scholarly journals Exit Interviews: A Decade of Data to Improve Student Learning Experiences

2015 ◽  
Vol 27 (5) ◽  
pp. 8-12
Author(s):  
Carole Kacius ◽  
Cynthia L. Stone ◽  
Silvia Bigatti
Keyword(s):  
Student Learning ◽  
Learning Experiences ◽  
Exit Interviews ◽  
Improve Student Learning ◽  
Student Learning Experiences

scholarly journals Active Learning to Improve Student Learning Experiences in an Online Postgraduate Course

2020 ◽  
Vol 5 ◽  
Author(s):  
Séverine Lamon ◽  
Olivia Knowles ◽  
Ashlee Hendy ◽  
Ian Story ◽  
Judy Currey
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Experiences ◽  
Improve Student Learning ◽  
Student Learning Experiences

Comparing perceived learning experiences of two concurrent cohorts under curriculum reform in Hong Kong

2017 ◽  
Vol 25 (3) ◽  
pp. 270-286
Author(s):  
Yue Zhao ◽  
Jenny M.Y. Huen ◽  
Michael Prosser
Keyword(s):  
Hong Kong ◽  
Student Learning ◽  
Curriculum Reform ◽  
Learning Experiences ◽  
Perceived Learning ◽  
Content Type ◽  
Latent Mean Differences ◽  
Mean Differences ◽  
The Impact ◽  
Student Learning Experiences

Purpose Hong Kong has undergone extensive curriculum reform and shifted from a three-year to a four-year university system. With a nuanced look at the impact of the curriculum reform, the purpose of the present study was to compare two concurrent cohorts by examining the extent to which the students in each cohort perceived their learning environment and learning outcomes differently and to what extent their perceptions differed. Design/methodology/approach A sample of 3,102 first-year students enrolled at a Hong Kong university responded to the student learning experience questionnaire (SLEQ). The perceived learning experiences between the two cohorts were tapped through several latent factors and validated through tests of measurement invariance. Latent mean differences were then compared. A multiple-group confirmatory factor analysis approach was used. Findings The findings suggested that measurement invariance of the scales of the SLEQ was established and that the two cohorts of students perceived largely similar learning experiences. The latent mean differences were statistically significant on the scales of feedback from teacher, clear goals and standards, personal integrity and ethics, intercultural competence, global perspective and civic commitment. Practical implications The results facilitate the understanding of perceived student learning experiences with evidence-based implications for enhancing student learning experiences and refining the four-year curriculum under the new curriculum reform conditions. Originality/value This is the first institution-wide study that compares student learning experiences of two concurrent cohorts under curriculum reform initiatives of Hong Kong. It provides a meaningful and pertinent example for educators and researchers worldwide to analyze the impact of curriculum reform from the perspective of students’ perceived learning experiences. Similar studies adopting rigorous approaches in the measurement of students’ perceived learning experiences are relatively rare in higher education. Such efforts are encouraged for accountability and quality improvement purposes.

Interactive online tools for enhancing student learning experiences in remote sensing

2014 ◽  
Vol 38 (3) ◽  
pp. 431-439 ◽  
Author(s):  
Karen E. Joyce ◽  
Bopelo Boitshwarelo ◽  
Stuart R. Phinn ◽  
Greg J.E. Hill ◽  
Gail D. Kelly
Keyword(s):  
Remote Sensing ◽  
Student Learning ◽  
Learning Experiences ◽  
Online Tools ◽  
Student Learning Experiences

Misattribution of Teacher Value Added

2019 ◽  
Vol 14 (1) ◽  
pp. 115-148
Author(s):  
Umut Özek ◽  
Zeyu Xu
Keyword(s):  
Student Learning ◽  
Learning Experiences ◽  
Value Added ◽  
Detailed Data ◽  
Spring Semester ◽  
School Year ◽  
The Best Approximation ◽  
Data Limitations ◽  
Teacher Evaluation Systems ◽  
Student Learning Experiences

The federal Race to the Top competition provided significant impetus for states to adopt value-added models as a part of their teacher evaluation systems. Such models typically link students to their teachers in the spring semester when statewide tests are administered and estimate a teacher's performance based on his or her students’ learning between the test date in the previous school year and the test date in the current year. Because of data limitations in many states, however, the effect of most student learning experiences between two consecutive tests cannot be distinguished from, and hence is often attributed to, the value added of teachers in the spring classrooms. This study examines how teacher evaluations are affected by such misattribution and explores methods that can provide the best approximation in the absence of more detailed data. We find that ignoring previous school-year teachers’ contributions on student learning has a sizeable impact on estimated value-added scores for teachers in the current school year. We also present an alternative approach that can be implemented in the absence of more detailed data on student learning experiences and closely approximates teacher value-added scores that are estimated based on complete student enrollment and roster information.

Student learning experiences with Jamaican practitioners

1990 ◽  
Vol 12 (2) ◽  
pp. 223-225
Author(s):  
Tomlin J. Paul ◽  
Satnarine R. Maharaj
Keyword(s):  
Student Learning ◽  
Learning Experiences ◽  
Student Learning Experiences
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