Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland’s Model Environments: The Role of Environmental Consistency

2009 ◽  
Vol 50 (5) ◽  
pp. 483-501 ◽  
Author(s):  
John C. Smart ◽  
Corinna A. Ethington ◽  
Paul D. Umbach ◽  
Louis M. Rocconi
Keyword(s):  
Learning Outcomes ◽  
Specific Learning

scholarly journals Effects of Gamified Learning on Students of Different Player Traits in Malaysia

2021 ◽  
Vol 9 (6) ◽  
pp. 89-111
Author(s):  
Mageswaran Sanmugam ◽  
Anurita Selvarajoo ◽  
Jeya Amantha David
Keyword(s):  
Learning Outcomes ◽  
New Paradigm ◽  
Global Pandemic ◽  
Game Player ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals Towards modeling of human skilling for electrical circuitry using augmented reality applications

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Ana Villanueva ◽  
Ziyi Liu ◽  
Yoshimasa Kitaguchi ◽  
Zhengzhe Zhu ◽  
Kylie Peppler ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Learning Outcomes ◽  
Cognitive Assessment ◽  
Teaching And Learning ◽  
Stem Learning ◽  
Educational Value ◽  
Learning Content ◽  
Hands On ◽  
Specific Learning

AbstractAugmented reality (AR) is a unique, hands-on tool to deliver information. However, its educational value has been mainly demonstrated empirically so far. In this paper, we present a modeling approach to provide users with mastery of a skill, using AR learning content to implement an educational curriculum. We illustrate the potential of this approach by applying this to an important but pervasively misunderstood area of STEM learning, electrical circuitry. Unlike previous cognitive assessment models, we break down the area into microskills—the smallest segmentation of this knowledge—and concrete learning outcomes for each. This model empowers the user to perform a variety of tasks that are conducive to the acquisition of the skill. We also provide a classification of microskills and how to design them in an AR environment. Our results demonstrated that aligning the AR technology to specific learning objectives paves the way for high quality assessment, teaching, and learning.

scholarly journals Foreign Language Anxiety and Student Interpreters’ Learning Outcomes: Implications for the Theory and Measurement of Interpretation Learning Anxiety

2010 ◽  
Vol 55 (3) ◽  
pp. 589-601 ◽  
Author(s):  
Yung-Nan Chiang
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Outcome Measures ◽  
Trait Anxiety ◽  
Language Anxiety ◽  
Foreign Language Anxiety ◽  
Learning Anxiety ◽  
Exam Scores

Although anxiety has been documented as an important variable in both interpretation performance and second language acquisition, there has been virtually no research on the interconnections between the anxiety reactions induced by these two cross-linguistic / cultural endeavors. A review of the literature on anxiety and interpretation performance finds that most of the existing studies have treated the anxiety induced by interpretation as a transfer of other general types of anxieties, such as trait anxiety, without considering the probable role of second language anxiety in interpretation performance. In order to determine the role of foreign language anxiety in 213 Chinese-English interpretation students’ learning outcomes, which were indexed by the participants’ mid-term exam scores and semester grades, this study employed Spielberger’s (1983)Trait Anxiety Inventoryto measure the students’ trait anxiety, while utilizing Horwitz, Horwitzet al.’s (1986)Foreign Language Classroom Anxiety Scale(FLCAS) to measure the participants’ foreign language anxiety. Results of correlation analyses showed that a) trait anxiety was not related to either mid-term exam scores or semester grades, b) foreign language anxiety was significantly and negatively associated with both outcome measures, c) after controlling for the effect of trait anxiety, the relationship between foreign language anxiety and interpretation learning outcomes remained significant, and d) a vast majority of theFLCASitems had significant and negative associations with both outcome measures. Implications for developing a theory of and a measurement instrument for interpretation learning anxiety are suggested.

Promoting international learning outcomes during a study abroad: the moderating role of internationalisation at home

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Joris Boonen ◽  
Ankie Hoefnagels ◽  
Mark Pluymaekers ◽  
Armand Odekerken
Keyword(s):  
Study Abroad ◽  
Learning Outcomes ◽  
Intercultural Competence ◽  
Competence Development ◽  
Content Type ◽  
Home Institution ◽  
Internationalisation At Home ◽  
International Learning ◽  
At Home

PurposeThe authors examine the role of internationalisation at-home activities and an international classroom at a home institution to promote intercultural competence development during a study abroad.Design/methodology/approachThe authors use large scale longitudinal data from the global mind monitor (GMM) (2018–2020) to examine change over time in both multicultural personality (MPQ) and cultural knowledge (CQ) among students in Dutch higher education institutions. The authors analyse the moderating effect of the preparation in the home institution by looking at the added value of both intercultural communication courses and international classroom setting for intercultural competence development during a study abroad.FindingsThe results show that particularly courses on intercultural communication significantly promote intercultural competence development during a stay abroad. Frequent interactions with international staff also seem to be beneficial for this development.Research limitations/implicationsThis study was conducted in the Netherlands, in one of the most internationalised educational systems in the world. Therefore, it is difficult to generalise these findings to other contexts before any further empirical research is conducted.Practical implicationsBased on the findings, the authors formulate practical advice for higher education institutions that aim to get the most out of the international learning outcomes of a study abroad.Originality/valueThis paper is the first to assess the moderating effect of preparatory internationalisation at home initiatives on the intercultural learning effects of international experiences later on in a study program. Other studies have proposed that these effects will exist but have not tested them empirically with longitudinal data.

Standardization and modernization of Kazakhstan Higher education

2021 ◽  
pp. 95-101
Author(s):  
Yu.N. Pak ◽  
◽  
Zh.S. Nuguzhinov ◽  
D.Yu. Pak
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Learning Outcomes ◽  
Educational Programs ◽  
Educational Process ◽  
Professional Standards ◽  
Educational Standards ◽  
The Republic ◽  
State Educational

Worked out is the analyzes of development of the Kazakhstan system of standardization of higher education on the example of several generations of state educational standards. Their features are examined in structural terms, as well as in terms of the requirements for the compulsory minimum of the educational content, the level of preparedness of graduates and learning outcomes. The dynamics of transformations in the context of expansion of universities academic freedoms, the ratio of compulsory and university components of educational programs is shown. The role of educational and methodological associations of universities of the Republic of Kazakhstan in the development of the regulatory and legal support of the educational process is emphasized. The relevance of introducing the competence-based approach in higher education on the basis of combining educational and professional standards is noted. It is shown that inconsistent and hasty reforms, uncompetitive level of teachers’ remuneration, expanding bureaucratization, underdeveloped quality assurance culture do not contribute to the successful modernization of higher education.

‘Dracarys’ for all: TV series and experiential learning

2021 ◽  
pp. 135050762110533
Author(s):  
Brigitte Biehl
Keyword(s):  
Experiential Learning ◽  
Learning Outcomes ◽  
Film Studies ◽  
Analysis Tool ◽  
Critical Potential ◽  
Management Learning ◽  
Art Form ◽  
Film Experience ◽  
Specific Learning ◽  
Point Of Reference

Film has been widely used for management learning, mostly with a focus on the story rather than on the film experience. This study draws on arts-based learning literature, film studies and data from learning interactions, and develops a taxonomy of experiential learning with film as a specific art form and emotional medium. The taxonomy includes three elements: making a film experience, processing the experience and cultural aesthetic reflexivity. This study provides process steps and teaching strategies to help move management learners along in the process towards specific learning outcomes. It introduces a film analysis tool as a method that can be used to overcome aesthetic muteness when reflecting on the film experience. The acclaimed and contested TV series Game of Thrones serves as a point of reference, and examples feature the female leader Daenerys Targaryen. The approach is transferable across films and TV series to integrate knowing, experience and emotions and to use popular culture’s critical potential for management learning.

scholarly journals The role of the supervision of the school chairman as an effort to improve teacher professionalism in teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 296
Author(s):  
Herlinawati Herlinawati ◽  
Muhammad Kristiawan ◽  
Alforqi Alforqi
Keyword(s):  
Learning Outcomes ◽  
Teacher Professionalism ◽  
Educational Institutions ◽  
Teaching Aids ◽  
Role Of Principal ◽  
Qualitative Descriptive ◽  
Principal Supervision ◽  
Descriptive Method

The principal is a leader in educational institutions that regulates and manages educational activities in schools. Therefore, school principals play an important role in improving the quality of education, especially improving teacher performance to be more enthusiastic and professional in teaching and developing themselves who are in charge of delivering lessons to students. This study aims to identify the role of principal supervision as an effort to improve teacher professionalism in teaching at SMA Negeri 10 OKU.This research was conducted at SMA Negeri 10 OKU. The research was carried out for 3 (three) months, starting from September 2020 to November 2020. The research method used was a qualitative descriptive method. Data collection techniques used include: (1) Interview or Interview; (2) Observation; (3) Documentation. Based on the research results, it was concluded that the principal had a role in the supervision carried out as an effort to improve teacher professionalism in teaching. It is known: (1) The role of principal supervision is evidenced by the teacher in planning lesson plans which are made reported and approved by the principal and according to the curriculum; (2) The role of principal supervision is proven by the teacher in carrying out the learning process in accordance with the learning device guidelines and using teaching aids; (3) The role of principal supervision is evidenced by the teacher evaluating the learning outcomes and reporting to the principal; (4) The role of principal supervision is evidenced by the teacher following up on the learning outcomes in accordance with the direction of the principal; (5) The role of principal supervision is evidenced by the teacher providing guidance to students.

scholarly journals Modeling the mediating roles of self-directed learning and knowledge management processes between emotional intelligence and learning outcomes in higher education

PLoS ONE ◽  
2021 ◽  
Vol 16 (7) ◽  
pp. e0255177
Author(s):  
Zahid Shafait ◽  
Muhammad Asif Khan ◽  
Yuriy Bilan ◽  
Judit Oláh
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
Knowledge Management ◽  
Learning Outcomes ◽  
Self Directed Learning ◽  
Mediating Role ◽  
Management Processes ◽  
Directed Learning ◽  
The Relationship

Objective: Drawing on the knowledge-based view and ability-based theories of emotional intelligence (EI), in this study, we investigate the effects of EI on learning outcomes related to academics and administrators in Chinese research universities and we also test the direct association between learning outcomes and creative performance. In addition, we examine the mediating role of self-directed learning (SDL) and knowledge management processes (KMPs) on the relationship between EI and learning outcomes. Methods: The sample, for this study, consisted of 547 academic and administrative personnel at Chinese higher educational institutions (HEIs), and the hypothesized associations were examined through partial least squares structural equation modeling. Results: Our results indicated that EI has no significant influence on learning outcomes. However, an indirect relationship between EI and learning outcomes is established through SDL and KMPs. Conclusions: This study strengthens the professional understanding of EI and supports that the personnel at HEIs should value SDL and KMPs, which in turn enhances their learning outcomes. Although EI has received increased importance in higher education institutions, there are few studies that have investigated the relationship of EI, SDL, KMP, and learning outcomes. This is one of the initial studies that has empirically examined the interface of EI and learning outcomes in HEIs and also provides timely insights into the understanding of the mediating role of SDL and KMP.

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