describe and evaluate quality assessment methods in a health care course that utilized web technology and various active learning strategies. The course was judged successful by student performance, evaluations and student assessments. The instructors were pleased with the outcomes achieved and the educational pedagogy used for this…

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities.

Science.gov (United States)

Chmiliar, Linda

2017-01-01

The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

Learning curves and long-term outcome of simulation-based thoracentesis training for medical students

Science.gov (United States)

2011-01-01

Background Simulation-based medical education has been widely used in medical skills training; however, the effectiveness and long-term outcome of simulation-based training in thoracentesis requires further investigation. The purpose of this study was to assess the learning curve of simulation-based thoracentesis training, study skills retention and transfer of knowledge to a clinical setting following simulation-based education intervention in thoracentesis procedures. Methods Fifty-two medical students were enrolled in this study. Each participant performed five supervised trials on the simulator. Participant's performance was assessed by performance score (PS), procedure time (PT), and participant's confidence (PC). Learning curves for each variable were generated. Long-term outcome of the training was measured by the retesting and clinical performance evaluation 6 months and 1 year, respectively, after initial training on the simulator. Results Significant improvements in PS, PT, and PC were noted among the first 3 to 4 test trials (p 0.05). Clinical competency in thoracentesis was improved in participants who received simulation training relative to that of first year medical residents without such experience (p simulation-based thoracentesis training can significantly improve an individual's performance. The saturation of learning from the simulator can be achieved after four practice sessions. Simulation-based training can assist in long-term retention of skills and can be partially transferred to clinical practice. PMID:21696584

URSSA, the Undergraduate Research Student Self-Assessment: A Tool for Assessing Student Outcomes of Undergraduate Research

Science.gov (United States)

Laursen, S. L.; Hunter, A.; Weston, T.; Thiry, H.

2009-12-01

Evidence-based thinking is essential both to science and to the development of effective educational programs. Thus assessment of student learning—gathering evidence about the nature and depth of students’ learning gains, and about how they arise—is a centerpiece of any effective undergraduate research (UR) program. Assessment data can be used to monitor progress, to diagnose problems, to strengthen program designs, and to report both good outcomes and strategies to improve them to institutional and financial stakeholders in UR programs. While the positive impact of UR on students’ educational, personal and professional development has long been a matter of faith, only recently have researchers and evaluators developed an empirical basis by which to identify and explain these outcomes. Based on this growing body of evidence, URSSA, the Undergraduate Research Student Self-Assessment, is a survey tool that departments and programs can use to assess student outcomes of UR. URSSA focuses on what students learn from their UR experience, rather than whether they liked it. Both multiple-choice and open-ended items focus on students’ gains from UR, including: (1) skills such as lab work and communication; (2) conceptual knowledge and linkages among ideas in their field and with other fields; (3) deepened understanding of the intellectual and practical work of science; (4) growth in confidence and adoption of the identity of scientist; (5) preparation for a career or graduate school in science; and (6) greater clarity in understanding what career or educational path they might wish to pursue. Other items probe students’ participation in important activities that have been shown to lead to these gains; and a set of optional items can be included to probe specific program features that may supplement UR (e.g. field trips, career seminars, housing arrangements). The poster will describe URSSA's content, development, validation, and use. For more information about

Pros & Cons of Using Blackboard Collaborate for Blended Learning on Students' Learning Outcomes

Science.gov (United States)

Hamad, Mona M.

2017-01-01

Blackboard Collaborate was introduced to King Khalid University recently in the last decade; instructors and students were trained to use it in an effective way. The objective of this study is to find pros and cons of using Blackboard Collaborate for Blended Learning and its effect on students' learning outcomes. The researcher used the…

The Effect of Formative Testing and Self-Directed Learning on Mathematics Learning Outcomes

Science.gov (United States)

Sumantri, Mohamad Syarif; Satriani, Retni

2016-01-01

The purpose of this research was to determine the effect of formative testing and self-directed learning on mathematics learning outcomes. The research was conducted at an elementary school in central Jakarta during the 2014/2015 school year. Seventy-two fourth-grade students who were selected using random sampling participated in this study. Data…

Effect of Mastery Learning on Senior Secondary School Students' Cognitive Learning Outcome in Quantitative Chemistry

Science.gov (United States)

Mitee, Telimoye Leesi; Obaitan, Georgina N.

2015-01-01

The cognitive learning outcome of Senior Secondary School chemistry students has been poor over the years in Nigeria. Poor mathematical skills and inefficient teaching methods have been identified as some of the major reasons for this. Bloom's theory of school learning and philosophy of mastery learning assert that virtually all students are…

Learning Outcomes in Vocational Education: A Business Plan Development by Production-Based Learning Model Approach

Science.gov (United States)

Kusumaningrum, Indrati; Hidayat, Hendra; Ganefri; Anori, Sartika; Dewy, Mega Silfia

2016-01-01

This article describes the development of a business plan by using production-based learning approach. In addition, this development also aims to maximize learning outcomes in vocational education. Preliminary analysis of curriculum and learning and the needs of the market and society become the basic for business plan development. To produce a…

Service-Learning in Nonprofit Organizations: Motivations, Expectations, and Outcomes

Science.gov (United States)

Basinger, Nancy; Bartholomew, Keith

2006-01-01

This article applies theories of giving from philanthropic studies to enhance understanding of service-learning relationships between students and community partners. Focusing on the participation motivations, outcome expectations, and satisfaction levels of community partners who have recently completed work with service-learning students, the…

Doing Outcomes-Based Collaborative Teaching and Learning in Asia

Science.gov (United States)

van Schalkwyk, Gertina J.

2015-01-01

This chapter focuses on applying the concepts of outcomes-based collaborative teaching and learning in an Asian context and with students coming from a Confucian heritage culture and explores examples of how to implement effective collaborative teaching and learning in an Asian higher education setting.

Student learning outcomes associated with video vs. paper cases in a public health dentistry course.

Science.gov (United States)

Chi, Donald L; Pickrell, Jacqueline E; Riedy, Christine A

2014-01-01

Educational technologies such as video cases can improve health professions student learning outcomes, but few studies in dentistry have evaluated video-based technologies. The goal of this study was to compare outcomes associated with video and paper cases used in an introductory public health dentistry course. This was a retrospective cohort study with a historical control group. Based on dual coding theory, the authors tested the hypotheses that dental students who received a video case (n=37) would report better affective, cognitive, and overall learning outcomes than students who received a paper case (n=75). One-way ANOVA was used to test the hypotheses across ten cognitive, two affective, and one general assessment measures (α=0.05). Students in the video group reported a significantly higher overall mean effectiveness score than students in the paper group (4.2 and 3.3, respectively; p<0.001). Video cases were also associated with significantly higher mean scores across the remaining twelve measures and were effective in helping students achieve cognitive (e.g., facilitating good discussions, identifying public health problems, realizing how health disparities might impact their future role as dentists) and affective (e.g., empathizing with vulnerable individuals, appreciating how health disparities impact real people) goals. Compared to paper cases, video cases significantly improved cognitive, affective, and overall learning outcomes for dental students.

Do E-Textbooks Impact Learning Outcomes?

Science.gov (United States)

Fike, David; Fike, Renea

2016-01-01

The primary focus of this study was to determine if student learning outcomes in an undergraduate Statistics course differed based upon the type of textbook used (e-textbook or hardcopy). Fifty-six students enrolled in the course were allowed to choose textbook type. After controlling for student demographics and academic preparedness, student…

Analysis of learners’ behaviors and learning outcomes in a massive open online course

Directory of Open Access Journals (Sweden)

Dong Liang

2014-09-01

Full Text Available This paper introduces a massive open online course (MOOC on educational technology, and studies the factors that may influence learners’ participation and performance in the MOOC. Students’ learning records captured in the course management system and students’ feedback collected from a questionnaire survey are explored. Regression analysis is adopted to examine the correlation among perceived learning experience, learning activities and learning outcomes; data mining is applied to optimize the correlation models. The findings suggest that learners’ perceived usefulness rather than perceived ease of use of the MOOC, positively influences learners’ use of the system, and consequentially, the learning outcome. In addition, learners’ previous MOOC experience is not found to have a significant impact on their learning behavior and learning outcome in general. However, the performance of less active learners is found to be influenced by their prior MOOC experience.

Teachers' Teaching Experience and Students' Learning Outcomes ...

African Journals Online (AJOL)

cce

Items 1 - 6 ... Keywords: teaching experience, students' learning outcomes, teacher incentives ... revealed that experienced teachers' perception of their teaching objectives were ... African Journal of Educational Studies in Mathematics and Sciences Vol. .... Years. English language. Mathematics Physics. Chemistry. Biology. %.

Motivation Matters? The Relationship among Different Types of Learning Motivation, Engagement Behaviors and Learning Outcomes of Undergraduate Students in Taiwan

Science.gov (United States)

Hsieh, Tzu-Ling

2014-01-01

The purpose of this study is to understand predictors of different learning outcomes among various student background characteristics, types of learning motivation and engagement behaviors. 178 junior students were surveyed at a 4-year research university in Taiwan. The scales of motivation, engagement and perceived learning outcomes were adapted…

The Effectiveness of KNOS-KGS Learning Model to Improve Generic Science Skill and Biology Student Learning Outcomes SMA PGRI 1 Banjarmasin

OpenAIRE

Nefianthi, Rezky

2015-01-01

This study aims to determine the effectiveness of the model KNOS-KGS, to improve the learning outcomes of Biology at the ecosystem material in class X SMA PGRI 1 Banjarmasin. This research is a classroom action research, conducted in two cycles. Each cycle is done with two meetings. This study was conducted on 25 students in class X1. The research data is the result of student learning that consists of cognitive learning outcomes such as pretest and posttest. Affective learning outcomes such ...

Assessment of the efficacy of blended learning in an introductory pharmacy class

Science.gov (United States)

Munson, Christina Elizabeth

Blended learning is the convergence between traditional face-to-face learning typically seen in a university setting and a computer-mediated learning environment, and is increasingly being seen as a viable alternative for learning instruction. Pharmaceutical calculations (PC) is a course taken by students in the first year in the school of pharmacy at the University of Kansas (KU SOP). One of the objectives of the PC class is that students are able to perform calculations with minimal error consistently. This requires repetitive drill which is a poor use of class time. By moving presentation of material online and using class time for small learning group problem solving as well as practice exams, the transformation of the course to a blended or hybrid course is assessed for efficacy and found to have student outcomes which are comparable to previous face-to-face (F2F) classes. As KU SOP expands it class sizes from 105 to ˜150 students and its campuses (building a satellite campus in Wichita, Kansas), being able to provide quality instruction at a reasonable cost is desirable. By redesigning PC to be a hybrid course, the need to hire additional instructors and/or increase available resources is minimized. Instructors remain for the large part on the main campus in Lawrence while students are learning at remote locations, a cost-effective measure for all parties involved. Using small learning groups (consisting of not more than 3 or 4 students) to work problems in PC was demonstrated to be an effective use of F2F class time in the fall semester, 2008 at KU. The class was taught by the same instructor in the fall of 2009 using blended learning as the class format. The current computer Learning Management System (LMS) in use at KU is Blackboard((c)2010). By using Blackboard to deliver lectures and have students work through tutorials to learn the material, class time was devoted to highly-focused problem solving. Due to unequal data distribution, the non

Assessing Assessment: In Pursuit of Meaningful Learning

Science.gov (United States)

Rootman-le Grange, Ilse; Blackie, Margaret A. L.

2018-01-01

The challenge of supporting the development of meaningful learning is prevalent in chemistry education research. One of the core activities used in the learning process is assessments. The aim of this paper is to illustrate how the semantics dimension of Legitimation Code Theory can be a helpful tool to critique the quality of assessments and…

The Role of Learning in Health Technology Assessments: An Empirical Assessment of Endovascular Aneurysm Repairs in German Hospitals.

Science.gov (United States)

Varabyova, Yauheniya; Blankart, Carl Rudolf; Schreyögg, Jonas

2017-02-01

Changes in performance due to learning may dynamically influence the results of a technology evaluation through the change in effectiveness and costs. In this study, we estimate the effect of learning using the example of two minimally invasive treatments of abdominal aortic aneurysms: endovascular aneurysm repair (EVAR) and fenestrated EVAR (fEVAR). The analysis is based on the administrative data of over 40,000 patients admitted with unruptured abdominal aortic aneurysm to more than 500 different hospitals over the years 2006 to 2013. We examine two patient outcomes, namely, in-hospital mortality and length of stay using hierarchical regression models with random effects at the hospital level. The estimated models control for patient and hospital characteristics and take learning interdependency between EVAR and fEVAR into account. In case of EVAR, we observe a significant decrease both in the in-hospital mortality and length of stay with experience accumulated at the hospital level; however, the learning curve for fEVAR in both outcomes is effectively flat. To foster the consideration of learning in health technology assessments of medical devices, a general framework for estimating learning effects is derived from the analysis. © 2017 The Authors. Health Economics published by John Wiley & Sons, Ltd. © 2017 The Authors. Health Economics published by John Wiley & Sons, Ltd.

Gain and loss learning differentially contribute to life financial outcomes.

Directory of Open Access Journals (Sweden)

Brian Knutson

Full Text Available Emerging findings imply that distinct neurobehavioral systems process gains and losses. This study investigated whether individual differences in gain learning and loss learning might contribute to different life financial outcomes (i.e., assets versus debt. In a community sample of healthy adults (n = 75, rapid learners had smaller debt-to-asset ratios overall. More specific analyses, however, revealed that those who learned rapidly about gains had more assets, while those who learned rapidly about losses had less debt. These distinct associations remained strong even after controlling for potential cognitive (e.g., intelligence, memory, and risk preferences and socioeconomic (e.g., age, sex, ethnicity, income, education confounds. Self-reported measures of assets and debt were additionally validated with credit report data in a subset of subjects. These findings support the notion that different gain and loss learning systems may exert a cumulative influence on distinct life financial outcomes.

Assessing Complexity in Learning Outcomes--A Comparison between the SOLO Taxonomy and the Model of Hierarchical Complexity

Science.gov (United States)

Stålne, Kristian; Kjellström, Sofia; Utriainen, Jukka

2016-01-01

An important aspect of higher education is to educate students who can manage complex relationships and solve complex problems. Teachers need to be able to evaluate course content with regard to complexity, as well as evaluate students' ability to assimilate complex content and express it in the form of a learning outcome. One model for evaluating…

Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

Science.gov (United States)

Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

2013-01-01

The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

The Influence of Problem Based Learning Model toward Students’ Activities and Learning Outcomes on Financial Management Subject

Directory of Open Access Journals (Sweden)

Han Tantri Hardini

2016-12-01

Full Text Available This research aims to know the influence of problem based learning model toward students’ activities and achievement on Financial Management subject for undergraduate program students of Accounting Education. It was a quantitative research that used true experimental design. Samples of this study were undergraduate program students of Accounting Education in the year of 2014. Class A were control class and class B were experimental class. Data were analyzed by using t-test in order to determine the differences of learning outcomes between control class and experimental class. Then, questionnaires were distributed to gather students’ activities information in their students’ learning model. Findings show that there is an influence of Problem Based Learning model toward students’ activities and learning outcomes on Financial Management subject for undergraduate program students of Accounting Education since t-count ≥ t-table. It is 6.120 ≥ 1.9904. Students’ learning activities with Problem Based Learning model are better than students who are taught by conventional learning model.

Article Commentary: Group Learning Assessments as a Vital Consideration in the Implementation of New Peer Learning Pedagogies in the Basic Science Curriculum of Health Profession Programs

Directory of Open Access Journals (Sweden)

Charlotte L. Briggs

2016-01-01

Full Text Available Inspired by reports of successful outcomes in health profession education literature, peer learning has progressively grown to become a fundamental characteristic of health profession curricula. Many studies, however, are anecdotal or philosophical in nature, particularly when addressing the effectiveness of assessments in the context of peer learning. This commentary provides an overview of the rationale for using group assessments in the basic sciences curriculum of health profession programs and highlights the challenges associated with implementing group assessments in this context. The dearth of appropriate means for measuring group process suggests that professional collaboration competencies need to be more clearly defined. Peer learning educators are advised to enhance their understanding of social psychological research in order to implement best practices in the development of appropriate group assessments for peer learning.

Measuring Learning Outcomes. A Learner Perspective in Auditing Education

DEFF Research Database (Denmark)

Holm, Claus; Steenholdt, Niels

2000-01-01

The ability to provide sensible measures for learning outcomes in accounting education is under increased scrutiny. In this paper we use a learner perspective in auditing education which reflects that some students taking accounting classes also are provided with on-the-job training in accounting...... for students taking a graduate auditing course reflect prior accounting work experience for some students and undergraduate accounting coursework experience for all students. This paper extends prior research on the role of declarative and procedural knowledge in performing auditing tasks. Measuring learning...... suggested by Robert M. Gagné. An instrument was developed to measure differences regarding learning outcomes in the context of an auditing course by posing a broad set of questions testing declarative knowledge and the full range of intellectual skills from discrimination to the use of higher...

Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes

NARCIS (Netherlands)

Van den Boom, Gerard; Paas, Fred; Van Merriënboer, Jeroen

2009-01-01

Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2007). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548.

Perceived learning outcome: the relationship between experience, realism and situation awareness during simulator training.

Science.gov (United States)

Saus, Evelyn-Rose; Johnsen, Bjørn Helge; Eid, Jarle

2010-01-01

Navigation errors are a frequent cause of serious accidents and work-related injuries among seafarers. The present study investigated the effects of experience, perceived realism, and situation awareness (SA) on the perceived learning outcome of simulator-based navigation training. Thirty-two Norwegian Navy officer cadets were assigned to a low and a high mental workload conditions based on previous educational and navigational experience. In the low mental workload condition, experience (negatively associated), perceived realism, and subjective SA explained almost half of the total variance in perceived learning outcome. A hierarchical regression analysis showed that only subjective SA made a unique contribution to the learning outcome. In the high mental workload condition, perceived realism and subjective SA together explained almost half of the variance in perceived learning outcome. Furthermore, both perceived realism and subjective SA were shown to make an independent contribution to perceived learning outcomes. The results of this study show that in order to enhance the learning outcomes from simulator training it is necessary to design training procedures and scenarios that enable students to achieve functional fidelity and to generate and maintain SA during training. This can further improve safety and reduce the risk of maritime disasters.

Assessment methods as effective tools for learning outcomes of students in senior secondary schools in Ila-Orangun, south western Nigeria

Directory of Open Access Journals (Sweden)

Lamidi W.A

2013-06-01

Full Text Available Different methods of assessment on the students learning outcomes in Agricultural Science at five different secondary schools in Ila-Orangun, Osun State were studied. An arm of a class was used for each test; Continuous Assessment (CA and Conventional Method (CM were used for each arm. Students were taught during their normal school times for the maximum time of forty minutes thrice a week. There were ten objective questions weekly for each assessment of the students in the CA method for six weeks. The same questions were used throughout for all the schools, done simultaneously for CA. Also, sixty questions at once at the end of the sixth week for CM. Standard deviation and regression equations for the mean values were used in the analysis. The results show that CA could be adjudged to be better off than the CM because of its higher mean values in all the schools than the CM. The higher R2 values of 0.99 and 0.88 revealed stronger correlation between different methods of assessment and the targeted learners. The CA test should be used instead of CM; the CM does not make learners to gain much cognitive knowledge when compare with what CA does to students.

Guided Inquiry Facilitated Blended Learning to Improve Metacognitive and Learning Outcome of High School Students

Science.gov (United States)

Suwono, H.; Susanti, S.; Lestari, U.

2017-04-01

The learning activities that involve the students to learn actively is one of the characteristics of a qualified education. The learning strategy that involves students’ active learning is guided inquiry. Learning problems today are growing metacognitive skills and cognitive learning outcomes. It is the research and development of learning module by using 4D models of Thiagarajan. The first phase is Define, which analyses the problems and needs required by the prior preparation of the module. The second phase is Design, which formulates learning design and devices to obtain the initial draft of learning modules. The third stage is Develop, which is developing and writing module, module validation, product testing, revision, and the resulting an end-product results module development. The fourth stage is Disseminate, which is disseminating of the valid products. Modules were validated by education experts, practitioners, subject matter experts, and expert of online media. The results of the validation module indicated that the module was valid and could be used in teaching and learning. In the validation phase of testing methods, we used experiments to know the difference of metacognitive skills and learning outcomes between the control group and experimental group. The experimental design was a one group pretest-posttest design. The results of the data analysis showed that the modules could enhance metacognitive skills and learning outcomes. The advantages of this module is as follows, 1) module is accompanied by a video link on a website that contains practical activities that are appropriate to Curriculum 2013, 2) module is accompanied by a video link on a website that contains about manual laboratory activities that will be used in the classroom face-to-face, so that students are ready when doing laboratory activities, 3) this module can be online through chat to increase students’ understanding. The disadvantages of this module are the material presented in

Transitioning a bachelor of science in nursing program to blended learning: Successes, challenges & outcomes.

Science.gov (United States)

Posey, Laurie; Pintz, Christine

2017-09-01

To help address the challenges of providing undergraduate nursing education in an accelerated time frame, the Teaching and Transforming through Technology (T3) project was funded to transition a second-degree ABSN program to a blended learning format. The project has explored the use of blended learning to: enable flexible solutions to support teaching goals and address course challenges; provide students with new types of independent learning activities outside of the traditional classroom; increase opportunities for active learning in the classroom; and improve students' digital literacy and lifelong learning skills. Program evaluation included quality reviews of the redesigned courses, surveys of student perceptions, pre- and post-program assessment of students' digital literacy and interviews with faculty about their experiences with the new teaching methods. Adopting an established quality framework to guide course design and evaluation for quality contributed to the efficient and effective development of a high-quality undergraduate blended nursing program. Program outcomes and lessons learned are presented to inform future teaching innovation and research related to blended learning in undergraduate nursing education. Copyright © 2016 Elsevier Ltd. All rights reserved.

Digital and traditional slides for teaching cellular morphology: a comparative analysis of learning outcomes.

Science.gov (United States)

Solberg, Brooke L

2012-01-01

Recent advances in technology have brought forth an intriguing new tool for teaching hematopoietic cellular identification skills: the digital slide. Although digitized slides offer a number of appealing options for educators, little research has been done to examine how their utilization would impact learning outcomes. To fill that void, this study was designed to examine student performance, skill retention and transferability, and self-efficacy beliefs amongst undergraduate MLS students learning cellular morphology with digital versus traditional slides. Results showed that students learning with digital slides performed better on assessments containing only traditional slide specimens than students learning with traditional slides, both immediately following the learning activity and after a considerable duration of time. Students learning with digital slides also reported slightly higher levels of self-efficacy related to cellular identification. The findings of this study suggest that students learning cellular identification skills with digital slides are able to transfer that skill directly to traditional slides, and that their ability to identify cells is not negatively affected in present or future settings.

Association between classroom ventilation mode and learning outcome in Danish schools

DEFF Research Database (Denmark)

Toftum, Jørn; Kjeldsen, Birthe Uldahl; Wargocki, Pawel

2015-01-01

Associations between learning, ventilation mode, and other classroom characteristics were investigated with data from a Danish test scheme and two widespread cross-sectional studies examining air quality in Danish schools. An academic achievement indicator as a measure of the learning outcome...... concentrations and temperatures in 820 classrooms in 389 schools were available. In 56% and 66% of the classrooms included in the two studies, the measured CO2 concentration was higher than 1000ppm. The findings of this study add to the growing evidence that insufficient classroom ventilation have impacts...... on learning outcomes....

The antecedents of e-learning outcome: an examination of system quality, technology readiness, and learning behavior.

Science.gov (United States)

Ho, Li-An

2009-01-01

The rapid advancement of Internet and computer technology has not only influenced the way we live, but also the way we learn. Due to the implementation of e-learning in urban junior high schools in Taiwan, it has become essential to find out how external and internal factors affect junior high school students' online learning behavior, which consequently affects their learning outcome. The present study aims to propose a conceptual structural equation model to investigate the relationships among e-Learning system quality (eLSQ), technology readiness (TR), learning behavior (LB), and learning outcome (LO), and to demonstrate the direct and indirect effect of eLSQ and TR on LO from the perspectives of LB. Data collected from 10 urban junior high schools in Taiwan (N = 376) were analyzed using structural equation modeling. Results reveal that both eLSQ and TR have a direct and significant impact on LB. However, eLSQ and TR influence LO indirectly through LB. In addition, LB has a direct and positive significant influence on LO. Managerial implications are proposed and research limitations are discussed.

Taylorism and the Logic of Learning Outcomes

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Stoller, Aaron

2015-01-01

This essay examines the shared philosophical foundations of Fredrick W. Taylor's scientific management principles and the contemporary learning outcomes movement (LOM). It analyses the shared philosophical ground between the focal point of Taylor's system--"the task"--and the conceptualization and deployment of "learning…

Training with Differential Outcomes Enhances Discriminative Learning and Visuospatial Recognition Memory in Children Born Prematurely

Science.gov (United States)

Martinez, Lourdes; Mari-Beffa, Paloma; Roldan-Tapia, Dolores; Ramos-Lizana, Julio; Fuentes, Luis J.; Estevez, Angeles F.

2012-01-01

Previous studies have demonstrated that discriminative learning is facilitated when a particular outcome is associated with each relation to be learned. When this training procedure is applied (the differential outcome procedure; DOP), learning is faster and more accurate than when the more common non-differential outcome procedure is used. This…

Alignment of learning objectives and assessments in therapeutics courses to foster higher-order thinking.

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FitzPatrick, Beverly; Hawboldt, John; Doyle, Daniel; Genge, Terri

2015-02-17

To determine whether national educational outcomes, course objectives, and classroom assessments for 2 therapeutics courses were aligned for curricular content and cognitive processes, and if they included higher-order thinking. Document analysis and student focus groups were used. Outcomes, objectives, and assessment tasks were matched for specific therapeutics content and cognitive processes. Anderson and Krathwohl's Taxonomy was used to define higher-order thinking. Students discussed whether assessments tested objectives and described their thinking when responding to assessments. There were 7 outcomes, 31 objectives, and 412 assessment tasks. The alignment for content and cognitive processes was not satisfactory. Twelve students participated in the focus groups. Students thought more short-answer questions than multiple choice questions matched the objectives for content and required higher-order thinking. The alignment analysis provided data that could be used to reveal and strengthen the enacted curriculum and improve student learning.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Science.gov (United States)

Holt, Emily A; Young, Craig; Keetch, Jared; Larsen, Skylar; Mollner, Brayden

2015-01-01

Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction). Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

The Greatest Learning Return on Your Pedagogical Investment: Alignment, Assessment or In-Class Instruction?

Directory of Open Access Journals (Sweden)

Emily A Holt

Full Text Available Critical thinking is often considered an essential learning outcome of institutions in higher education. Previous work has proposed three pedagogical strategies to address this goal: more active, student-centered in-class instruction, assessments which contain higher-order cognitive questions, and greater alignment within a classroom (i.e., high agreement of the cognitive level of learning objectives, assessments, and in-class instruction. Our goals were to determine which of these factors, individually or the interactions therein, contributed most to improvements in university students' critical thinking. We assessed students' higher-order cognitive skills in introductory non-majors biology courses the first and last week of instruction. For each of the fifteen sections observed, we also measured the cognitive level of assessments and learning objectives, evaluated the learner-centeredness of each classroom, and calculated an alignment score for each class. The best model to explain improvements in students' high-order cognitive skills contained the measure of learner-centeredness of the class and pre-quiz scores as a covariate. The cognitive level of assessments, learning objectives, nor alignment explained improvements in students' critical thinking. In accordance with much of the current literature, our findings support that more student-centered classes had greater improvements in student learning. However, more research is needed to clarify the role of assessment and alignment in student learning.

Learned predictiveness and outcome predictability effects are not simply two sides of the same coin.

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Thorwart, Anna; Livesey, Evan J; Wilhelm, Francisco; Liu, Wei; Lachnit, Harald

2017-10-01

The Learned Predictiveness effect refers to the observation that learning about the relationship between a cue and an outcome is influenced by the predictive relevance of the cue for other outcomes. Similarly, the Outcome Predictability effect refers to a recent observation that the previous predictability of an outcome affects learning about this outcome in new situations, too. We hypothesize that both effects may be two manifestations of the same phenomenon and stimuli that have been involved in highly predictive relationships may be learned about faster when they are involved in new relationships regardless of their functional role in predictive learning as cues and outcomes. Four experiments manipulated both the relationships and the function of the stimuli. While we were able to replicate the standard effects, they did not survive a transfer to situations where the functional role of the stimuli changed, that is the outcome of the first phase becomes a cue in the second learning phase or the cue of the first phase becomes the outcome of the second phase. Furthermore, unlike learned predictiveness, there was little indication that the distribution of overt attention in the second phase was influenced by previous predictability. The results suggest that these 2 very similar effects are not manifestations of a more general phenomenon but rather independent from each other. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

The Relationship Between the California Critical Thinking Disposition Inventory and Student Learning Outcomes in Baccalaureate Nursing Students.

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Searing, Lisabeth Meade; Kooken, Wendy Carter

2016-04-01

Critical thinking is the foundation for nurses' decision making. One school of nursing used the California Critical Thinking Disposition Inventory (CCTDI) to document improvement in critical thinking dispositions. A retrospective study of 96 nursing students' records examined the relationships between the CCTDI and learning outcomes. Correlational statistics assessed relationships between CCTDI scores and cumulative grade point averages (GPA) and scores on two Health Education Systems Incorporated (HESI) examinations. Ordinal regression assessed predictive relationships between CCTDI scores and science course grades and NCLEX-RN success. First-year CCTDI scores did not predict first-year science grades. Senior-year CCTDI scores did not correlate with cumulative GPA or HESI RN Exit Exam scores, but were weakly correlated with HESI Pharmacology Exam scores. CCTDI scores did not predict NCLEX-RN success. This study did not identify meaningful relationships between critical thinking dispositions, as measured by the CCTDI, and important learning outcomes. The results do not support the efficacy of using the CCTDI in nursing education. Copyright 2016, SLACK Incorporated.

The significance of clinical experience on learning outcome from resuscitation training-a randomised controlled study

DEFF Research Database (Denmark)

Jensen, Morten Lind; Lippert, Freddy; Hesselfeldt, Rasmus

2008-01-01

CONTEXT: The impact of clinical experience on learning outcome from a resuscitation course has not been systematically investigated. AIM: To determine whether half a year of clinical experience before participation in an Advanced Life Support (ALS) course increases the immediate learning outcome...... and retention of learning. MATERIALS AND METHODS: This was a prospective single blinded randomised controlled study of the learning outcome from a standard ALS course on a volunteer sample of the entire cohort of newly graduated doctors from Copenhagen University. The outcome measurement was ALS...... immediately following graduation. RESULTS: Invitation to participate was accepted by 154/240 (64%) graduates and 117/154 (76%) completed the study. There was no difference between the intervention and control groups with regard to the immediate learning outcome. The intervention group had significantly higher...

Adult Learner Graduation Rates at Four U.S. Community Colleges by Prior Learning Assessment Status and Method

Science.gov (United States)

Hayward, Milan S.; Williams, Mitchell R.

2015-01-01

The completion agenda demands higher community college graduation rates among adult learners, and prior learning assessment (PLA) is a promising solution. PLA permits students to earn credit for college-level learning acquired outside of higher education and is associated with improved student outcomes. However, little is known regarding community…

Improving the Students' Activity and Learning Outcomes on Social Sciences Subject Using Round Table and Rally Coach of Cooperative Learning Model

Science.gov (United States)

Ningsih; Soetjipto, Budi Eko; Sumarmi

2017-01-01

The purpose of this study was: (1) to analyze increasing students' learning activity and learning outcomes. Student activities which were observed include the visual, verbal, listening, writing and mental visual activity; (2) to analyze the improvement of student learning outcomes using "Round Table" and "Rally Coach" Model of…

The Influence of Learning Management Technology to Student’s Learning Outcome

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Taufiq Lilo Adi Sucipto

2017-02-01

Full Text Available The study examines the influence of learning management systems to the implementation of flipped classroom model in a vocational school in Indonesia. The flipped classroom is a relatively new educational model that inverts students’ time to study on lectures and time spent on homework. Despite studies have been conducted on the model, few addressed the impact of the use of a learning management system to the performance of students involved in such learning model particularly within Indonesian educational systems context. A quasi-experiment approach was applied to an experiment class and another control class. Upon the analysis, the results emphasized previously held research outcomes. The use of Edmodo learning management systems enhances students’ performance in the experiment class, relative to those of the control class.     Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution 4.0 International License.

Assessing Learners' Perceived Readiness for Computer-Supported Collaborative Learning (CSCL): A Study on Initial Development and Validation

Science.gov (United States)

Xiong, Yao; So, Hyo-Jeong; Toh, Yancy

2015-01-01

The main purpose of this study was to develop an instrument that assesses university students' perceived readiness for computer-supported collaborative learning (CSCL). Assessment in CSCL research had predominantly focused on measuring "after-collaboration" outcomes and "during-collaboration" behaviors while…

Improving Learning Outcomes: The iPad and Preschool Children with Disabilities

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Linda Chmiliar

2017-05-01

Full Text Available The digital age has reached early childhood, and the use of touch screens by young children is common place. Research on the use of touch screen tablets with young children is becoming more prevalent; however, less information is available on the use of touch screen tablets to support young children with disabilities. Touch screen tablets may offer possibilities to preschool children with disabilities to participate in learning in a digital way. The iPad provides easy interaction on the touch screen and access to a multitude of engaging early learning applications. This paper summarizes a pilot study with 8 young children with disabilities included in a preschool classroom, who were given iPads to use in class and at home for a period of 21 weeks. Systematic observations, classroom assessments, and teacher and parent interviews documented the improvements in learning outcomes for each child in many areas including, but not limited to: shape and color recognition, letter recognition, and tracing letters throughout six research cycles.

AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment.

Science.gov (United States)

Ellaway, Rachel; Masters, Ken

2008-06-01

In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical

Online Finance and Economics Courses: A Comparative Study of Course Satisfaction and Outcomes across Learning Models

Science.gov (United States)

Wiechowski, Linda; Washburn, Terri L.

2014-01-01

Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the…

Assessing learning at the workplace

NARCIS (Netherlands)

Evers, Arnoud

2018-01-01

• Defining learning at the workplace • Assessing learning at the workplace • Facilitating learning at the workplace: - Structure - Culture - Leadership - Personal factors • Conclusions • Discussion

Edutourism Taka Bonerate National Park through Scientific Approach to Improve Student Learning Outcomes

Science.gov (United States)

Hayati, R. S.

2017-02-01

This research aim is develop the potential of Taka Bonerate National Park as learning resources through edutourism with scientific approach to improve student learning outcomes. Focus of student learning outcomes are students psychomotor abilities and comprehension on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The edutourism development products are teacher manual, edutourism worksheet, material booklet, guide’s manual, and Taka Bonerate National Park governor manual. The method to develop edutourism products is ADDIE research and development model that consist of analysis, design, development and production, implementation, and evaluation step. The subjects in the implementation step were given a pretest and posttest and observation sheet to see the effect of edutourism Taka Bonerate National Park through scientific approach to student learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. The data were analyzed qualitative descriptively. The research result is edutourism Taka Bonerate National Park through scientific approach can improve students learning outcomes on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics. Edutourism Taka Bonerate National Park can be an alternative of learning method on Biodiversity of Marine Biota, Corals Ecosystem, and Conservation topics.

Learning Outcomes as a Key Concept in Policy Documents throughout Policy Changes

Science.gov (United States)

Prøitz, Tine Sophie

2015-01-01

Learning outcomes can be considered to be a key concept in a changing education policy landscape, enhancing aspects such as benchmarking and competition. Issues relating to concepts of performance have a long history of debate within the field of education. Today, the concept of learning outcomes has become central in education policy development,…

EFFECT OF FEEDBACK IN FORMATIVE ASSESSMENT IN THE STUDENT LEARNING ACTIVITIES ON CHEMICAL COURSE TO THE FORMATION OF HABITS OF MIND

Directory of Open Access Journals (Sweden)

Nahadi -

2015-04-01

Full Text Available The aim of this study was to find the impact of feedback in formative assessment in the learning process activity and students learning outcomes on learning chemistry. The method used on this study was quasi experiment research with non-equivalent control group design. The result showed that the application of feedback in formative assessment has a positive impact toward students learning process activity. Students become more enthusiastic, motivated, and more active on the learning process. Thus in this study can be conclude that feedback in formative assessment have a positive impact toward the learning process activity to form a habits of mind.

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol.

Science.gov (United States)

Laverty, James T; Underwood, Sonia M; Matz, Rebecca L; Posey, Lynmarie A; Carmel, Justin H; Caballero, Marcos D; Fata-Hartley, Cori L; Ebert-May, Diane; Jardeleza, Sarah E; Cooper, Melanie M

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of "three-dimensional learning" is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not.

Development of a Blended Learning Environment to Support Achievement of Graduate Outcomes through Optimal Learning in an Undergraduate Pharmacy Course

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Alyson Brown

2013-10-01

Full Text Available The development of graduate attributes through health professional courses requires the opportunity to engage with learning and teaching activities that reflect the work-based role to which the student aspires. Such activities allow the contextualisation of discipline-specific knowledge, forging a critical understanding of the underpinning theory, and providing a firm foundation for the development of lifelong learning skills. A blended learning approach can be particularly valuable in supporting achievement of the learning outcomes in modules where performance is measured in terms of competency in work-based scenarios. An action research approach was taken to develop and evaluate a cardiovascular risk assessment as the basis for clinically and professionally relevant problem-based learning. Support for this was provided by means of blended learning including a number of online activities. Talking wall focus groups were used to evaluate the student experience, and this was combined with quantitative data regarding student examination performance. Student performance in the cardiovascular section of the examination paper was significantly higher than in other sections. Students reported very favorably on the use of this approach to support not only examination preparation, but also in terms of developing professional identity and enhancing employability skills.

Presence relates to distinct outcomes in two virtual environments employing different learning modalities.

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Persky, Susan; Kaphingst, Kimberly A; McCall, Cade; Lachance, Christina; Beall, Andrew C; Blascovich, Jim

2009-06-01

Presence in virtual learning environments (VLEs) has been associated with a number of outcome factors related to a user's ability and motivation to learn. The extant but relatively small body of research suggests that a high level of presence is related to better performance on learning outcomes in VLEs. Different configurations of form and content variables such as those associated with active (self-driven, interactive activities) versus didactic (reading or lecture) learning may, however, influence how presence operates and on what content it operates. We compared the influence of presence between two types of immersive VLEs (i.e., active versus didactic techniques) on comprehension and engagement-related outcomes. The findings revealed that the active VLE promoted greater presence. Although we found no relationship between presence and learning comprehension outcomes for either virtual environment, presence was related to information engagement variables in the didactic immersive VLE but not the active environment. Results demonstrate that presence is not uniformly elicited or effective across immersive VLEs. Educational delivery mode and environment complexity may influence the impact of presence on engagement.

The better you feel the better you learn: do warm colours and rounded shapes enhance learning outcome in multimedia learning?

OpenAIRE

Münchow, Hannes; Mengelkamp, Christoph; Bannert, Maria

2018-01-01

The aim of the present study was to examine whether fostering positive activating affect during multimedia learning enhances learning outcome. University students were randomly assigned to either a multimedia learning environment designed to induce positive activating affect through the use of “warm” colours and rounded shapes (n=61) or an affectively neutral environment that used achromatic colours and sharp edges (n=50). Participants learned about the topic of functional neuroanatomy for 20...

The Effect of Cooperative Learning Model of Teams Games Tournament (TGT) and Students' Motivation toward Physics Learning Outcome

Science.gov (United States)

Nadrah; Tolla, Ismail; Ali, Muhammad Sidin; Muris

2017-01-01

This research aims at describing the effect of cooperative learning model of Teams Games Tournament (TGT) and motivation toward physics learning outcome. This research was a quasi-experimental research with a factorial design conducted at SMAN 2 Makassar. Independent variables were learning models. They were cooperative learning model of TGT and…

Innovative Outcome Assessment in Graduate Business Education and Continuous Improvement

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Chattopadhyay Satya P.

2014-11-01

Full Text Available The changed environment of global economy with painful austerity and restructuring measures causing severe economic dislocations in many diverse parts of the world have brought into focus the usefulness and value of management education in general and graduate management education in particular. The various accrediting bodies in America, Europe and Asia in recent years have shifted their emphasis to ensuring that learning outcomes of students in the program are tied to the goals and missions of the academic institution and meet the needs of the external partners of the academic enterprise that the students go on to serve. This has resulted in rapid advances in the field of innovative outcome assessment, and measurement of competency in performing higher order tasks as well as demonstration of traits related to successful transition into the business world and contribution to the success of the enterprise where the students are employed. The mere assessment/measurement of traits is not the end, but rather the first step in the cycle of continuous improvement in the tradition of the Plan-Do-Study-Act tradition of TQM. The goal is to identify shortcomings or opportunities for improvement via the assessment process and then to “close the loop” by introducing planned changes to improve system performance.

How much is too much assessment? Insight into assessment-driven student learning gains in large-scale undergraduate microbiology courses.

Science.gov (United States)

Wang, Jack T H; Schembri, Mark A; Hall, Roy A

2013-01-01

Designing and implementing assessment tasks in large-scale undergraduate science courses is a labor-intensive process subject to increasing scrutiny from students and quality assurance authorities alike. Recent pedagogical research has provided conceptual frameworks for teaching introductory undergraduate microbiology, but has yet to define best-practice assessment guidelines. This study assessed the applicability of Biggs' theory of constructive alignment in designing consistent learning objectives, activities, and assessment items that aligned with the American Society for Microbiology's concept-based microbiology curriculum in MICR2000, an introductory microbiology course offered at the University of Queensland, Australia. By improving the internal consistency in assessment criteria and increasing the number of assessment items explicitly aligned to the course learning objectives, the teaching team was able to efficiently provide adequate feedback on numerous assessment tasks throughout the semester, which contributed to improved student performance and learning gains. When comparing the constructively aligned 2011 offering of MICR2000 with its 2010 counterpart, students obtained higher marks in both coursework assignments and examinations as the semester progressed. Students also valued the additional feedback provided, as student rankings for course feedback provision increased in 2011 and assessment and feedback was identified as a key strength of MICR2000. By designing MICR2000 using constructive alignment and iterative assessment tasks that followed a common set of learning outcomes, the teaching team was able to effectively deliver detailed and timely feedback in a large introductory microbiology course. This study serves as a case study for how constructive alignment can be integrated into modern teaching practices for large-scale courses.

Student Self-Reported Learning Outcomes of Field Trips: The pedagogical impact

Science.gov (United States)

Lavie Alon, Nirit; Tal, Tali

2015-05-01

In this study, we used the classification and regression trees (CART) method to draw relationships between student self-reported learning outcomes in 26 field trips to natural environments and various characteristics of the field trip that include variables associated with preparation and pedagogy. We wished to examine the extent to which the preparation for the field trip, its connection to the school curriculum, and the pedagogies used, affect students' self-reported outcomes in three domains: cognitive, affective, and behavioral; and the extent the students' socioeconomic group and the guide's affiliation affect students' reported learning outcomes. Given that most of the field trips were guide-centered, the most important variable that affected the three domains of outcomes was the guide's storytelling. Other variables that showed relationships with self-reported outcomes were physical activity and making connections to everyday life-all of which we defined as pedagogical variables. We found no significant differences in student self-reported outcomes with respect to their socioeconomic group and the guide's organizational affiliation.

Problem-based learning in pre-clinical medical education: 22 years of outcome research.

Science.gov (United States)

Hartling, Lisa; Spooner, Carol; Tjosvold, Lisa; Oswald, Anna

2010-01-01

To conduct a systematic review of problem-based learning (PBL) in undergraduate, pre-clinical medical education. A research librarian developed comprehensive search strategies for MEDLINE, PSYCINFO, and ERIC (1985-2007). Two reviewers independently screened search results and applied inclusion criteria. Studies were included if they had a comparison group and reported primary data for evaluative outcomes. One reviewer extracted data and a second reviewer checked data for accuracy. Two reviewers independently assessed methodological quality. Quantitative synthesis was not performed due to heterogeneity. A qualitative review with detailed evidence tables is provided. Thirty unique studies were included. Knowledge acquisition measured by exam scores was the most frequent outcome reported; 12 of 15 studies found no significant differences. Individual studies demonstrated either improved clerkship (N = 3) or residency (N = 1) performance, or benefits on some clinical competencies during internships for PBL (N = 1). Three of four studies found some benefits for PBL when evaluating diagnostic accuracy. Three studies found few differences of clinical (or practical) importance on the impact of PBL on practicing physicians. Twenty-two years of research shows that PBL does not impact knowledge acquisition; evidence for other outcomes does not provide unequivocal support for enhanced learning. Work is needed to determine the most appropriate outcome measures to capture and quantify the effects of PBL. General conclusions are limited by methodological weaknesses and heterogeneity across studies. The critical appraisal of previous studies, conducted as part of this review, provides direction for future research in this area.

A Blended Learning Solution and the Impacts on Attendance and Learning Outcomes

Directory of Open Access Journals (Sweden)

Ismo Hakala

2011-05-01

Full Text Available Blended learning based on lecture videos and face-to-face teaching provides good opportunities for students for participation in education, regardless of time or place. The article describes a blended learning solution that is based on face-to-face teaching and the use of streaming lecture videos as it has developed in connection with master studies in mathematical information technology. The particular focus of this article is on the use of lecture videos and the impacts of blended learning on participation in education and on learning outcomes. According to the results, lecture videos have become very popular among students. Moreover the use of lecture videos increases participation activeness, and the increase in participation has a positive impact on completion of courses. However, the use of lecture videos does not seem to have any clear-cut effect on grades obtained.

The effect of application of contextual teaching and learning (CTL model-based on lesson study with mind mapping media to assess student learning outcomes on chemistry on colloid systems

Directory of Open Access Journals (Sweden)

Annisa Fadillah

2017-08-01

Full Text Available The research was conducted to determine the effect of the application of CTL learning model based on lesson study with mind mapping media to the learning outcomes of students on colloid systems. The population of this research was all students of grade XI of SMA N 1 Sunggal. The sample was taken using on the purposive random sampling. The Experiment class was taught with Contextual Teaching and Learning (CTL model based on Lesson Study with Mind Mapping media and the control class taught with conventional learning model. The data was collected using an objective test was consisting of 20 questions which validity, reliability, level of difficulty and power of difference had been tested. T test results showed that tcalculate = 2.1 and ttable = 1.6697 thus tcalculate> ttable which means that Ha is accepted and Ho is rejected. The enhancement of the student learning outcomes showed that the results of experiment class are g = 72.88%, while the control class is 68.97%. From the percentage, it can be seen that learning outcomes of the experiment class are greater than the control class. The analysis of developing cognitive aspects pointed out that C1 = 70.02%, C2 = 73.58%, C3 = 68.63%, Thus the domain of cognitive level are on the cognitive aspects of C2. The result of Lesson Study Analysis showed the results of 71.09% at the first lesson and 88.28% at the second lesson. It means that there is increasing adherence to the indicators after two lessons. Based on the above results, it can be concluded that the result of studying chemistry of the students of class XI of SMA Negeri I Sunggal TA 2014/2015 taught by a CTL model based  on Lesson Study with Mind Mapping media was higher (72.88% than those taught by conventional learning models (68.97% in the subject matter of colloids System.

Validity in assessment of prior learning

DEFF Research Database (Denmark)

Wahlgren, Bjarne; Aarkrog, Vibe

2015-01-01

, the article discusses the need for specific criteria for assessment. The reliability and validity of the assessment procedures depend on whether the competences are well-defined, and whether the teachers are adequately trained for the assessment procedures. Keywords: assessment, prior learning, adult...... education, vocational training, lifelong learning, validity...

Effects of mobile gaming patterns on learning outcomes: a literature review

NARCIS (Netherlands)

Schmitz, Birgit; Klemke, Roland; Specht, Marcus

2013-01-01

Schmitz, B., Klemke, R., & Specht, M. (2012). Effects of mobile gaming patterns on learning outcomes: A literature review. International Journal of Technology Enhanced Learning, 4(5-6), 345-358. doi:10.1504/IJTEL.2012.051817

Exploring Learning Outcomes in Cognitive Behaviour Therapy and Existential Therapy in Denmark

DEFF Research Database (Denmark)

Sørensen, Anders Dræby

This is a presentation of a research project, which explores lived experience of psychotherapy in terms of learning outcomes. This includes both Existential therapy (ET) and Cognitive-Behavioural Therapy (CBT) and their possible differences and similarities. I can describe learning as any...... experiential change that occurs in the participants understanding as result of the therapy in which they participate. Learning outcomes are concerned with the achievements of the learner rather than the intentions of the educator, as expressed in the objectives of an educational effort. This research points...

Analysing Learning Outcomes in an Electrical Engineering Curriculum Using Illustrative Verbs Derived from Bloom's Taxonomy

Science.gov (United States)

Meda, Lawrence; Swart, Arthur James

2018-01-01

Learning outcomes are essential to any curriculum in education, where they need to be clear, observable and measurable. However, some academics structure learning outcomes in a way that does not promote student learning. The purpose of this article is to present the analyses of learning outcomes of an Electrical Engineering curriculum offered at a…

Learning Process and Learning Outcomes of Video Podcasts Including the Instructor and PPT Slides: A Chinese Case

Science.gov (United States)

Pi, Zhongling; Hong, Jianzhong

2016-01-01

Video podcasts have become one of the fastest developing trends in learning and teaching. The study explored the effect of the presenting mode of educational video podcasts on the learning process and learning outcomes. Prior to viewing a video podcast, the 94 Chinese undergraduates participating in the study completed a demographic questionnaire…

Characterizing College Science Assessments: The Three-Dimensional Learning Assessment Protocol

Science.gov (United States)

Underwood, Sonia M.; Matz, Rebecca L.; Posey, Lynmarie A.; Carmel, Justin H.; Caballero, Marcos D.; Fata-Hartley, Cori L.; Ebert-May, Diane; Jardeleza, Sarah E.; Cooper, Melanie M.

2016-01-01

Many calls to improve science education in college and university settings have focused on improving instructor pedagogy. Meanwhile, science education at the K-12 level is undergoing significant changes as a result of the emphasis on scientific and engineering practices, crosscutting concepts, and disciplinary core ideas. This framework of “three-dimensional learning” is based on the literature about how people learn science and how we can help students put their knowledge to use. Recently, similar changes are underway in higher education by incorporating three-dimensional learning into college science courses. As these transformations move forward, it will become important to assess three-dimensional learning both to align assessments with the learning environment, and to assess the extent of the transformations. In this paper we introduce the Three-Dimensional Learning Assessment Protocol (3D-LAP), which is designed to characterize and support the development of assessment tasks in biology, chemistry, and physics that align with transformation efforts. We describe the development process used by our interdisciplinary team, discuss the validity and reliability of the protocol, and provide evidence that the protocol can distinguish between assessments that have the potential to elicit evidence of three-dimensional learning and those that do not. PMID:27606671

A critical review of simulation-based mastery learning with translational outcomes.

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McGaghie, William C; Issenberg, Saul B; Barsuk, Jeffrey H; Wayne, Diane B

2014-04-01

This article has two objectives. Firstly, we critically review simulation-based mastery learning (SBML) research in medical education, evaluate its implementation and immediate results, and document measured downstream translational outcomes in terms of improved patient care practices, better patient outcomes and collateral effects. Secondly, we briefly address implementation science and its importance in the dissemination of innovations in medical education and health care. This is a qualitative synthesis of SBML with translational (T) science research reports spanning a period of 7 years (2006-2013). We use the 'critical review' approach proposed by Norman and Eva to synthesise findings from 23 medical education studies that employ the mastery learning model and measure downstream translational outcomes. Research in SBML in medical education has addressed a range of interpersonal and technical skills. Measured outcomes have been achieved in educational laboratories (T1), and as improved patient care practices (T2), patient outcomes (T3) and collateral effects (T4). Simulation-based mastery learning in medical education can produce downstream results. Such results derive from integrated education and health services research programmes that are thematic, sustained and cumulative. The new discipline of implementation science holds promise to explain why medical education innovations are adopted slowly and how to accelerate innovation dissemination. © 2014 John Wiley & Sons Ltd.

Creation and Assessment of an Active E-Learning Introductory Geoscience Course

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Sit, S. M.; Brudzinski, M. R.

2014-12-01

The recent emphasis in higher education on both student engagement and online learning has encouraged us to work on the development of an active e-learning environment for our ~90 student undergraduate introductory geohazards course. To begin designing our course, we established a set of student learning outcomes (SLOs) focused on key scientific investigation skills, like analyzing data, evaluating hypotheses, and conveying information to peers. We designed these outcomes to provide students with powerful reasoning and critical thinking skills. Along with this new framework and increased student expectations, we found it beneficial to additionally establish student development outcomes (SDOs). Specifically, SDOs were constructed to address self-evaluation, student responsibility for learning, and valuing group work. Based on these new SLOs and SDOs, we developed a set of course components that engaged students in content, authentic scientific investigations, and group discussions, all within an online environment. The course includes common online learning features like video lectures and comprehension quizzes, but also uses 50% of class periods for student investigation assignments that are conducted using Google Earth and Microsoft Excel. For those assignments, students commonly utilize a short video tutorial demonstrating a new software skill and then apply that knowledge towards investigating topics such as predicting population growth in India or identifying types of volcanoes observed in Hawaii. Results from multiple semesters of teaching both a hybrid and completely online course show significant gains in the geoscience concept inventory over traditional and redesigned face-to-face courses. Additionally, student survey and evaluation data show that our online course improves on SLOs and SDOs when compared to a traditional lecture based course and achieve similar results to a redesigned face-to-face course focused on engagement. In particular, at the end of

Tuning-AHELO Conceptual Framework of Expected and Desired Learning Outcomes in Economics. OECD Education Working Papers No. 59

Science.gov (United States)

OECD Publishing (NJ1), 2011

2011-01-01

The Organisation for Economic Cooperation and Development (OECD) Secretariat, at the invitation of the AHELO Group of National Experts, contracted the Tuning Association to undertake initial development work on learning outcomes to be used for valid and reliable assessments of students from diverse institutions and countries. The two disciplines…

Aligning Learning and Talent Development Performance Outcomes with Organizational Objectives: A Proposed Model

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Ware, Iris

2017-01-01

The value proposition for learning and talent development (LTD) is often challenged due to human resources' inability to demonstrate meaningful outcomes in relation to organizational needs and return-on-investment. The primary role of human resources (HR) and the learning and talent development (LTD) function is to produce meaningful outcomes to…

Perceived Benefits of Pre-Clinical Simulation-based Training on Clinical Learning Outcomes among Omani Undergraduate Nursing Students

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Girija Madhavanprabhakaran

2015-01-01

Full Text Available Objectives: This study aimed to explore the benefits perceived by Omani undergraduate maternity nursing students regarding the effect of pre-clinical simulation-based training (PSBT on clinical learning outcomes. Methods: This non-experimental quantitative survey was conducted between August and December 2012 among third-year baccalaureate nursing students at Sultan Qaboos University in Muscat, Oman. Voluntary participants were exposed to faculty-guided PSBT sessions using low- and medium-fidelity manikins, standardised scenarios and skill checklists on antenatal, intranatal, postnatal and newborn care and assessment. Participants answered a purposely designed self-administered questionnaire on the benefits of PSBT in enhancing learning outcomes. Items were categorised into six subscales: knowledge, skills, patient safety, academic safety, confidence and satisfaction. Scores were rated on a four-point Likert scale. Results: Of the 57 participants, the majority (95.2% agreed that PSBT enhanced their knowledge. Most students (94.3% felt that their patient safety practices improved and 86.5% rated PSBT as beneficial for enhancing skill competencies. All male students and 97% of the female students agreed that PSBT enhanced their confidence in the safe holding of newborns. Moreover, 93% of participants were satisfied with PSBT. Conclusion: Omani undergraduate nursing students perceived that PSBT enhanced their knowledge, skills, patient safety practices and confidence levels in providing maternity care. These findings support the use of simulation training as a strategy to facilitate clinical learning outcomes in future nursing courses in Oman, although further research is needed to explore the objective impact of PSBT on learning outcomes.

Stakeholder Perceptions, Learning Opportunities, and Student Outcomes in Three Clinical Learning Models.

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Hendricks, Susan; DeMeester, Deborah; Stephenson, Evelyn; Welch, Janet

2016-05-01

Understanding the strengths and challenges of various clinical models is important for nursing education. Three long-standing clinical models (preceptored, hybrid, and traditional) were compared on several outcome measures related to satisfaction, learning opportunities, and student outcomes. Students, faculty, and preceptors participated in this study. Although no differences were noted in satisfaction or standardized examination scores, students in the preceptored clinical model were able to practice more psychomotor skills. Although participants in the preceptored model reported spending more time communicating with staff nurses than did those in the other models, students in the traditional model spent more time with faculty. No differences were noted among groups in student clinical observation time. All clinical learning models were focused on how clinical time was structured, without an emphasis on how faculty and preceptors work with students to develop nursing clinical reasoning skills. Identifying methodology to impact thinking in the clinical environment is a key next step. [J Nurs Educ. 2016;55(5):271-277.]. Copyright 2016, SLACK Incorporated.

Precision Learning Assessment: An Alternative to Traditional Assessment Techniques.

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Caltagirone, Paul J.; Glover, Christopher E.

1985-01-01

A continuous and curriculum-based assessment method, Precision Learning Assessment (PLA), which integrates precision teaching and norm-referenced techniques, was applied to a math computation curriculum for 214 third graders. The resulting districtwide learning curves defining average annual progress through the computation curriculum provided…

Some Factors Effected Student's Calculus Learning Outcome

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Rajagukguk, Wamington

2016-01-01

The purpose of this study is to determine the factors effected calculus learning outcome of the student. This study was conducted with 176 respondents, which were selected randomly. The data were obtained by questionnaire, and then analyzed by using multiple regressions, and correlation, at level of a = 0.05. The findings showed there is the…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...... and performing focus group interviews. The application of peer assessment is investigated by analyzing the agreement of peer assessment between students assessing the same assignment. Our analyses confirm previous research on the value of peer learning and peer assessment and we argue that there could also...

Transcatheter closure of patent ductus arteriosus: Evaluating the effect of the learning curve on the outcome

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Azhar Ahmad

2009-01-01

Full Text Available Background and Objectives : Initial experience with transcatheter closure of patent ductus arteriosus (PDA using detachable coils and Amplatzer duct occluder devices is reported. We evaluated the outcome, complications, and influence of the learning curve, and also assessed the need of surgical backup for such interventional procedures. Methods: From January 2000 to December 2004, 121 patients underwent transcatheter closure of PDA. Aortic angiogram was performed to evaluate the size, position, and shape of the duct for appropriately choosing the occluder device type and size. A second aortic angiogram was performed 10 minutes after device deployment. Echocardiography was repeated at intervals of 24 hours, then at 1, 3, and 6 months after the procedure to assess complications. Stepwise multiple regression analysis was used to assess the role of experience in improving the outcome of the procedure. Results: Of 121 cases, four patients had pulmonary artery embolization of the occluder device which was successfully retrieved in the catheterization laboratory, while two others had embolization that required surgical intervention. Four patients had temporary residual leak, nine had protrusion of the device into the aorta without significant Doppler pressure gradient or hemolysis on follow-up, and five had partial hemodynamically insignificant obstruction to the left pulmonary artery. Statistical analysis showed that the effect of the learning curve and experience was responsible for 93% improvement in the procedural outcome over the five-year study period. Conclusion: Transcatheter occlusion of PDA is safe and effective alternative to surgery. Complications occurred in those with unfavorable duct anatomy and with the use of multiple coils. Surgical backup was important for such interventional procedures. Experience played a major role in the proper choice of device type and size which greatly influenced the outcome of the procedure.

Conceptualizing learning for sustainability through environmental assessment: critical reflections on 15 years of research

International Nuclear Information System (INIS)

Sinclair, A. John; Diduck, Alan; Fitzpatrick, Patricia

2008-01-01

Numerous scholars are now directing their attention to the education and learning implications of participatory resource and environmental governance because of the potential implications of these for generating the social mobilization necessary to achieve sustainability trajectories. Our work, and that of other researchers, establishes that public participation in environmental assessment (EA) provides fertile ground for considering the intricacies of governance as they relate to participation, and for examining the education and learning implications of participation. Since EA law requires in many cases that public voices be part of the decision process, it has resulted in the creation of fascinating, state-sanctioned, deliberative spaces for civic interactions. Our purpose here is to share, and build upon, a framework that conceptualizes the relationships among participation, education, learning and sustainability in an EA context. We do so by considering findings from studies we have undertaken on participation in EA in Canada since the early 90's. Our approach was interactive and collaborative. We each considered in detail the key results of our earlier work as they relate to education, learning and EA process design. The findings illuminate aspects of the conceptual framework for which there is considerable empirical evidence, such as the link between meaningful participation and critical education and the diversity of individual learning outcomes associated with public participation in EA. The findings also highlight those parts of the framework for which the empirical evidence is relatively sparse, such as the range of possible social learning outcomes, their congruence with sustainability criteria, and the roles of monitoring and cumulative and strategic assessments in shaping EA into an adaptive, learning system

The Implementation of Discovery Learning Method to Increase Learning Outcomes and Motivation of Student in Senior High School

Directory of Open Access Journals (Sweden)

Nanda Saridewi

2017-11-01

Full Text Available Based on data from the observation of high school students grade XI that daily low student test scores due to a lack of role of students in the learning process. This classroom action research aims to improve learning outcomes and student motivation through discovery learning method in colloidal material. This study uses the approach developed by Lewin consisting of planning, action, observation, and reflection. Data collection techniques used the questionnaires and ability tests end. Based on the research that results for students received a positive influence on learning by discovery learning model by increasing the average value of 74 students from the first cycle to 90.3 in the second cycle and increased student motivation in the form of two statements based competence (KD categories (sometimes on the first cycle and the first statement KD category in the second cycle. Thus the results of this study can be used to improve learning outcomes and student motivation

Development and Evaluation of a Computer-Based Learning Environment for Teachers: Assessment of Learning Strategies in Learning Journals

Directory of Open Access Journals (Sweden)

Inga Glogger

2013-01-01

Full Text Available Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (CBLE that trains teachers to assess learning strategies with learning journals. The contents of the CBLE and its instructional design were derived from theory. The CBLE was further shaped by research in a design-based manner. Finally, in two evaluation studies, student teachers (N1=44; N2=89 worked with the CBLE. We analyzed satisfaction, interest, usability, and assessment skills. Additionally, in evaluation study 2, effects of an experimental variation on motivation and assessment skills were tested. We found high satisfaction, interest, and good usability, as well as satisfying assessment skills, after working with the CBLE. Results show that teachers can be trained to assess learning strategies in learning journals. The developed CBLE offers new perspectives on how to support teachers in fostering learning strategies as central component of effective self-regulated learning at school.

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves. Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Stimulating Learning with Integrated Assessments in Construction Education

Directory of Open Access Journals (Sweden)

Imriyas Kamardeen

2014-09-01

Full Text Available Quality of learning students experience is heavily dependent on the effectiveness of course design. Assessments are a key component in course design and students determine their level of involvement in a learning activity based on whether it is assessed or not. Assessments are therefore a powerful tool that lecturers can utilise to drive learning. However, designing effective assessments to stimulate learning is challenging in the presence of disciplinary, contextual dimensions. A case study approach is adopted to demonstrate how effective integrated assessment schemes may be developed and implemented for construction education. The scheme in the case study amalgamated case-based learning, online quizzes and adaptive eTests to provide a variety of assessments, aligned with lecture topics and contemporary real-word scenarios. It was found that the presence of both formative and summative tasks in the assessment scheme complemented each other, kept students constantly motivated and engaged in learning, and resulted in a good learning experience for them. The study provide evidence, and valuable insights and tips for lecturers in similar degree programs as to how they could modify pedagogical styles in their courses for better learning experiences for students and improved teaching ratings for themselves.   Keywords: Pedagogy, Integrated assessment, Case-based learning, Online quiz, Adaptive eLearning

Is the P-Value Really Dead? Assessing Inference Learning Outcomes for Social Science Students in an Introductory Statistics Course

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Lane-Getaz, Sharon

2017-01-01

In reaction to misuses and misinterpretations of p-values and confidence intervals, a social science journal editor banned p-values from its pages. This study aimed to show that education could address misuse and abuse. This study examines inference-related learning outcomes for social science students in an introductory course supplemented with…

The Impact of Taiwanese College Students' Learning Motivation from Self-Determination Perspective on Learning Outcomes: Moderating Roles of Multi-Traits

Science.gov (United States)

Ho, Sophia Shi-Huei

2017-01-01

The purpose of this study is to explore the associations among learning motivation, engagement and outcomes, and the moderating role of various traits in the relationship between deep approaches to learning and outcomes. Based on data from 2,340 students in multiple universities in Taiwan, this study proposes two alternative models, tested by…

Measuring Learning Outcomes in Library Instruction

OpenAIRE

Connor, Elizabeth

2010-01-01

The author uses clicker technology to incorporate polling and multiple choice question techniques into library instruction classes. Clickers can be used to give a keener understanding of how many students grasp the concepts presented in a specific class session. Typically, a student that aces a definition-type question will fail to answer an application-type question correctly. Immediate, electronic feedback helps to calibrate teaching approaches and gather data about learning outcomes. Th...

Collaborative teacher learning across foci of collaboration : perceived activities and outcomes

NARCIS (Netherlands)

Doppenberg, J.J.; Brok, den P.J.; Bakx, A.W.E.A.

2012-01-01

This study compared teacher collaboration with differing foci, in terms of various learning activities and learning outcomes. A total of 411 teachers from 49 primary schools participated by completing a questionnaire. Foci of collaboration explained significant differences in the frequency with

Do continuous assessment results affect final exam outcomes? Evidence from a microeconomics course

Directory of Open Access Journals (Sweden)

Juan Carlos Reboredo

2017-04-01

Full Text Available Continuous assessment aims to enhance student learning and understanding of a subject and so achieve better educational outcomes. We investigated how continuous assessment grades affected final exam grades. Using a dataset for six academic post-Bologna Process years (2009-2015 for a first-year undergraduate microeconomics course offered at a Spanish public university, we examined conditional dependence between continuous assessment and final exam grades. Our results would indicate a limited contribution of continuous assessment results to final exam results: the probability of the final exam performance improving on the continuous assessment grade was lower than the probability of the opposite occurring. A consistent exception, however, was students who obtained an A grade for continuous assessment. Our results would cast some doubt on the beneficial effects of continuous assessment advocated by the Bologna Process.

Blended learning versus traditional teaching-learning-setting: Evaluation of cognitive and affective learning outcomes for the inter-professional field of occupational medicine and prevention / Blended Learning versus traditionelles Lehr-Lernsetting: Evaluierung von kognitiven und affektiven Lernergebnissen für das interprofessionelle Arbeitsfeld Arbeitsmedizin und Prävention

Directory of Open Access Journals (Sweden)

Eckler Ursula

2017-11-01

Full Text Available Blended learning is characterised as a combination of face-to-face teaching and e-learning in terms of knowledge transfer, students’ learning activities and reduced presence at the teaching facility. The present cohort study investigated long-term effects of blended learning regarding cognitive outcomes as well as self-indicated estimates of immediate learning effects on the affective domain in the inter-professional field of occupational medicine. Physiotherapy students (bachelor degree at FH Campus Wien – University of Applied Sciences completed the course Occupational Medicine/Prevention either in a traditional teaching-learning setting entirely taught face-to-face (control-group, n=94, or with a blended learning model (intervention-group, n=93. Long-term effects (1.5 year follow-up on the cognitive learning outcomes were assessed according to four levels of Bloom’s learning objectives. In addition, students estimated potential benefits resulting from blended learning based on four Krathwohl’s learning objectives for the affective domain by means of a six-option Likert scale (n=282. Concerning cognitive outcomes, significant results favouring both groups were found with effect sizes from small to medium. The traditional teaching-learning setting resulted in significantly better results in the upmost aspired learning objective (analysis at the long-term (p<0,01; r=-0,33. In contrast, the intervention group resulted in significantly better long-term results on learning objective levels 1 (knowledge and 2 (understanding (p=0,01; r=-0,20 and, p=0,02; r=-0,17, respectively. Hence, no general recommendation favouring either the classical setting or blending learning can be drawn regarding the cognitive domain. However, students’ self-indications on the affective domain give preference to blended learning, particularly if inter-professional teamwork is a course objective.

Can active learning principles be applied to the bioscience assessments of nursing students? A review of the literature.

Science.gov (United States)

Bakon, Shannon; Craft, Judy; Christensen, Martin; Wirihana, Lisa

2016-02-01

To explore if active learning principles be applied to nursing bioscience assessments and will this influence student perception of confidence in applying theory to practice? A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased bioscience education is associated with improved patient outcomes therefore by addressing this "bioscience problem" and improving the integration of bioscience in clinical practice there will subsequently be an improvement in health care outcomes. From the literature several themes were identified. First there are many problems with teaching nursing students bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning

Does Augmented Reality Affect High School Students' Learning Outcomes in Chemistry?

Science.gov (United States)

Renner, Jonathan Christopher

Some teens may prefer using a self-directed, constructivist, and technologic approach to learning rather than traditional classroom instruction. If it can be demonstrated, educators may adjust their teaching methodology. The guiding research question for this study focused on how augmented reality affects high school students' learning outcomes in chemistry, as measured by a pretest and posttest methodology when ensuring that the individual outcomes were not the result of group collaboration. This study employed a quantitative, quasi-experimental study design that used a comparison and experimental group. Inferential statistical analysis was employed. The study was conducted at a high school in southwest Colorado. Eighty-nine respondents returned completed and signed consent forms, and 78 participants completed the study. Results demonstrated that augmented reality instruction caused posttest scores to significantly increase, as compared to pretest scores, but it was not as effective as traditional classroom instruction. Scores did improve under both types of instruction; therefore, more research is needed in this area. The present study was the first quantitative experiment controlling for individual learning to validate augmented reality using mobile handheld digital devices that affected individual students' learning outcomes without group collaboration. This topic was important to the field of education as it may help educators understand how students learn and it may also change the way students are taught.

The Social Outcomes of Older Adult Learning in Taiwan: Evaluation Framework and Indicators

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Lin, Li-Hui

2015-01-01

The purpose of this study is to explore the social outcomes of older adult learning in Taiwan. In light of our society's aging population structure, the task of establishing evaluation framework and indicators for the social outcomes of learning (SOL) as applied to older adults is urgent. In order to construct evaluation indicators for older adult…

An Intentional Approach to Achieving Learning Outcomes during a Youth Leadership Residential Program

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Jeremy Green

2012-09-01

Full Text Available The High Desert Leadership Retreat (HDLR is an annual four-day youth conference which incorporates positive youth development practices to build life skills and increase youth leadership capacity. There are numerous examples in youth development literature of program models and associated outcomes. However, few studies have articulated which aspects of a conference contribute to the achievement of learning outcomes. By utilizing proven program evaluation methods, the achievement of learning outcomes was measured during both formal and informal conference sessions.

Bootcamp EMMA MOOC Assessment for learning in practice

NARCIS (Netherlands)

Firssova, Olga; Brouns, Francis

2016-01-01

Formative assessment or assessment for learning is a relevant theme for teachers and educationalists. Formative assessment is a valuable tool for supporting the learning process. It is applied during learning and offers you more and better opportunities to guide your students. Formative assessment

THE EFFECT OF LEARNING INQUIRY TRAINING MODEL ON STUDENT LEARNING OUTCOMES ON MEASUREMENT MATERIALS

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Felisa Irawani Hutabarat

2017-06-01

Full Text Available This research aims to know the effect of learning model of inquiry learning results students training material measurement. This type of research is quasi experiment. Sampling done by cluster random sampling by taking 2 classes from grade 9 i.e. class X SCIENCE experiments as a class-B that add up to 35 people and class X SCIENCE-C as control classes that add up to 35 people. The instruments used to find out the results of student learning is the learning outcomes tests have been validated in multiple choice form numbered 15 reserved and activity sheets students. The results of the value obtained 37.71 pretes and postest 70.11. The t-test analysis retrieved thitung greater than ttabel so that it can be concluded no difference due to the influence of the learning model of inquiry learning results students training material measurement.

A Pilot Study of Students' Learning Outcomes Using Didactic and Socratic Instructional Methods: An Assessment Based on Bloom's Taxonomy

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Akinde, Oluwatoyin Adenike

2015-01-01

This work is a pilot study on the learning outcomes of students, who were taught a research course for seven weeks, using didactic and Socratic instruction methods. The course was taught in two sessions concurrently. The students were divided into two groups (A and B) and both groups were taught either with Socratic instruction method or didactic…

Neonatal Brain Abnormalities and Memory and Learning Outcomes at 7 Years in Children Born Very Preterm

Science.gov (United States)

Omizzolo, Cristina; Scratch, Shannon E; Stargatt, Robyn; Kidokoro, Hiroyuki; Thompson, Deanne K; Lee, Katherine J; Cheong, Jeanie; Neil, Jeffrey; Inder, Terrie E; Doyle, Lex W; Anderson, Peter J

2014-01-01

Using prospective longitudinal data from 198 very preterm and 70 full term children, this study characterised the memory and learning abilities of very preterm children at 7 years of age in both verbal and visual domains. The relationship between the extent of brain abnormalities on neonatal magnetic resonance imaging (MRI) and memory and learning outcomes at 7 years of age in very preterm children was also investigated. Neonatal MRI scans were qualitatively assessed for global, white-matter, cortical grey-matter, deep grey-matter, and cerebellar abnormalities. Very preterm children performed less well on measures of immediate memory, working memory, long-term memory, and learning compared with term born controls. Neonatal brain abnormalities, and in particular deep grey matter abnormality, were associated with poorer memory and learning performance at 7 years in very preterm children, especially global, white-matter, grey-matter and cerebellar abnormalities. Findings support the importance of cerebral neonatal pathology for predicting later memory and learning function. PMID:23805915

Learning Outcomes in Professional Contexts in Higher Education

Science.gov (United States)

Prøitz, Tine S.; Havnes, Anton; Briggs, Mary; Scott, Ian

2017-01-01

With the policy of developing a transparent and competitive European higher education sector, learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for their implementation is that they bear fundamental similarities across national, institutional or professional/disciplinary contexts. In…

Increasing Student Metacognition and Learning through Classroom-Based Learning Communities and Self-Assessment

Directory of Open Access Journals (Sweden)

Amy Siegesmund

2016-05-01

Full Text Available Student overconfidence challenges success in introductory biology. This study examined the impact of classroom learning communities and self-assessment on student metacognition and subsequent impact on student epistemological beliefs, behaviors, and learning. Students wrote weekly self-assessments reflecting on the process of learning and received individual feedback. Students completed a learning strategies inventory focused on metacognition and study behaviors at the beginning and end of the semester and a Student Assessment of their Learning Gains (SALG at the end of the semester. Results indicated significant changes in both metacognition and study behaviors over the course of the semester, with a positive impact on learning as determined by broad and singular measures. Self-assessments and SALG data demonstrated a change in student beliefs and behaviors. Taken together, these findings argue that classroom learning communities and self-assessment can increase student metacognition and change student epistemological beliefs and behaviors.

Using computer-assisted learning to engage diverse learning styles in understanding business management principles.

Science.gov (United States)

Frost, Mary E; Derby, Dustin C; Haan, Andrea G

2013-01-01

Objective : Changes in small business and insurance present challenges for newly graduated chiropractors. Technology that reaches identified, diverse learning styles may assist the chiropractic student in business classes to meet course outcomes better. Thus, the purpose of our study is to determine if the use of technology-based instructional aids enhance students' mastery of course learning outcomes. Methods : Using convenience sampling, 86 students completed a survey assessing course learning outcomes, learning style, and the helpfulness of lecture and computer-assisted learning related to content mastery. Quantitative analyses occurred. Results : Although respondents reported not finding the computer-assisted learning as helpful as the lecture, significant relationships were found between pre- and post-assisted learning measures of the learning outcomes 1 and 2 for the visual and kinesthetic groups. Surprisingly, however, all learning style groups exhibited significant pre- and post-assisted learning appraisal relationships with learning outcomes 3 and 4. Conclusion : While evidence exists within the current study of a relationship between students' learning of the course content corollary to the use of technologic instructional aids, the exact nature of the relationship remains unclear.

Learning outcomes for communication skills across the health professions: a systematic literature review and qualitative synthesis.

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Denniston, Charlotte; Molloy, Elizabeth; Nestel, Debra; Woodward-Kron, Robyn; Keating, Jennifer L

2017-04-07

The aim of this study was to identify and analyse communication skills learning outcomes via a systematic review and present results in a synthesised list. Summarised results inform educators and researchers in communication skills teaching and learning across health professions. Systematic review and qualitative synthesis. A systematic search of five databases (MEDLINE, PsycINFO, ERIC, CINAHL plus and Scopus), from first records until August 2016, identified published learning outcomes for communication skills in health professions education. Extracted data were analysed through an iterative process of qualitative synthesis. This process was guided by principles of person centredness and an a priori decision guide. 168 papers met the eligibility criteria; 1669 individual learning outcomes were extracted and refined using qualitative synthesis. A final refined set of 205 learning outcomes were constructed and are presented in 4 domains that include: (1) knowledge (eg, describe the importance of communication in healthcare), (2) content skills (eg, explore a healthcare seeker's motivation for seeking healthcare),( 3) process skills (eg, respond promptly to a communication partner's questions) and (4) perceptual skills (eg, reflect on own ways of expressing emotion). This study provides a list of 205 communication skills learning outcomes that provide a foundation for further research and educational design in communication education across the health professions. Areas for future investigation include greater patient involvement in communication skills education design and further identification of learning outcomes that target knowledge and perceptual skills. This work may also prompt educators to be cognisant of the quality and scope of the learning outcomes they design and their application as goals for learning. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/.

Outcome based education enacted: teachers' tensions in balancing between student learning and bureaucracy.

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Barman, Linda; Silén, Charlotte; Bolander Laksov, Klara

2014-12-01

This paper reports on how teachers within health sciences education translate outcome-based education (OBE) into practice when they design courses. The study is an empirical contribution to the debate about outcome- and competency-based approaches in health sciences education. A qualitative method was used to study how teachers from 14 different study programmes designed courses before and after OBE was implemented. Using an interpretative approach, analysis of documents and interviews was carried out. The findings show that teachers enacted OBE either to design for more competency-oriented teaching-learning, or to further detail knowledge and thus move towards reductionism. Teachers mainly understood the outcome-based framework as useful to support students' learning, although the demand for accountability created tension and became a bureaucratic hindrance to design for development of professional competence. The paper shows variations of how teachers enacted the same outcome-based framework for instructional design. These differences can add a richer understanding of how outcome- or competency-based approaches relate to teaching-learning at a course level.

Learning in Educational Computer Games for Novices: The Impact of Support Provision Types on Virtual Presence, Cognitive Load, and Learning Outcomes

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Claudia Schrader

2012-06-01

Full Text Available Embedding support devices in educational computer games has been asserted to positively affect learning outcomes. However, there is only limited direct empirical evidence on which design variations of support provision influence learning. In order to better understand the impact of support design on novices’ learning, the current study investigates how support devices and their type of provision (intrinsic vs. extrinsic determine games’ effectiveness on learning outcomes. This effectiveness is also related to how the design-type of provision influences learners’ virtual presence and cognitive load. Compared to an educational adventure game without additional support, the results indicate that the game equipped with support devices enhances learning outcomes, although no differences in cognitive load were found. A variation in the design of provision shows no effect. In order to gain a more thorough understanding of support devices and their design for games, additional learner characteristics (e.g., interest should be considered in future research.

Tools for peer assessment in an e-learning environment

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Hugo Nordseth

2010-11-01

Full Text Available Our exploration of peer assessment in the formative feedback of themes within ITL111 Digital Competence for teachers (15 ECTS and GEO102 Physical Geography (15 ECTS is based on support from tools within the LMS, sets of learning based outcomes, rubrics and Six Thinking Hats. The overall effect is improved quality of the student assignments and deeper learning. The best results were registered with the use of rubrics where the students were presented with clearly defined criteria for expected performance on a sample of different themes within the course. In order to perform the peer review, the students had to acquire the basic knowledge of the various themes. In addition, seeing how others solved the assignment provided the student with reflections on the themes that would improve the student's own final portfolio.

Assessment of Student Outcomes in Undergraduate Health Information Administration Programs

OpenAIRE

Smith, Jody

2006-01-01

The purpose of this research was to a) determine what assessment methods are being used in undergraduate health information administration programs to assess student learning and the usefulness of those methods, b) determine to what extent programs have incorporated good student learning assessment practices. Programs use a variety of assessment tools to measure student learning; the most useful include assessments by the professional practice supervisor, course tests, assignments, presentati...

Social outcomes of learning - Response to paper by David Campwell

DEFF Research Database (Denmark)

Andersen, John

Expert kommentar til rapportudkast fra David Cambell (tidligere forskningsassistent for Robert Putman) i OECD projektet SOL (Social Outcomes of Learning). Publiceres senere som Discussionpaper af OECD...

Approaching Assessment from a Learning Perspective: Elevating Assessment beyond Technique

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Simms, Michele; George, Beena

2014-01-01

Assessment is a key process in assuring quality education but how is it linked to the scholarship of teaching and learning (SoTL)? How can we join teaching and learning to the assessment process rather than view it as a stand-alone component in course and/or program development? This paper explores the relationship between assessment and the SoTL…

The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: a systematic review protocol.

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Sinclair, Peter; Kable, Ashley; Levett-Jones, Tracy

2015-01-01

The objective of this systematic review is to identify, appraise and synthesize the best available evidence for the effectiveness of internet-based e-learning programs on health care professional behavior and patient outcomes. Technological innovation has not only impacted social change in recent years but has been the prime driver of educational transformation.The newest consumers of post-secondary education, the so-called 'digital natives', have come to expect education to be delivered in a way that offers increased usability and convenience. Health care professionals (HCPs) in the clinical setting, particularly those in rural and remote communities, are no different. Today's health workforce has a professional responsibility to maintain competency in practice through achieving a minimum number of hours of continuing professional development. Consequently, HCPs seeking professional development opportunities are reliant on sourcing these independently according to individual learning needs. However, difficulties exist in some health professionals' access to ongoing professional development opportunities, particularly those with limited access face-to-face educationdue to geographical isolation or for those not enrolled in a formal program of study.These issues challenge traditional methods of teaching delivery; electronic learning (e-learning) is at the nexus of overcoming these challenges.The term e-learning originated in the mid-1990s as the internet began to gather momentum.Electronic learning can be broadly defined as any type of educational media that is delivered in an electronic form.Terms such as computer-assisted learning, online learning, web-based learning and e-learning are often used synonymously but all reflect knowledge transfer via an electronic device. This broad definition allows for a gamut of multimedia to be used for the purpose of constructing and assessing knowledge. Multimedia typically used in e-learning range from the now archaic Compact

Assessing Learned Helplessness in Poor Readers.

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Winograd, Peter; Niquette, Garland

1988-01-01

Feelings of helplessness can impact on learning to read. This research review illustrates problems in assessing learned helplessness, including instrumentation inadequacies, lack of comprehensive causal schemes, context specificity, etc. Observations of and discussions with the child are recommended in the assessment process. Guidelines for…

Assessment of Outcome in Hypospadias Surgery - A Review

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Alexander eSpringer

2014-01-01

Full Text Available Hypospadias is a challenging field of urogenital reconstructive surgery with different techniques being currently used. Modern surgery claims that it is possible to create a functionally and cosmetically normal penis. Continuous reevaluation and assessment of outcome may have a major impact on future clinical practice. Assessment of outcome includes: complication rate, cosmetic appearance of the penis, functional outcome (micturition, sexuality and psychological factors such as quality of life and psychosexual life. This article briefly reviews current strategies of outcome assessment and outlines that in the future long-term assessment should be designed in web-based prospective studies multicenter studies. Somehow in the future we will be able to give an accurate estimation of the long-term consequences of being born with hypospadias.

Two Teacher Educators’ Approaches to Developing Preservice Elementary Teachers’ Mathematics Assessment Literacy: Intentions, Outcomes, and New Learning

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Ji-Eun Lee

2015-03-01

approaches to developing preservice elementary teachers’ mathematics assessment literacy. We explored the similarities and differences in preservice teachers’ conceptions of good assessment practices and their critique of assessment items. We found that we, as course instructors, had different assumptions pertaining to the role of preservice teachers in the development of assessment and offered different assessment-related course activities. Despite these differences, there were more similarities than differences between the two groups of the preservice teachers with regard to their overall perceptions about good assessment practices and their critique of assessment items. However, we also observed differences in the criteria they used in critiquing assessment items. Discussions and implications are presented in accordance with these findings as a means to improve our own teaching and student learning.

Selected engagement factors and academic learning outcomes of undergraduate engineering students

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Justice, Patricia J.

The concept of student engagement and its relationship to successful student performance and learning outcomes has a long history in higher education (Kuh, 2007). Attention to faculty and student engagement has only recently become of interest to the engineering education community. This interest can be attributed to long-standing research by George Kuh's, National Survey of Student Engagement (NSSE) at the Indiana University Center for Postsecondary Research. In addition, research projects sponsored by the National Science Foundation, the Academic Pathway Study (APS) at the Center for the Advancement of Engineering Education (CAEE) and the Center for the Advancement of Scholarship on Engineering Education (CASEE), Measuring Student and Faculty Engagement in Engineering Education, at the National Academy of Engineering. These research studies utilized the framework and data from the Engineering Change study by the Center for the Study of Higher Education, Pennsylvania State, that evaluated the impact of the new Accreditation Board of Engineering and Technology (ABET) EC2000 "3a through k" criteria identify 11 learning outcomes expected of engineering graduates. The purpose of this study was to explore the extent selected engagement factors of 1. institution, 2. social, 3. cognitive, 4. finance, and 5. technology influence undergraduate engineering students and quality student learning outcomes. Through the descriptive statistical analysis indicates that there maybe problems in the engineering program. This researcher would have expected at least 50% of the students to fall in the Strongly Agree and Agree categories. The data indicated that the there maybe problems in the engineering program problems in the data. The problems found ranked in this order: 1). Dissatisfaction with faculty instruction methods and quality of instruction and not a clear understanding of engineering majors , 2). inadequate Engineering faculty and advisors availability especially applicable

A Meta-Analysis of Educational Data Mining on Improvements in Learning Outcomes

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AlShammari, Iqbal A.; Aldhafiri, Mohammed D.; Al-Shammari, Zaid

2013-01-01

A meta-synthesis study was conducted of 60 research studies on educational data mining (EDM) and their impacts on and outcomes for improving learning outcomes. After an overview, an examination of these outcomes is provided (Romero, Ventura, Espejo, & Hervas, 2008; Romero, "et al.", 2011). Then, a review of other EDM-related research…

Do the Critical Success Factors from Learning Analytics Predict Student Outcomes?

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Strang, Kenneth David

2016-01-01

This article starts with a detailed literature review of recent studies that focused on using learning analytics software or learning management system data to determine the nature of any relationships between online student activity and their academic outcomes within university-level business courses. The article then describes how data was…

Assessing the Impact of Voice-Over Screen-Captured Presentations Delivered Online on Dental Students' Learning.

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Schönwetter, Dieter J; Gareau-Wilson, Nicole; Cunha, Rodrigo Sanches; Mello, Isabel

2016-02-01

The traditional lecturing method is still one of the most common forms of delivering content to students in dental education, but innovative learning technologies have the potential to improve the effectiveness and quality of teaching dental students. What challenges instructors is the extent to which these learning tools have a direct impact on student learning outcomes. The aim of this study was to assess the impact of a voice-over screen-captured learning tool by identifying a positive, nil, or negative impact on student learning as well as student engagement (affective, behavioral, and cognitive) when compared to the traditional face-to-face lecture. Extraneous variables thought to impact student learning were controlled by the use of baseline measures as well as random assignment of second-year dental students to one of two teaching conditions: voice-over screen-captured presentation delivered online and the traditional classroom lecture. A total of 28 students enrolled in the preclinical course in endodontics at a Canadian dental school participated in the study, 14 in each of the two teaching conditions. The results showed that, in most cases, the students who experienced the online lecture had somewhat higher posttest scores and perceived satisfaction levels than those in the face-to-face lecture group, but the differences did not achieve statistical significance except for their long-term recognition test scores. This study found that the students had comparable learning outcomes whether they experienced the face-to-face or the online lecture, but that the online lecture had a more positive impact on their long-term learning. The controls for extraneous variables used in this study suggest ways to improve research into the comparative impact of traditional and innovative teaching methods on student learning outcomes.

Incorporating Meaningful Gamification in a Blended Learning Research Methods Class: Examining Student Learning, Engagement, and Affective Outcomes

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Tan, Meng; Hew, Khe Foon

2016-01-01

In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same…

Clinician-Reported Outcome Assessments of Treatment Benefit: Report of the ISPOR Clinical Outcome Assessment Emerging Good Practices Task Force.

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Powers, John H; Patrick, Donald L; Walton, Marc K; Marquis, Patrick; Cano, Stefan; Hobart, Jeremy; Isaac, Maria; Vamvakas, Spiros; Slagle, Ashley; Molsen, Elizabeth; Burke, Laurie B

2017-01-01

A clinician-reported outcome (ClinRO) assessment is a type of clinical outcome assessment (COA). ClinRO assessments, like all COAs (patient-reported, observer-reported, or performance outcome assessments), are used to 1) measure patients' health status and 2) define end points that can be interpreted as treatment benefits of medical interventions on how patients feel, function, or survive in clinical trials. Like other COAs, ClinRO assessments can be influenced by human choices, judgment, or motivation. A ClinRO assessment is conducted and reported by a trained health care professional and requires specialized professional training to evaluate the patient's health status. This is the second of two reports by the ISPOR Clinical Outcomes Assessment-Emerging Good Practices for Outcomes Research Task Force. The first report provided an overview of COAs including definitions important for an understanding of COA measurement practices. This report focuses specifically on issues related to ClinRO assessments. In this report, we define three types of ClinRO assessments (readings, ratings, and clinician global assessments) and describe emerging good measurement practices in their development and evaluation. The good measurement practices include 1) defining the context of use; 2) identifying the concept of interest measured; 3) defining the intended treatment benefit on how patients feel, function, or survive reflected by the ClinRO assessment and evaluating the relationship between that intended treatment benefit and the concept of interest; 4) documenting content validity; 5) evaluating other measurement properties once content validity is established (including intra- and inter-rater reliability); 6) defining study objectives and end point(s) objectives, and defining study end points and placing study end points within the hierarchy of end points; 7) establishing interpretability in trial results; and 8) evaluating operational considerations for the implementation of

Cognitive load imposed by ultrasound-facilitated teaching does not adversely affect gross anatomy learning outcomes.

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Jamniczky, Heather A; Cotton, Darrel; Paget, Michael; Ramji, Qahir; Lenz, Ryan; McLaughlin, Kevin; Coderre, Sylvain; Ma, Irene W Y

2017-03-01

Ultrasonography is increasingly used in medical education, but its impact on learning outcomes is unclear. Adding ultrasound may facilitate learning, but may also potentially overwhelm novice learners. Based upon the framework of cognitive load theory, this study seeks to evaluate the relationship between cognitive load associated with using ultrasound and learning outcomes. The use of ultrasound was hypothesized to facilitate learning in anatomy for 161 novice first-year medical students. Using linear regression analyses, the relationship between reported cognitive load on using ultrasound and learning outcomes as measured by anatomy laboratory examination scores four weeks after ultrasound-guided anatomy training was evaluated in consenting students. Second anatomy examination scores of students who were taught anatomy with ultrasound were compared with historical controls (those not taught with ultrasound). Ultrasound's perceived utility for learning was measured on a five-point scale. Cognitive load on using ultrasound was measured on a nine-point scale. Primary outcome was the laboratory examination score (60 questions). Learners found ultrasound useful for learning. Weighted factor score on "image interpretation" was negatively, but insignificantly, associated with examination scores [F (1,135) = 0.28, beta = -0.22; P = 0.61]. Weighted factor score on "basic knobology" was positively and insignificantly associated with scores; [F (1,138) = 0.27, beta = 0.42; P = 0.60]. Cohorts exposed to ultrasound had significantly higher scores than historical controls (82.4% ± SD 8.6% vs. 78.8% ± 8.5%, Cohen's d = 0.41, P learning and may improve learning outcomes. Anat Sci Educ 10: 144-151. © 2016 American Association of Anatomists. © 2016 American Association of Anatomists.

Triangulating Assessment of Online Collaborative Learning

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Lock, Jennifer; Johnson, Carol

2015-01-01

Collaboration plays an integral role in the construction of knowledge in online learning environments. A supportive foundation for learning can be created through the intentional design of formative and summative assessments that embrace self-, peer-, and instructor assessment practices. The purpose of this article is to: (1) examine current…

Systemic Assessment as a new tool for assessing students learning ...

African Journals Online (AJOL)

Systemic Assessment [SA] has been shown to be highly effective new tool in raising the level of students academic achievements, improve their ability to learn by enhancing the process of teaching and learning, and converts students from surface to deep learning. It also allow teacher to monitor students learning ...

Public policies: right to learn and formative assessment

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Antonio Chizzotti

2016-09-01

Full Text Available This paper deals with the right to learn in school type education and considers the assessment as assurance of teaching and learning quality. It deals with the current evaluation processes and discriminatory misconceptions of merely summative assessments, which tend to qualify students. This text evaluates the punitive bias of meritocratic grading of learning and argues that only formative assessment can ensure the right to learn

Issues in Institutional Benchmarking of Student Learning Outcomes Using Case Examples

Science.gov (United States)

Judd, Thomas P.; Pondish, Christopher; Secolsky, Charles

2013-01-01

Benchmarking is a process that can take place at both the inter-institutional and intra-institutional level. This paper focuses on benchmarking intra-institutional student learning outcomes using case examples. The findings of the study illustrate the point that when the outcomes statements associated with the mission of the institution are…

The transition from medical student to doctor: perceptions of final year students and preregistration house officers related to expected learning outcomes.

Science.gov (United States)

Lempp, H; Seabrook, M; Cochrane, M; Rees, J

2005-03-01

In this prospective qualitative study over 12 months, we evaluated the educational and clinical effectiveness of a new final year undergraduate programme in a London medical school (Guy's, King's and St Thomas'). A stratified sample of 17/360 final year students were interviewed four times, and the content was assessed against 32 amalgamated learning outcomes identified in 1997 in The New Doctor. At the beginning of the preregistration year, eight of the learning outcomes were already met, 10 partly, eight remained to be attained and for six, insufficient evidence existed. Preregistration house officers who have been through the final year student house officer programme expressed competence in many of the outcomes of the General Medical Council's New Doctor. The study identified areas such as prescribing where further developments are needed and will help in planning the new foundation programme.

Human Spaceflight Conjunction Assessment: Lessons Learned

Science.gov (United States)

Smith, Jason T.

2011-01-01

This viewgraph presentation reviews the process of a human space flight conjunction assessment and lessons learned from the more than twelve years of International Space Station (ISS) operations. Also, the application of these lessons learned to a recent ISS conjunction assessment with object 84180 on July 16, 2009 is also presented.

Negotiating the COAPRT Learning Outcomes Transition Using Quality Management Tools: A Case Study of the COAPRT Beta Test Site

Science.gov (United States)

Ellis, Gary D.

2014-01-01

This paper is a case study. It tells the story of the process that the Council on Accreditation for Parks, Recreation, Tourism and Related Professions beta test site created its learning outcomes assessment program. A planning process was used that has evolved from quality management philosophy and practice: DMADV. Use of DMADV required precise…

The Effect of Guided Inquiry Learning with Mind Map to Science Process Skills and Learning Outcomes of Natural Sciences

Directory of Open Access Journals (Sweden)

Hilman .

2015-04-01

Full Text Available Pengaruh Pembelajaran Inkuiri Terbimbing dengan Mind Map terhadap Keterampilan Proses Sains dan Hasil Belajar IPA   Abstract: Science learning in junior high school aims to enable students conducts scientific inquiry, improves knowledge, concepts, and science skills. Organization materials for students supports learning process so that needs to be explored techniques that allows students to enable it. This study aimed to determine the effect of guided inquiry learning with mind map on science process skills and cognitive learning outcomes. This experimental quasi studey used pretest-posttest control group design and consisted eighth grade students of SMP Negeri 1 Papalang Mamuju of West Sulawesi. The results showed there where significant positive effect of guided inquiry learning with mind map on process science skills and cognitive learning outcomes. Key Words: guided inquiry, mind map, science process skills, cognitive learning outcomes   Abstrak: Pembelajaran Ilmu Pengetahuan Alam (IPA di SMP bertujuan agar siswa dapat melakukan inkuiri ilmiah, meningkatkan pengetahuan, konsep, dan keterampilan IPA. Dalam pembelajaran, organisasi materi berperan penting dalam memudahkan anak belajar sehingga perlu ditelaah teknik yang memudahkan siswa membuat organisasi materi. Penelitian ini bertujuan mengetahui pengaruh pembelajaran inkuiri terbimbing dengan mind map terhadap keterampilan proses sains dan hasil belajar kognitif. Penelitian kuasi eksperimen ini menggunakan rancangan pre test-post test control group design dengan subjek penelitian siswa kelas VIII SMP Negeri 1 Papalang. Hasil penelitian menunjukkan ada pengaruh positif yang signifikan pembelajaran inkuiri terbimbing dengan mind map terhadap kemampuan keterampilan proses sains dan hasil belajar kognitif siswa. Kata kunci:  inkuiri terbimbing, mind map, keterampilan proses sains,  hasil belajar kognitif

Event-related potential studies of outcome processing and feedback-guided learning

Directory of Open Access Journals (Sweden)

René eSan Martín

2012-11-01

Full Text Available In order to control behavior in an adaptive manner the brain has to learn how some situations and actions predict positive or negative outcomes. During the last decade cognitive neuroscientists have shown that the brain is able to evaluate and learn from outcomes within a few hundred milliseconds of their occurrence. This research has been primarily focused on the feedback-related negativity (FRN and the P3, two event-related potential (ERP components that are elicited by outcomes. The FRN is a frontally distributed negative-polarity ERP component that typically reaches its maximal amplitude 250 ms after outcome presentation and tends to be larger for negative than for positive outcomes. The FRN has been associated with activity in the anterior cingulate cortex. The P3 (~300-600 ms is a parietally distributed positive-polarity ERP component that tends to be larger for large magnitude than for small magnitude outcomes. The neural sources of the P3 are probably distributed over different regions of the cortex. This paper examines the theories that have been proposed to explain the functional role of these two ERP components during outcome processing. Special attention is paid to extant literature addressing how these ERP components are modulated by outcome valence (negative vs. positive, outcome magnitude (large vs. small, outcome probability (unlikely vs. likely and behavioral adjustment. The literature offers few generalizable conclusions, but is beset with a number of inconsistencies across studies. This paper discusses the potential reasons for these inconsistencies and points out some challenges that will shape the field over the next decade.

A Study of Fifth Graders' Environmental Learning Outcomes in Taipei

Science.gov (United States)

Lai, Ching-San

2018-01-01

Environmental education has recently received much more attention than before among elementary school students' science learning in Taiwan. The major purpose of this study is to explore the learning outcomes on environmental education for 5th graders in Taipei. A quasi-experimental design with a single group was used in this study. Students in the…

A Database Management Assessment Instrument

Science.gov (United States)

Landry, Jeffrey P.; Pardue, J. Harold; Daigle, Roy; Longenecker, Herbert E., Jr.

2013-01-01

This paper describes an instrument designed for assessing learning outcomes in data management. In addition to assessment of student learning and ABET outcomes, we have also found the instrument to be effective for determining database placement of incoming information systems (IS) graduate students. Each of these three uses is discussed in this…

Outcomes Assessment in Dental Hygiene Programs.

Science.gov (United States)

Grimes, Ellen B.

1999-01-01

A survey of 22 dental-hygiene-program directors found that programs routinely and effectively assess student outcomes and use the information for program improvements and to demonstrate accountability. Both policy and faculty/administrative support were deemed important to implementation. Time constraints were a major barrier. Outcomes-assessment…

Assuring Student Learning Outcomes Achievement through Faculty Development: An Online University Example

Science.gov (United States)

Lewis, Shelia; Ewing, Christopher

2016-01-01

Asynchronous discussions in the online teaching and learning environment significantly contributes to the achievement of student learning outcomes, which is dependent upon qualified and engaged faculty members. The discourse within this article addresses how an online university conducted faculty development through its unique Robust Learning…

Modifying Softball for Maximizing Learning Outcomes in Physical Education

Science.gov (United States)

Brian, Ali; Ward, Phillip; Goodway, Jacqueline D.; Sutherland, Sue

2014-01-01

Softball is taught in many physical education programs throughout the United States. This article describes modifications that maximize learning outcomes and that address the National Standards and safety recommendations. The modifications focus on tasks and equipment, developmentally appropriate motor-skill acquisition, increasing number of…

Technology enhanced peer learning and peer assessment

DEFF Research Database (Denmark)

Henriksen, Christian Bugge; Bregnhøj, Henrik; Rosthøj, Susanne

2016-01-01

This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems and Fr...... be a huge benefit from developing learning design patterns that facilitate informal peer learning and reinforce knowledge sharing practices.......This paper explores the application of learning designs featuring formalised and structured technology enhanced peer learning. These include student produced learning elements, peer review discussions and peer assessment in the BSc/MSc level summer course Restoration of European Ecosystems...... and Freshwaters (REEF), the Master thesis preparation seminars for the Master of Public Health (MPH) and the MOOC course Global Environmental Management (GEM). The application of student produced learning elements and peer review discussions is investigated by analyzing quotes from course evaluations...

Kinespell: Kinesthetic Learning Activity and Assessment in a Digital Game-Based Learning Environment

Science.gov (United States)

Cariaga, Ada Angeli; Salvador, Jay Andrae; Solamo, Ma. Rowena; Feria, Rommel

Various approaches in learning are commonly classified into visual, auditory and kinesthetic (VAK) learning styles. One way of addressing the VAK learning styles is through game-based learning which motivates learners pursue knowledge holistically. The paper presents Kinespell, an unconventional method of learning through digital game-based learning. Kinespell is geared towards enhancing not only the learner’s spelling abilities but also the motor skills through utilizing wireless controllers. It monitors player’s performance through integrated assessment scheme. Results show that Kinespell may accommodate the VAK learning styles and is a promising alternative to established methods in learning and assessing students’ performance in Spelling.

Improving Work Outcome in Supported Employment for Serious Mental Illness: Results From 2 Independent Studies of Errorless Learning.

Science.gov (United States)

Kern, Robert S; Zarate, Roberto; Glynn, Shirley M; Turner, Luana R; Smith, Kellie M; Mitchell, Sharon S; Sugar, Catherine A; Bell, Morris D; Liberman, Robert P; Kopelowicz, Alex; Green, Michael F

2018-01-13

Heterogeneity in work outcomes is common among individuals with serious mental illness (SMI). In 2 studies, we sought to examine the efficacy of adding errorless learning, a behavioral training intervention, to evidence-based supported employment to improve SMI work outcomes. Work behavior problems were targeted for intervention. We also explored associations between early work behavior and job tenure. For both studies (VA: n = 71; community mental health center: n = 91), randomization occurred at the time of job obtainment with participants randomized (1:1) to either errorless learning plus ongoing supported employment or ongoing supported employment alone and then followed for 12 months. Dependent variables included job tenure, work behavior, and hours worked and wages earned per week. For the primary intent-to-treat analyses, data were combined across studies. Findings revealed that participants in the errorless learning plus supported employment group stayed on their jobs significantly longer than those in the supported employment alone group (32.8 vs 25.6 wk). In addition, differential treatment effects favoring errorless learning were found on targeted work behavior problems (50.5% vs 27.4% improvement from baseline to follow-up assessment). There were no other differential treatment effects. For the prediction analyses involving work behavior, social skills explained an additional 18.3% of the variance in job tenure beyond levels of cognition, symptom severity, and past work history. These data support errorless learning as an adjunctive intervention to enhance supported employment outcomes and implicate the relevance of workplace social difficulties as a key impediment to prolonged job tenure. Published by Oxford University Press on behalf of the Maryland Psychiatric Research Center 2017.

Assessing for Learning: Some Dimensions Underlying New Approaches to Educational Assessment.

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Biggs, John

1995-01-01

Different models of performance assessment arise from interactions of three dimensions of assessment: the measurement versus the standards model of testing, quantitative and qualitative assumptions concerning the nature of learning, and whether learning and testing are situated or decontextualized. Addresses difficulties in implementing…

Unpacking the Learning-Work Nexus: "Priming" as Lever for High-Quality Learning Outcomes in Work-Integrated Learning Curricula

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Smith, Calvin; Worsfold, Kate

2015-01-01

This paper describes the impacts of work-integrated learning (WIL) curriculum components on general employability skills--professional work-readiness, self-efficacy and team skills. Regression analyses emphasise the importance of the "authenticity" of WIL placements for the development of these generic outcomes. Other curricula factors…

Autonomy, Affiliation, and Ability: Relative Salience of Factors that Influence Online Learner Motivation and Learning Outcomes

Directory of Open Access Journals (Sweden)

Kuan-Chung Chen

2010-03-01

Full Text Available Autonomy, affiliation, and ability appear as main factors that influence online learners‟ motivation and learning outcomes, however, the relative salience of these three factors remains unclear in the online learning literature. Drawing on Deci and Ryan‟s self-determination theory, this study sought to bridge this gap by investigating the relative salience of perceived autonomy, affiliation, and ability on learner motivation and learning outcomes in two special education online programs (N = 262. This study found that the most salient predictor varied from categories of motivation and learning outcomes, and the number of significant predictors increased by participants‟ level of motivation/self-determination. Results of this study provide implications for online learner support.

Students’ Perception about Learning Assessment in Higher Education

Directory of Open Access Journals (Sweden)

Holmes Rodríguez-Espinosa

2016-09-01

Full Text Available This research aimed to know university students’ perception about learning assessment carried out by their teachers, their level of objectivity and skill, among other aspects. The study was conducted in Medellin, Colombia, between January and July 2015. A final sample size of 400 university students from public and private institutions, randomly selected, was used. The data analysis was carried out by using multivariate analysis of variance (MANOVA with orthogonal-type canonical contrast, factor analysis, and one-dimensional type frequency analysis. It was found that university students have a good perception about the assessment practices of their teachers. Likewise, highly significant differences between men and women in their perception of learning assessment were identified. Students consider that learning assessment practices have contributed to improve their learning and are in accordance with the learning objectives. Nevertheless, most students have felt that their teachers are not objective in evaluation and they often use questions that confuse students, and very theoretical questions without application to practice. A lack of non-traditional assessment practices, such as peer assessment, self-assessment as well as virtual platforms use for assessments, was found. These findings imply the need to improve teacher training on assessment skills to allow them to plan evaluation as a strategy to improve learning, involving students in an active way.

Evaluating the Impact of Wikis on Student Learning Outcomes: An Integrative Review.

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Trocky, Nina M; Buckley, Kathleen M

2016-01-01

Although wikis appear to have been reported as effective tools for educators, uncertainty exists as to their effectiveness in achieving student learning outcomes. The aim of this integrative review was to examine the current evidence on the impact of wikis on student learning in courses requiring collaborative or co-developed assignments or activities. The authors searched several electronic databases for relevant articles and used R. Whittemore and K. Knafl's (2005) integrative review method to analyze and synthesize the evidence. Twenty-five articles met the selection criteria for this review, and four major themes for wiki use were identified: (a) writing skills, (b) collaboration, (c) knowledge acquisition, and (d) centralized repository. Although wikis have been found useful in improving student learning outcomes and hold great potential as an instructional strategy to aid students in learning various skills and gaining new knowledge, more research is needed on their effectiveness, especially in the area of nursing education. Copyright © 2016 Elsevier Inc. All rights reserved.

Perceived Learning Outcomes from Participation in One Type of Registered Student Organization: Equestrian Sport Clubs

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Mikulec, Erin; McKinney, Kathleen

2014-01-01

Learning takes place both inside and outside of the classroom. While there are a few studies that focus on the professional, developmental, and learning outcomes of participation in student organizations, there has been insufficient research on these outcomes in sport clubs. The paper reports on the results of an online, primarily qualitative…

The scientific learning approach using multimedia-based maze game to improve learning outcomes

Science.gov (United States)

Setiawan, Wawan; Hafitriani, Sarah; Prabawa, Harsa Wara

2016-02-01

The objective of curriculum 2013 is to improve the quality of education in Indonesia, which leads to improving the quality of learning. The scientific approach and supported empowerment media is one approach as massaged of curriculum 2013. This research aims to design a labyrinth game based multimedia and apply in the scientific learning approach. This study was conducted in one of the Vocational School in Subjects of Computer Network on 2 (two) classes of experimental and control. The method used Mix Method Research (MMR) which combines qualitative in multimedia design, and quantitative in the study of learning impact. The results of a survey showed that the general of vocational students like of network topology material (68%), like multimedia (74%), and in particular, like interactive multimedia games and flash (84%). Multimediabased maze game developed good eligibility based on media and material aspects of each value 840% and 82%. Student learning outcomes as a result of using a scientific approach to learning with a multimediabased labyrinth game increase with an average of gain index about (58%) and higher than conventional multimedia with index average gain of 0.41 (41%). Based on these results the scientific approach to learning by using multimediabased labyrinth game can improve the quality of learning and increase understanding of students. Multimedia of learning based labyrinth game, which developed, got a positive response from the students with a good qualification level (75%).

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

Science.gov (United States)

Sie, Rory L. L.; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter B.

2013-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes when using a personal learning network is…

Fifteen years of portfolio assessment of dental hygiene student competency: lessons learned.

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Gadbury-Amyot, Cynthia C; Bray, Kimberly Krust; Austin, Kylie J

2014-10-01

Adoption of portfolio assessment in the educational environment is gaining attention as a means to incorporate self-assessment into the curriculum and to use evidence to support learning outcomes and to demonstrate competency. Portfolios provide a medium for students to demonstrate and document their personal and professional growth across the curriculum. The purpose of this literature review is to discuss the drivers for portfolio education, the benefits to both students and program faculty/administrators, the barriers associated with portfolio use, and suggested solutions that have been determined through several years of "lessons learned." The University of Missouri Kansas City School of Dentistry, Division of Dental Hygiene department has been utilizing portfolio assessment for over 15 years and has collected data related to portfolio performance since 2001. Results from correlational statistics calculated on the 312 dental hygiene students that graduated from 2001 to 2013 demonstrate a positive and significant relationship between portfolio performance and overall GPA as well as portfolio performance and NBDHE scores. Copyright © 2014 The American Dental Hygienists’ Association.

Motivation, students' needs and learning outcomes: a hybrid game-based app for enhanced language learning.

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Berns, Anke; Isla-Montes, José-Luis; Palomo-Duarte, Manuel; Dodero, Juan-Manuel

2016-01-01

In the context of European Higher Education students face an increasing focus on independent, individual learning-at the expense of face-to-face interaction. Hence learners are, all too often, not provided with enough opportunities to negotiate in the target language. The current case study aims to address this reality by going beyond conventional approaches to provide students with a hybrid game-based app, combining individual and collaborative learning opportunities. The 4-week study was carried out with 104 German language students (A1.2 CEFR) who had previously been enrolled in a first-semester A1.1 level course at a Spanish university. The VocabTrainerA1 app-designed specifically for this study-harnesses the synergy of combining individual learning tasks and a collaborative murder mystery game in a hybrid level-based architecture. By doing so, the app provides learners with opportunities to apply their language skills to real-life-like communication. The purpose of the study was twofold: on one hand we aimed to measure learner motivation, perceived usefulness and added value of hybrid game-based apps; on the other, we sought to determine their impact on language learning. To this end, we conducted focus group interviews and an anonymous Technology Acceptance Model survey (TAM). In addition, students took a pre-test and a post-test. Scores from both tests were compared with the results obtained in first-semester conventional writing tasks, with a view to measure learning outcomes. The study provides qualitative and quantitative data supporting our initial hypotheses. Our findings suggest that hybrid game-based apps like VocabTrainerA1-which seamlessly combine individual and collaborative learning tasks-motivate learners, stimulate perceived usefulness and added value, and better meet the language learning needs of today's digital natives. In terms of acceptance, outcomes and sustainability, the data indicate that hybrid game-based apps significantly improve

Assessment of (Computer-Supported) Collaborative Learning

Science.gov (United States)

Strijbos, J. -W.

2011-01-01

Within the (Computer-Supported) Collaborative Learning (CS)CL research community, there has been an extensive dialogue on theories and perspectives on learning from collaboration, approaches to scaffold (script) the collaborative process, and most recently research methodology. In contrast, the issue of assessment of collaborative learning has…

Peer/Self Assessment and Student Learning

Science.gov (United States)

Ndoye, Abdou

2017-01-01

Effective and durable learning achievements can result from students' engagement in their own learning. This study explored students' perceptions of the mechanisms and processes through which peer and self-assessment can contribute to their learning. More specifically, the study investigated students' perceived ways in which peer and…

Development of Ethnoscience Approach in The Module Theme Substance Additives to Improve the Cognitive Learning Outcome and Student’s entrepreneurship

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Sudarmin; Febu, R.; Nuswowati, M.; Sumarni, W.

2017-04-01

Ethnoscience approach is an interesting research today. The purpose of this research is to develop approaches ethnoscience and modules ethnoscience theme additives based ethnoscience; as well as assess the feasibility and effectiveness of module theme additives based ethnoscience to improve learning outcomes and the entrepreneurial character of students. This type of research is the Research and Development (R & D). In this research consist of four stages, namely define, design, development and implementation. The subjects of this study were students of the School of MTs Maarif NU Brebes. Data were analyzed by descriptive qualitative and quantitative. The results showed that ethnoscience approach and the module theme substance additives used declared worthy of National Education Standards Agency (BNSP) with an average percentage of validation on the feasibility aspect of the content, language feasibility, and feasibility of presenting respectively for 94.3%, 86 % and 92% and a very decent entry criteria. The effect of the application modules substance additive based ethnoscience can improve on the cognitive learning classical amounted to 90.63%, and increased learning outcomes category was based on the scores of N-gain. Influence ethnoscience approach application and module theme substances additives based ethnoscience able to improve the entrepreneurial character of students. Based on the results of this study concluded that the ethnoscience approach and module theme substance additives based ethnoscience effective to improve learning outcomes and students’ entrepreneurship.

Comparing Learning Outcomes of Video-Based E-Learning with Face-to-Face Lectures of Agricultural Engineering Courses in Korean Agricultural High Schools

Science.gov (United States)

Park, Sung Youl; Kim, Soo-Wook; Cha, Seung-Bong; Nam, Min-Woo

2014-01-01

This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com.…

Using Machine Learning to Advance Personality Assessment and Theory.

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Bleidorn, Wiebke; Hopwood, Christopher James

2018-05-01

Machine learning has led to important advances in society. One of the most exciting applications of machine learning in psychological science has been the development of assessment tools that can powerfully predict human behavior and personality traits. Thus far, machine learning approaches to personality assessment have focused on the associations between social media and other digital records with established personality measures. The goal of this article is to expand the potential of machine learning approaches to personality assessment by embedding it in a more comprehensive construct validation framework. We review recent applications of machine learning to personality assessment, place machine learning research in the broader context of fundamental principles of construct validation, and provide recommendations for how to use machine learning to advance our understanding of personality.

Exploring Service Learning Outcomes in Students: A Mixed Methods Study for Nursing

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Martin, John F.

2017-01-01

This mixed methods study exploring student outcomes of service learning experiences is inter-disciplinary, near the intersection of higher education research, moral development, and nursing. The specific problem examined in this study is that service learning among university students is utilized by educators, but largely without a full…

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

Science.gov (United States)

Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

2018-01-01

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

Faculty Governance and Outcomes Assessment: Compatible or Combustible?

Science.gov (United States)

DeBoy, James L.; Monsilovich, Sally B.; DeBoy, Joanne R.

2013-01-01

This paper identifies the various factors driving the outcomes assessment movement, contrasts the old paradigm with the model now espoused by regional accreditors, discusses the six-step process of student outcomes assessment, emphasizes faculty ownership of the process to prevent administrative usurpation, and proposes specific strategies to…

Musical preferences and learning outcome of medical students in cadaver dissection laboratory: A Nigerian survey.

Science.gov (United States)

Anyanwu, G E; Nto, J N; Agu, A U; Ekezie, J; Esom, E A

2016-11-01

Background music has been reported to enhance learning in the cadaver dissection laboratory. This study was designed to determine the impact of various forms of musical genre and some of their characteristics on students' learning outcome in the dissection laboratory. Some selected musical genre in vocal and non-vocal forms and at different tempi and volume were played as background music (BM) to 253 Medical and Dental students during various sessions of cadaver dissection. Psychological Stress assessment was done using Psychological stress measure-9. Participants love for music, preferred musical genre and other musical characteristics were assessed. The impact of the various musical genre and their characteristics on learning was done via written examination on the region dissected during each musical session. A positive relationship was noted between students' preference for musical genre during leisure with their preference for BM during private study time (Pmusical genre on some selected learning factors. Country and Classical music gave the highest positive impact on the various learning factors in CDL followed by R&B. No significant difference was noted between the cognitive values of vocal and non-vocal music. Classical music most effectively reduced the stress induced by dissection in the CDL while Reggae and High life musical genre created a more stressful environment than regular background noise (Pmusical genre and their various characteristics. The inability to isolate the particular musical genre with these desired properties could account for the controversies in the reports of the role of music in academic environment. Copyright © 2016 Elsevier GmbH. All rights reserved.

Goals, Motivation for, and Outcomes of Personal Learning through Networks: Results of a Tweetstorm

NARCIS (Netherlands)

Sie, Rory; Pataraia, Nino; Boursinou, Eleni; Rajagopal, Kamakshi; Margaryan, Anoush; Falconer, Isobel; Bitter-Rijpkema, Marlies; Littlejohn, Allison; Sloep, Peter

2018-01-01

Recent developments in the use of social media for learning have posed serious challenges for learners. The information overload that these online social tools create has changed the way learners learn and from whom they learn. An investigation of learners' goals, motivations and expected outcomes

Problem- and case-based learning in science: an introduction to distinctions, values, and outcomes.

Science.gov (United States)

Allchin, Douglas

2013-01-01

Case-based learning and problem-based learning have demonstrated great promise in reforming science education. Yet an instructor, in newly considering this suite of interrelated pedagogical strategies, faces a number of important instructional choices. Different features and their related values and learning outcomes are profiled here, including: the level of student autonomy; instructional focus on content, skills development, or nature-of-science understanding; the role of history, or known outcomes; scope, clarity, and authenticity of problems provided to students; extent of collaboration; complexity, in terms of number of interpretive perspectives; and, perhaps most importantly, the role of applying versus generating knowledge.

Clinical outcomes assessment in clinical trials to assess treatment of femoroacetabular impingement

DEFF Research Database (Denmark)

Harris-Hayes, Marcie; McDonough, Christine M; Leunig, Michael

2013-01-01

Patient-reported outcome measures are an important component of outcomes assessment in clinical trials to assess the treatment of femoroacetabular impingement (FAI). This review of disease-specific measures and instruments used to assess the generic quality of life and physical activity levels...... developed recently and have not been established in the literature. Although currently used generic and activity-level measures have limitations, as well, they should be considered, depending on the specific goals of the study. Additional research is needed to assess the properties of these measures fully...

Can teachers use assessment to improve learning?

Directory of Open Access Journals (Sweden)

Paul Black

2009-12-01

Full Text Available This article discusses two different purposes of assessment: formative assessment is designed to support pupils’ learning, whilst summative assessment is designed to review what has been learnt, perhaps to record it in certificates or diplomas. Formative assessment is concerned with the frequent interactions between teacher and pupils which are essential if the teacher’s plans can be matched to the learning needs of the pupils. Teachers who are accustomed to simply telling pupils, rather than engaging them in dialogue, find it hard to change. Pupils also have to change from passive reception to active engagement in the learning. Formative work can be undermined if pupils or teachers are worry too much about summative tests; such worry can lead them to focus entirely on practising for the tests and not on the good habits of learning which would in fact be the best preparation for doing well in them.

The Association Between Learning Climate and Adverse Obstetrical Outcomes in 16 Nontertiary Obstetrics-Gynecology Departments in the Netherlands.

Science.gov (United States)

Smirnova, Alina; Ravelli, Anita C J; Stalmeijer, Renée E; Arah, Onyebuchi A; Heineman, Maas Jan; van der Vleuten, Cees P M; van der Post, Joris A M; Lombarts, Kiki M J M H

2017-12-01

To investigate the association between learning climate and adverse perinatal and maternal outcomes in obstetrics-gynecology departments. The authors analyzed 23,629 births and 103 learning climate evaluations from 16 nontertiary obstetrics-gynecology departments in the Netherlands in 2013. Multilevel logistic regressions were used to calculate the odds of adverse perinatal and maternal outcomes, by learning climate score tertile, adjusting for maternal and department characteristics. Adverse perinatal outcomes included fetal or early neonatal mortality, five-minute Apgar score Learning climate scores were significantly associated with increased odds of adverse perinatal outcomes (aOR 2.06, 95% CI 1.14-3.72). Compared with the lowest tertile, departments in the middle tertile had 46% greater odds of adverse perinatal outcomes (aOR 1.46, 95% CI 1.09-1.94); departments in the highest tertile had 69% greater odds (aOR 1.69, 95% CI 1.24-2.30). Learning climate was not associated with adverse maternal outcomes (middle vs. lowest tertile: OR 1.04, 95% CI 0.93-1.16; highest vs. lowest tertile: OR 0.98, 95% CI 0.88-1.10). Learning climate was associated with significantly increased odds of adverse perinatal, but not maternal, outcomes. Research in similar clinical contexts is needed to replicate these findings and explore potential mechanisms behind these associations.

Assessment of the University of Michigan's dental hygiene partnership with the Huron Valley Boys & Girls Club: a study of students' and staffs' perceptions and service learning outcomes.

Science.gov (United States)

Christensen Brydges, Sarah; Gwozdek, Anne E

2011-01-01

The Boys & Girls Club of America (BGCA) requires a health curriculum be taught. With the assistance of the University of Michigan (UM) Dental Hygiene program, these requirements have been addressed at the Huron Valley Boys & Girls Club (HVBGC) through dental hygiene students presenting oral health education to club members throughout the year. This study assessed the outcomes and benefits of the service learning initiative between the UM Dental Hygiene Program and the HVBGC from both the students' and staffs' perceptions. Three surveys were distributed: one to the HVBGC staff, one to UM's Dental Hygiene class of 2012 (with no service learning experience at the HVBGC) and one to UM Dental Hygiene classes of 2010 and 2011 (most of whom had experience at the HVBGC). Qualitative and quantitative data were collected and evaluated. The respondents from the class of 2012 were less knowledgeable about the BGCA and access to care issues. The members of the classes of 2010 and 2011, 79% of whom had HVBGC experience, identified they had benefitted from this service learning experience. The HVBGC staff survey indicated a high level of satisfaction with the student presentations and felt their curricular requirements were being met. Future topics of safety, orthodontics and gardening/nutrition were identified. This study indicates the service learning initiative has been beneficial for both the UM Dental Hygiene students and the HVBGC. Future studies should use a longitudinal design to obtain baseline and post-service learning data.

A Pedagogical Alliance for Trust, Wellbeing and the Identification of Errors for Learning and Formative Assessment

Science.gov (United States)

Leighton, Jacqueline P.; Bustos Gómez, María Clara

2018-01-01

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…

Outcomes Assessment in Accredited Health Information Management Programs

Science.gov (United States)

Bennett, Dorine

2010-01-01

The purpose of this study was to determine the use and perceived usefulness of outcomes assessment methods in health information management programs. Additional characteristics of the outcomes assessment practices were recognized. The findings were evaluated for significant differences in results based on age of the program, type of institution,…

Is it worth it to consider videogames in accounting education? A comparison of a simulation and a videogame in attributes, motivation and learning outcomes

Directory of Open Access Journals (Sweden)

Jordi Carenys

2017-07-01

Full Text Available The objective of this study is to assess the effectiveness of videogames in comparison to simulations in a higher education environment and with regard to their attributes, motivation, and learning outcomes, as three of the main dimensions that play a role in the effectiveness of digital game-based learning. Results demonstrate significant differences between the attributes and motivation dimensions, while no significant differences were found for the learning outcomes. This would imply that although both instructional tools lead students to the desired level of knowledge acquisition, the motivation generated, together with the set of features provided by the games complement each other, leading to a superior learning experience. These results support the inclusion of videogames as a complement to simulations in higher education accounting and business environments and allow us to propose a blended approach that provides the learner with the ‘best of both worlds’.

Cross-trial prediction of treatment outcome in depression: a machine learning approach.

Science.gov (United States)

Chekroud, Adam Mourad; Zotti, Ryan Joseph; Shehzad, Zarrar; Gueorguieva, Ralitza; Johnson, Marcia K; Trivedi, Madhukar H; Cannon, Tyrone D; Krystal, John Harrison; Corlett, Philip Robert

2016-03-01

Antidepressant treatment efficacy is low, but might be improved by matching patients to interventions. At present, clinicians have no empirically validated mechanisms to assess whether a patient with depression will respond to a specific antidepressant. We aimed to develop an algorithm to assess whether patients will achieve symptomatic remission from a 12-week course of citalopram. We used patient-reported data from patients with depression (n=4041, with 1949 completers) from level 1 of the Sequenced Treatment Alternatives to Relieve Depression (STAR*D; ClinicalTrials.gov, number NCT00021528) to identify variables that were most predictive of treatment outcome, and used these variables to train a machine-learning model to predict clinical remission. We externally validated the model in the escitalopram treatment group (n=151) of an independent clinical trial (Combining Medications to Enhance Depression Outcomes [COMED]; ClinicalTrials.gov, number NCT00590863). We identified 25 variables that were most predictive of treatment outcome from 164 patient-reportable variables, and used these to train the model. The model was internally cross-validated, and predicted outcomes in the STAR*D cohort with accuracy significantly above chance (64·6% [SD 3·2]; p<0·0001). The model was externally validated in the escitalopram treatment group (N=151) of COMED (accuracy 59·6%, p=0.043). The model also performed significantly above chance in a combined escitalopram-buproprion treatment group in COMED (n=134; accuracy 59·7%, p=0·023), but not in a combined venlafaxine-mirtazapine group (n=140; accuracy 51·4%, p=0·53), suggesting specificity of the model to underlying mechanisms. Building statistical models by mining existing clinical trial data can enable prospective identification of patients who are likely to respond to a specific antidepressant. Yale University. Copyright © 2016 Elsevier Ltd. All rights reserved.

Assessing Learning in a Sociology Department: What Do Students Say That They Learn?

Science.gov (United States)

Bandini, Julia; Shostak, Sara; Cunningham, David; Cadge, Wendy

2016-01-01

Assessment plays a central role in evaluating and strengthening student learning in higher education, and sociology departments, in particular, have increasingly become interested in engaging in assessment activities to better understand students' learning. This qualitative study builds on previous research on assessment by asking what students in…