scholarly journals Learning and individual differences in skilled competency‐based performance: Using a course planning and learning tool as an indicator for student success

2021 ◽  
Vol 6 (3) ◽  
Author(s):  
Sean P. Gyll ◽  
Heather Hayes
Keyword(s):  
Individual Differences ◽  
Student Success ◽  
Learning Tool ◽  
Course Planning ◽  
Competency Based

Measuring What Matters

2017 ◽  
pp. 268-282 ◽  
Author(s):  
Aaron Brower ◽  
Sandra Kallio ◽  
Rebecca Karoff ◽  
Mark Mailloux ◽  
David Schejbal
Keyword(s):  
Student Success ◽  
Strategic Management ◽  
Subject Matter ◽  
Academic Goals ◽  
Competency Based Education ◽  
Direct Assessment ◽  
Management Of Resources ◽  
Competency Based ◽  
The University ◽  
What Matters

This chapter demonstrates that competency-based education requires a different set of student success metrics, and introduces the metrics framework developed by and for the University of Wisconsin's UW Flexible Option (UW Flex). UW Flex is a direct assessment competency-based self-paced model for earning degrees and certificates from institutions in the UW System. It was supported by a grant from Lumina Foundation to develop a competency-based education blueprint for success and includes a set of student-centric metrics meaningful to the model, the curriculum, and the students who are being served in Flex programs. The framework defines student success as students moving through programs at their own pace, demonstrating mastery of subject matter, and meeting academic goals. Program-level metrics aggregate each of these three student-level metrics to provide useful information about the success of a program. The authors also build the case that strategic management of resources is required to overcome challenges inherent in implementing the UW Flexible Option metrics framework.

scholarly journals How rewatching video lectures impacts students’ performance in assessments in MOOCs

2020 ◽  
Author(s):  
Dmitry Abbakumov ◽  
Darja Kravchenko ◽  
William Kuskin ◽  
Alexandra Urban
Keyword(s):  
Individual Differences ◽  
Student Success ◽  
Random Effects ◽  
Instructional Tool ◽  
Absolute Truth ◽  
Video Lectures ◽  
Fixed And Random Effects ◽  
Cross Classification ◽  
The Individual ◽  
Important Activity

Recorded video lectures are a core instructional tool in MOOCs. Students value video lectures and rank rewatching them as an important activity they use to prepare for assessments. Platforms promote rewatching video lectures as an essential instrument of preparation. Despite the widespread use of this strategy, we understand very little about how rewatching video lectures impacts students’ performance. In this study, we assess the overall effect of rewatching video lectures on students’ performance retaking assessments, and the individual differences among items within the assessment. We use a cross-classification multilevel logistic approach with fixed and random effects of rewatching video lectures and apply the approach to four courses on the Coursera platform. We found that the overall effect varies over courses and among items within an assessment: it can take positive, null, and negative values. Our conclusion is caution: the generalized recommendation that students rewatch videos before they retake a failed assessment is not an absolute truth. Individual students behave differently in a given assessment situation, and more research is needed to better understand student success.

Rethinking How We Design Programs

2021 ◽  
pp. 165-177
Author(s):  
Janet Pilcher ◽  
Robin Largue
Keyword(s):  
Student Success ◽  
Applied Field ◽  
Individual Student ◽  
Alternative Teacher Certification ◽  
Program Success ◽  
Student Progression ◽  
Competency Based ◽  
Mentor Support ◽  
Advising Model ◽  
Student Input

The landscape of higher education continues to change causing us to re-think the way we offer programs. Redesigning programs by listening to students pushes us to make radical changes. This chapter shows how the authors changed the content and delivery model by constantly reviewing student input on how we offer an online, competency-based alternative teacher certification program. They created annual measures that define program success, reviewed lead metrics to gain insight on areas working and needing improvements, and made ongoing changes to design and offer the program after listening to students' needs and desires. The program changes included continuous daily enrollment, changes in the instructor model to support student progression, an advising model focused on supporting individual student success throughout the program, and enhanced mentor support for fieldwork. The goal is to offer credentialing programs in different ways that prioritize accessibility, affordability, and applied field-based opportunities.

Technology-Enabled Innovation for Academic Transformation in Higher Education

2019 ◽  
pp. 132-164
Author(s):  
Yufeng Qian
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Experiential Education ◽  
Emerging Technology ◽  
Education Student ◽  
Competency Based Education ◽  
Education Industry ◽  
Education Today ◽  
Competency Based ◽  
Higher Education Industry

This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.

Technology-Enabled Innovation for Academic Transformation in Higher Education

2021 ◽  
pp. 1429-1453
Author(s):  
Yufeng Qian
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Experiential Education ◽  
Emerging Technology ◽  
Education Student ◽  
Competency Based Education ◽  
Education Industry ◽  
Education Today ◽  
Competency Based ◽  
Higher Education Industry

This chapter examines the challenges facing U.S. higher education today and profiles universities that are spearheading academic transformation to address these challenges with emerging technology and media. Identifying five technology-powered innovation models (competency-based education, experiential education, student success-centered education, open education, and lifelong education), the author studies institutions that exemplify innovation, and shows how technology has enabled academic transformation that has changed the higher education landscape. These pioneering institutions provide successful models of academic transformation for the higher education industry.

Key ePortfolio features and strategies for student success in a competency-based clinical research program

2021 ◽  
Author(s):  
Carolynn Thomas Jones ◽  
Joni Tornwall ◽  
Jennifer Plahovinsak ◽  
Jessica S. Fritter ◽  
Marjorie V. Neidecker
Keyword(s):  
Student Success ◽  
Clinical Research ◽  
Research Program ◽  
Competency Based

Virtual Reality in Social Work Education

2021 ◽  
pp. 232-256
Author(s):  
Debra L. Olson-Morrison
Keyword(s):  
Virtual Reality ◽  
Social Work ◽  
Virtual Worlds ◽  
Social Work Education ◽  
Learning Experience ◽  
Learning Tool ◽  
Affective Processes ◽  
Practical Guidelines ◽  
Competency Based ◽  
Work Education

The use of virtual reality (VR) as a learning tool occupies a whole new and exciting domain for social work education. Engaging in virtual worlds expands the potential for students to connect with the learning experience on multiple levels, pedagogically aligns with stimulating affective processes to enhance cognitive engagement, and aligns with the domains of knowledge acquisition in competency-based social work education. In this chapter the author outlines the affordances necessary for student engagement in a virtual learning experience (VLE). The author explores applications for virtual reality in social work education and outlines several distinct opportunities for virtually-enhanced classroom learning. Practical guidelines to assist instructors in facilitating a VR learning experience are proposed, and the chapter concludes with commentary on the future of VR in social work education.

scholarly journals Improving Student Success for Diverse Students Utilizing Competency-Based Education

2019 ◽  
Vol 11 (2) ◽  
pp. 67-77
Author(s):  
Alton James
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Student Teacher ◽  
Student Assessment ◽  
Exploratory Research ◽  
Student Work ◽  
Underserved Students ◽  
Competency Based Education ◽  
Competency Based ◽  
Teaching Learning

This research aims to conduct exploratory research on the myriad issues that traditionally underserved students face in average higher education settings and poses a potential curricula and pedagogical solution. Particularly within the humanities, subjectivity can sometimes be infused into the curricula and pedagogy, and student assessment; and may impact student examination scores and overall success. In assessing student work through competency-based education (CBE), underserved students can inject their own experiences into the learning environment. Such participation potentially yields significant learning experiences for the entire teaching-learning pipeline and everyone involved (student, teacher, and classmates). Essentially, the utilization of CBE can allow traditionally underserved students to experience their education at their own pace. CBE has the potential to more sufficiently tend to the holistic needs of the student as well.

The challenge of accounting for individual differences in folk-economic beliefs

2018 ◽  
Vol 41 ◽  
Author(s):  
Benjamin C. Ruisch ◽  
Rajen A. Anderson ◽  
David A. Pizarro
Keyword(s):  
Individual Differences ◽  
Individual Variation ◽  
Political Ideologies ◽  
Economic Beliefs ◽  
Existing Data

AbstractWe argue that existing data on folk-economic beliefs (FEBs) present challenges to Boyer & Petersen's model. Specifically, the widespread individual variation in endorsement of FEBs casts doubt on the claim that humans are evolutionarily predisposed towards particular economic beliefs. Additionally, the authors' model cannot account for the systematic covariance between certain FEBs, such as those observed in distinct political ideologies.

Individual differences, social attention, and the history of the social motivation hypotheses of autism

2019 ◽  
Vol 42 ◽  
Author(s):  
Peter C. Mundy
Keyword(s):  
Individual Differences ◽  
Early Development ◽  
Emotional Development ◽  
Social Motivation ◽  
Social Attention ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Precise Understanding ◽  
The Social ◽  
History Of

Abstract The stereotype of people with autism as unresponsive or uninterested in other people was prominent in the 1980s. However, this view of autism has steadily given way to recognition of important individual differences in the social-emotional development of affected people and a more precise understanding of the possible role social motivation has in their early development.

Sign in / Sign up

Export Citation Format

Share Document