scholarly journals Hybrid online-flipped learning pedagogy for teaching laboratory courses to mitigate the pandemic COVID-19 confinement and enable effective sustainable delivery: investigation of attaining course learning outcome

2021 ◽  
Vol 1 (5) ◽  
Author(s):  
Ahmed M. Elkhatat ◽  
Shaheen A. Al-Muhtaseb
Keyword(s):  
Learning Outcomes ◽  
Online Teaching ◽  
Chemical Engineering ◽  
Learning Outcome ◽  
Early Spring ◽  
Teaching Approach ◽  
Assessment Tools ◽  
Flipped Learning ◽  
Laboratory Courses ◽  
The Impact

AbstractSince the early spring of 2020, the coronavirus pandemic (COVID-19) outbreak has hindered traditional face-to-face teaching and hands-on, traditional delivery of laboratory courses, forcing universities to migrate from the traditional way of teaching to a remote online approach. Although few studies addressed the pandemic's impact on educational outcomes, no studies are found to investigate the impact of the remote online teaching approach on laboratory courses. This paper highlights the impact of the online teaching approach, coupled with flipped learning pedagogy, as a substitute for traditional laboratories. The course learning outcomes and assessment tools are analyzed and discussed for 46 students enrolled in the Unit Operations Laboratory course in the chemical engineering program at Qatar University. Results show that the course learning outcomes are achieved effectively using the hybrid online-flipped learning pedagogy, which can be considered for computerized traditional laboratories as a moderation solution to alleviate pandemic COVID-19 confinement on learning outcome. This methodology can also be sustained in the future to facilitate the teaching of such lab courses, even in normal conditions, to optimize the resources and avail the delivery of such courses to a larger audience who may have various obstacles to attending traditional lab courses.

scholarly journals The Impact of Covid-19 Pandemic on Students’ Learning Outcome in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 1425-1431
Author(s):  
Andi Rahman
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Human Life ◽  
Cross Sectional ◽  
Study Results ◽  
Institute Of Technology ◽  
The Impact ◽  
Academic Year

The current Covid-19 pandemic has had many effects on human life globally, including the implementation of education. This study aimed to obtain the impact of the Covid-19 pandemic on learning outcomes in higher education. The research method used is a cross-sectional study. The data were taken from the test results at the end of the lecture, observations, and interviews. The research was conducted at the University of Muhammadiyah Lampung, IPDN Jatinangor Campus, and the Ahmad Dahlan Institute of Technology and Business, with 120 students participating. The data analysis technique used the percentage technique and cross-tabulation. The study results concluded that student learning outcomes decreased in the 2020-2021 academic year compared to the 2019-2020 academic year. The decline in learning outcomes includes knowledge, skills, and psychology. This finding has implications for the understanding of education personnel regarding online teaching and learning design during the Covid-19 pandemic.

scholarly journals Pengaruh Metode Pembelajaran dan Kreativitas Terhadap Hasil Belajar Siswa di SMA 7 PSKD Depok

2014 ◽  
Vol 3 (2) ◽  
pp. 37
Author(s):  
Victor Andreas Jusup
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Conventional Method ◽  
Experimental Test ◽  
Research Method ◽  
Learning Outcome ◽  
Instructional Methodology ◽  
Learning History ◽  
History Learning ◽  
The Impact

Abstract The purpose of this study was to determine the impact of the task of learning methods, and its relation to the creativity of the students to the history learning outcomes at SMA 7 PSKD Depok. The research method used was experimental. test instruments are also used to measure the learning outcomes of history, and questionnaires used to measure the creativity of students in learning history. A total of 32 participants will be randomly selected. Data analysis will be performed by using two way variance analysis. The findings of the study will be demonstrate: 1) a higher student’s history learning outcome of those who were taught by Recitation instructional methodology compared to those who were taught by conventional method. 2) There is an interaction effect between instructional methodology and student’s creativity level on history learning outcome. 3) History learning outcome of students who has higher creativity level and were taught by Recitation method are higher than those with the same level of creativity but were taught by conventional method. 4) History learning outcome of students who has lower creativity level and were taught by Recitation methodology are not below those with the same creativity level but were taught by conventional method. Keywords : history learning outcome, history instructional methodology, student’s creativity level.

The Impact of Accreditation on Student Learning Outcomes

2016 ◽  
Vol 7 (4) ◽  
pp. 51-62 ◽  
Author(s):  
Tayeb Brahimi ◽  
Akila Sarirete ◽  
Rania Mohammed Ibrahim
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
International Organizations ◽  
Student Outcomes ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
National Commission ◽  
Engineering And Technology ◽  
Future Improvement ◽  
The Impact

In recent years, student outcomes in higher education has captured the interest and concern of accreditation communities, governments, employers as well as international organizations. Student outcomes is becoming the principal gauge of higher education's effectiveness and accreditation bodies expect learning outcomes to be well defined, articulated, assessed, verified, and used as a guide for future improvement. The paper investigates the impact of accreditation on student outcomes in higher education and examines the impact of two accreditation bodies on student outcomes, namely: The National Commission for Academic Accreditation and Assessment (NCAAA) established by the Higher Council of Education in Saudi Arabia and the Accreditation Board for Engineering and Technology Inc. (ABET). Results from a course in Mathematics at Effat University, Jeddah, KSA, showed how important the learning outcome is in the process of re-evaluating strategies and methodologies used in the learning process.

scholarly journals Using Flipped Classroom Technique on Online Teaching Platform during COVID-19

2021 ◽  
Vol 58 (1) ◽  
pp. 5422-5430
Author(s):  
Christ Helan I, Dr. K. Anbazhagan
Keyword(s):  
Classroom Environment ◽  
Online Teaching ◽  
Flipped Classroom ◽  
Teaching Method ◽  
Poor Quality ◽  
Control Group ◽  
Flipped Learning ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
The Impact

Owing to the spread of COVID-19, in order to maintain teaching learning during this disruption, the educational system is shifted to online teaching. This article is aimed to analyse the recent trends and the need for revision in the material. The impact of flipped teaching method on students and challenges were analysed in this research to investigate the pre-existing studies, technological tools and the online platform. The quasi-experimental method is used to analyse the implication of FL technique. The students of Engineering and Technology were selected as samples. On the whole 128 students from two sections have used the teaching of Flipped learning approach for the experimental group and 67 students from one section have been using traditional lectures for the control group. In the students’ perceptions, flipped learning is included with questionnaires of open-ended and close-ended. The results have shown flipped learning has better performance. They have become conscious of a unique set of affordances and restrictions; they have shown more attention to flipped learning. It is  found  that different departments were using the FL approach and online technological sources have been used for online practice. The flipped classroom has brought positive results on students’ learning activities like achievements, interactions, motivations, and so on. Poor quality of video and untrained lecturer has been addressed as a great challenge in inculcating the flipped classroom environment.

scholarly journals Pengaruh compulsive gaming terhadap learning outcome siswa SMPN 1 Porong

2021 ◽  
Vol 1 (3) ◽  
pp. 361-367
Author(s):  
Mokhammad Ilham Fuady ◽  
Siti Malikhah Towaf ◽  
I Dewa Putu Eskasasnanda ◽  
I Nyoman Ruja
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Qualitative Approach ◽  
Free Time ◽  
Descriptive Research ◽  
Game Addiction ◽  
Game Players ◽  
The Impact ◽  
Research Type

This study aims to describe (1) the background of SMPN 1 Porong students playing clash of clans games, (2) the characteristics of clash of clans game players at SMPN 1 Porong, (3) the impact of clash of clans game on students' learning outcomes at SMPN 1 Porong. The research was conducted at SMPN 1 Porong Subdistrict Porong Sidoarjo which was designed using qualitative approach with descriptive research type. The results of this study are: (1) students playing clash of clans games due to the influence of friends, loneliness and supportive facilities; (2) The characteristics of clash of clans players at SMPN 1 Porong are male, have free time, players are economically well-off students; (3) The influence of clash of clans game addiction on the learning outcomes of SMPN 1 Porong students is that students become easily lost concentration so that their learning outcomes are less satisfactory, with average learning outcomes (80) and slightly above average (82). Penelitian ini bertujuan untuk mendeskripsikan (1) latar belakang siswa SMPN 1 Porong bermain game clash of clans, (2) karakteristik pemain game clash of clans di SMPN 1 Porong, (3) dampak game clash of clans terhadap hasil belajar siswa di SMPN 1 Porong. Penelitian dilakukan di SMPN 1 Porong Kecamatan Porong Kabupaten Sidoarjo yang dirancang menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Hasil penelitian ini adalah: (1) siswa bermain game clash of clans dikarenakan pengaruh teman, kesepian dan fasilitas yang mendukung; (2) Karakteristik pemain game clash of clans di SMPN 1 Porong adalah laki-laki, memiliki waktu luang, pemain merupakan siswa yang berkecukupan dalam segi ekonomi; (3) pengaruh kecanduan game clash of clans terhadap hasil belajar siswa SMPN 1 Porong adalah siswa menjadi mudah hilang konsentrasi sehingga hasil belajar mereka kurang memuaskan, dengan hasil belajar rata-rata (80) dan sedikit di atas rata-rata (82).

scholarly journals Effects of using E-learning system on learning outcomes of students in Can Tho University

2020 ◽  
Vol 12 (3) ◽  
pp. 27-37
Author(s):  
Ngo My Tran ◽  
Thach Keo Sa Rate ◽  
Nguyen Ngoc Thao
Keyword(s):  
Technology Acceptance ◽  
Learning Outcomes ◽  
Structural Equation ◽  
Community Building ◽  
Learning Outcome ◽  
Equation Model ◽  
Learning System ◽  
Perceived Learning ◽  
E Learning ◽  
The Impact

This study is conducted to assess the impact of using E-learning on students’ learning outcomes through combining models of technology acceptance model (TAM) and an information system success model (D&M model) basing on surveyed data from 294 students using E-learning system in Can Tho university. The main method used to evaluate this impact is structural equation model analysis method (SEM). The empirical results showed that perceived learning outcome is statistically influenced by three factors including learning assistance, community building assistance and perceived motivation. Of which, the community building assistance factor was found to play a strong role of students’ perceived learning outcome. Therefore, building solutions to develop of perceived motivation and community building assistance of the system in order to improve E-learning usage in Can Tho university should be paid attention in the coming time.

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

2017 ◽  
Vol 17 (1) ◽  
pp. 15-23 ◽  
Author(s):  
Carole-Rae Reed ◽  
Luis Ivan Garcia ◽  
Margaret Slusser ◽  
Sharon Konowitz ◽  
Jewelry Yep
Keyword(s):  
Decision Making ◽  
Student Learning ◽  
Learning Outcomes ◽  
Core Competency ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Collaborative Practice ◽  
Health Science ◽  
Interprofessional Collaborative Practice ◽  
The Impact

Abstract 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 values and professional ethics in healthcare decision-making”. A program level terminal learning outcome is to “….critically discuss the interface of values/ethics on health outcomes”. One university level Essential Learning Outcome (ELOs) that all baccalaureate students are expected to achieve by graduation is Ethical Reasoning. This was equivalent to the IPCEP Values/Ethics core competency. This paper describes a strategy to simultaneously measure the Values/Ethics competency at course, program, and university levels. A narrative analysis (n=94) using required ethical decision making BSHS student papers was conducted to determine achievement of SLOs/ELOs and the IPCEP Values/Ethics core competency. Eleven items in the grading criteria were linked to outcome criteria for university ELO competency. A point value was assigned to each of these items using a scoring rubric indicating level of achievement. Results indicated that most students were at the Skilled level for the majority of students, and demonstrated adequate achievement of university, program, and course level learning outcomes as well as achievement of the IPCEP Values/Ethics core competency. Keywords: Assessment; Essential Learning Outcomes; Ethics; Rubrics; Values; Student Learning Outcomes; Competency

THE IMPACT OF HEADMASTER’S LEADERSHIP PRACTICE ON THE FORMATION OF A PROFESSIONAL LEARNING COMMUNITY AT SCHOOL

2019 ◽  
Vol 2 ◽  
pp. 90
Author(s):  
Andrejs Geske ◽  
Normunds Rečs
Keyword(s):  
General Education ◽  
Learning Community ◽  
Learning Outcomes ◽  
Professional Learning ◽  
Teaching And Learning ◽  
Management Practices ◽  
Teaching Approach ◽  
Pedagogical Practice ◽  
Leadership Practice ◽  
The Impact

In the context of general education content reform initiated in Latvia, which also provides change of teaching approach, the issue of the role of headmaster has raised. The introduction and implementation of competence approach requires strengthening and development of cooperation between teachers in professional learning communities (PLCs) at school, in order to address didactic issues, regularly analyze pupils` learning outcomes and find best ways to increase the learning outcomes of each pupil, and give an opportunity for teachers to improve their teaching by sharing good pedagogical practice. The change of teaching approach prompts a revision of school management practices as well. In order for the school to grow, there is a need for a headmaster-leader, not just a headmaster-manager and he should focus on the leadership of the teaching process by improving teaching and learning and ensuring conditions for effective learning at school. The main goal of the research is to find out to what extent the headmaster`s pedagogical leadership practice has an impact on the PLCs formation at school. The article discusses theories of the concept of headmaster as pedagogical leader and PLCs, and analyzes the results of 489 teacher survey.  

The impact of a student’s study time journal as a lesson and learning study

2017 ◽  
Vol 6 (1) ◽  
pp. 97-115
Author(s):  
Godson A. Tetteh
Keyword(s):  
Learning Outcomes ◽  
Learning Outcome ◽  
Study Time ◽  
Variation Theory ◽  
Control Group ◽  
Learning Study ◽  
Total Quality ◽  
Content Type ◽  
The Impact ◽  
The Relationship

Purpose The purpose of this paper is to investigate the relationship between a student’s study time and the learning outcome from a perspective that will correspond to Bloom’s (1956) taxonomy and how teaching can be developed using variation theory. Design/methodology/approach The author designed a learning study using an experiment with three different classes of students. The experimental research question was “Does a student’s study time (massed or distributed spacing) have an impact on the learning process?” Findings Results indicated that students in the “strictly supervised study time” grouping improved on their learning outcomes more than those in the “not strictly supervised study time” equivalent and those in the control group. It is important for students to manage their own learning activities and follow a regular study routine to improve their learning outcomes. Research limitations/implications This study used undergraduate students at a university in Ghana, and its findings may not necessarily be applicable to other populations. One other limitation was that the author did not control for the lecturer’s expectations and how these may have influenced students’ learning outcomes. Another potential limitation was that total quality management was the only subject area used for this study. Practical implications The objective of the study was to use the motivated strategies for learning questionnaire (MSLQ) approach by Pintrich et al. (1991) to determine the relationship between a student’s study time and the impact on their learning outcomes. The results imply that students must take more active roles in their learning by having regular study time. Originality/value Currently, to the best of the author’s knowledge, there are not many experiment-based research studies on a student’s study time using the MSLQ approach by Pintrich et al. (1991). This study contributes to the existing literature by examining how a student’s study time (massed or distributed spacing) has an impact on the learning outcome as a lesson and learning study.

scholarly journals Koncept in umestitev učnega izida v slovenski visokošolski prostor

2020 ◽  
Vol 13 (Spec. Iss.) ◽  
pp. 105-128
Author(s):  
Klara Skubic Ermenc ◽  
Borut Mikulec
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Impact Analysis ◽  
Learning Outcome ◽  
Curriculum Planning ◽  
European Higher Education Area ◽  
European Higher Education ◽  
The Impact

Learning outcomes and their integration into the Slovenian higher education area. The authors discuss the concept of learning outcome and critically evaluate its definition, translation into the Slovenian language and its implications for curriculum planning in (higher) education. Methodologically, the article is the impact analysis of the process of Europeanisation on the conceptualisation of learning outcomes in European (higher) education. More precisely, it evaluates the impact of the European Qualifications Framework and A Framework for Qualifications of the European Higher Education Area on the contemporary understanding of learning outcomes.

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