scholarly journals Putting the guidelines to work: moving from undergraduate physiology curricular guidelines to program development and improvement

2020 ◽  
Vol 44 (4) ◽  
pp. 664-669
Author(s):  
Kathryn M. S. Johnson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Diverse Student Populations ◽  
Wide Range ◽  
Diverse Student ◽  
Consultation Model ◽  
Curricular Implementation ◽  
Critical Resource ◽  
The Impact ◽  
Evaluation And Assessment

The first curricular guidelines for undergraduate physiology programs, currently under development by the Physiology Majors Interest Group (P-MIG), outline learning outcomes applicable for a wide range of physiology and physiology-related programs with diverse student populations. These outcomes for knowledge of core physiological concepts, professional skills, and advising provide a standard for undergraduate physiology education and a benchmark for student learning. Evaluation of how programs meet the curricular guidelines and assessment of the impact of programmatic approaches on student learning are essential for programmatic improvement. The collection and dissemination of evaluation and assessment findings, facilitated by P-MIG, is a critical resource for established undergraduate physiology and physiology-related programs seeking to improve their learning outcomes and new programs developing their curriculum. Strategies for institutional evaluation and assessment are provided to outline possible approaches for programs to use the guidelines to improve or develop their curriculum. P-MIG member expertise and knowledge of curricular implementation provide the foundation for possible collaborations among organizations and institutions to develop a program consultation model, where external consultants provide evaluation and assessment guidance and feedback as an additional resource for physiology educators.

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lita Amalia ◽  
Alda Dwiyana Putri ◽  
Alfajri Mairizki Nurfansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Strategy ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Problem Posing ◽  
Reasoning Skills ◽  
The Impact ◽  
Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

scholarly journals What Happens When Trained Graduate Student Instructors Switch to an Open Textbook? A Controlled Study of the Impact on Student Learning Outcomes

2018 ◽  
Vol 18 (1) ◽  
pp. 48-64 ◽  
Author(s):  
Erin E. Hardin ◽  
Bret Eschman ◽  
Elliot S. Spengler ◽  
J. Alex Grizzell ◽  
Anahvia Taiyib Moody ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Graduate Student ◽  
Underserved Populations ◽  
Past Research ◽  
Student Learning Outcomes ◽  
Open Educational Resources ◽  
Controlled Study ◽  
Instructor Characteristics ◽  
The Impact

Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student instructors at a large research-intensive university. We found no evidence that use of the OER text impeded students' critical thinking compared to use of a traditional textbook, even after accounting for instructor characteristics. To the contrary, we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowest-performing students and our highest-performing students. Moreover, student learning outcomes were not influenced by instructor experience, suggesting even novice instructors fared well with OER materials. Finally, students from traditionally underserved populations reported the lower cost of the book had a significantly higher impact on their decision to enroll in and remain enrolled in the course.

The College Recreational Sports Learning Environment

2008 ◽  
Vol 32 (1) ◽  
pp. 52-61 ◽  
Author(s):  
Danell J. Haines ◽  
Tyler Fortman
Keyword(s):  
Social Interactions ◽  
Student Learning ◽  
Learning Outcomes ◽  
Financial Support ◽  
Significance Testing ◽  
Recreational Sports ◽  
Sport Club ◽  
Recreational Sport ◽  
Before And After ◽  
The Impact

To show the need for continued financial support, align with universities' missions of student learning, and improve the lives of participants, college recreational sport (CRS) professionals must demonstrate that CRS programs, facilities, and services cause growth in student learning. This study measured sport club out-of-classroom learning in an effort to begin measuring the impact of all CRS areas on student learning. It was hypothesized that sport club participants make gains in life skills, diversity, social interactions, communication, character, leadership, and self-beliefs as a result of their participation. A proxy-pretest posttest design administered to sport club participants measured this hypothesis. Significance testing showed significant differences between participants' ratings of their skills and abilities before and after participation. The implications of these findings for the justification and expansion of CRS funding, the future measurement of learning outcomes in CRS, and the alignment of CRS with the missions of higher education are discussed.

scholarly journals Pengembangan Media Pembelajaran Mengunakan Aplikasi Construct 2 Pada Materi Aljabar Kelas VII

2018 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Titon Agung Saputro ◽  
Kriswandani Kriswandani ◽  
Novisita Ratu
Keyword(s):  
Research And Development ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Moderate Increase ◽  
Development Research ◽  
Game Based Learning ◽  
Before And After ◽  
The Media ◽  
The Impact

Abstrak: Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan tujuan mengembangkan media pembelajaran game edukasi berbasis platform game untuk siswa kelas VII SMP. Penelitan ini menggunakan desain penelitian Borg & Gall yang terdiri dari sepuluh langkah. Teknik pengumpulan data terdiri dari observasi, kuesioner dan tes. Hasil dari penelitian pengembangan ini adalah aplikasi game platform dengan materi aljabar. Dampak dari media pembelajaran game edukasi platform game  adalah media pembelajaran berpengaruh terhadap hasil belajar siswa. Hal ini berdasarkan pada uji Mann-Whitney dengan nilai signifikan 0,000<0,05 yang berarti terdapat perbedaan rerata sebelum dan sesudah pemberian media pembelajaran game edukasi berbasis platform game atau terdapat pengaruh game edukasi platform game pada materi aljabar terhadap hasil belajar siswa.  Selain itu, nilai N-Gain yang diperoleh adalah 0,49 yang berarti terjadi peningkatan sedang terhadap hasil belajar siswa. Abstract: The type of this research is research and development with the aim of developing game-based learning media game of platform game for VII class student of SMP using application of Construt 2. This research use Borg & Gall research design which consist of ten stages. Data collection techniques consist of observations, questionnaires and tests. The results of this development research is a platform game application with algebraic material. The impact of instructional media game game education game is the media influence on student learning outcomes. This is based on the Mann-Whitney test with a significance value of 0.000 <0.05 which means there is an average difference before and after the delivery of learning media game-based platform learning or the influence of algebraic game education game. material in algebra on student learning outcomes. In addition, the N-Gain value obtained is 0.49 which means a moderate increase in student learning outcomes.

scholarly journals A Simple Low-Cost Institutional Learning-Outcomes Assessment Process

2018 ◽  
Author(s):  
Andrea A. Curcio
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Low Cost ◽  
Law School ◽  
Assessment Process ◽  
Learning Outcomes Assessment ◽  
Wide Range ◽  
Institutional Learning

Law school institutional learning outcomes require measuring nuanced skills that develop over time. Rather than look at achievement just in our own courses, institutional outcome-measures assessment requires collective faculty engagement and critical thinking about our students’ overall acquisition of the skills, knowledge, and qualities that ensure they graduate with the competencies necessary to begin life as professionals. Even for those who believe outcomes assessment is a positive move in legal education, in an era of limited budgets and already over-burdened faculty, the new mandated outcomes assessment process raises cost and workload concerns. This essay addresses those concerns. It describes a relatively simple, low-cost model to measure institutional law school learning outcomes that does not require any initial changes in individual faculty members’ pedagogical approach or assessment methods. It explains how a rubric method, used by the Association of American Colleges and Universities [AAC&amp;U] and medical educators to assess a wide range of nuanced skills such as critical thinking and analysis, written and oral communication, problem-solving, intercultural competence, teamwork, and self-reflection, could be adapted by law schools. The essay explains a five-step institutional outcomes assessment process: 1. Develop rubrics for institutional learning outcomes that can be assessed in law school courses; 2. Identify courses that will use the rubrics; 3. Ask faculty in designated courses to assess and grade as they usually do, adding only one more step – completion of a short rubric for each student; 4. Enter the rubric data; and 5. Analyze and use the data to improve student learning. The essay appendix provides sample rubrics for a wide range of law school institutional learning outcomes. This outcomes assessment method provides an option for collecting data on institutional learning outcomes assessment in a cost-effective manner, allowing faculties to gather data that provides an overview of student learning across a wide range of learning outcomes. How faculties use that data depends upon the results as well as individual schools’ commitment to using the outcomes assessment process to help ensure their graduates have the knowledge, skills and values necessary to practice law.Citation: Andrea A. Curcio, A Simple Low-Cost Institutional Learning-Outcomes Assessment Process, 67 J. Legal Educ. 489 (2018).

scholarly journals Efforts to Improve The Learning Outcomes of Class IV Students in Natural Resources Materials Through Who's Quiz Card Media

2020 ◽  
Vol 3 (3) ◽  
pp. 41
Author(s):  
Juriyah Juriyah
Keyword(s):  
Natural Resources ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Initial Study ◽  
Average Score ◽  
Class Average ◽  
The Right ◽  
The Impact ◽  
Class Iv

<p><em>This research was motivated by the low activity and student learning outcomes through the initial study of natural resources material in grade IV SD Negeri Ciputih 02 with less than optimal student learning outcomes. This study aims to analyze the impact of using the Who I quiz card media on the learning outcomes of students. The research was conducted in two cycles, each cycle consisting of two meetings and four stages, namely: planning, acting, observing, and reflecting. In the first cycle there were 4 students (30.8%) and 9 students (69.2%) who had completed, with a class average score of 71.53. The results of cycle II reached 12 students (92.3%) and 1 student (7.7%) who had not completed, with a class average score of 80.76. Learning with the application of the right media produces good learning outcomes. It is proven that in each cycle there is a significant increase in learning outcomes. The conclusion is that the use of quiz card media who I am can improve student learning outcomes on natural resources material in class IV semester II SD Negeri Ciputih 02, Salem District, Brebes Regency.</em></p>

scholarly journals MENINGKATKAN KEMAMPUAN MINDS-ON DAN HANDS-ON SISWA MATERI BANGUN DATAR DENGAN MENGGUNAKAN METODE TALKING STICK

2020 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Musaadatul Fithriyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Class Ii ◽  
Learning Methods ◽  
Average Value ◽  
Research Activities ◽  
Lecture Method ◽  
Diverse Learning ◽  
Hands On ◽  
The Impact

Learning materials in  two-dimentional figure in class II at MI Sunan Giri Merjosari Malang there are several problems namely students tend to be passive and the learning atmosphere is less pleasant because the teacher is more dominant using the lecture method so that the impact on student learning outcomes is less than the specified KKM 75 amounting to 60% of the 20 overall total students. One of the ways to improve the quality of student learning is to apply learning methods that later learning objectives can also be maximally achieved. Very diverse learning methods adapted to the material and objectives to be achieved include talking stick method including one of the learning methods carried out with the help of a stick and in turn will be held by students and who hold the mandatory answer questions from the teacher. Learning with the talking stick method is very suitable to be applied in elementary, because it can train students cognitive and psychomotor abilities, besides that the learning atmosphere is also fun and active students. This talking stick method is very appropriate to be used in the development of students' minds-on and hands-on. The purpose of this study was to determine the application of the talking stick method and the improvement of the minds-on and hands-on abilities of students in the Flat Build Class II MI Sunan Giri Merjosari Lamongan after using the talking stick method. Researchers conducted using a qualitative approach to the type of classroom action research (CAR). Analysis of the data used is descriptive qualitative techniques. The sequence of research activities includes 4 stages including: (1) Planning, (2) Implementation, (3) Observation, and (4) Reflection. The results of the study obtained the results of the assessment of learning outcomes of the two-dimentional figure material both cycle I and cycle II of Minds-on ability in cycle I amounted to 82.25 compared to the value of Minds-on in cycle II amounted to 85.5 an increase of 3.25. Likewise with the Hans-On ability assessment there was also an increase between Cycle I an average value of 75.45 and a second cycle of 80.95 an increase of 5.5. Based on the results of the analysis of the research data it can be concluded that the use of the talking stick method can improve the minds-on and hands-on abilities of thematic learning in Class II theme 4 Flat Build Material and its properties in MI Sunan Giri Merjosari Malang and its implementation can run effectively and efficient.

scholarly journals EFFECT OF UTILIZING E-LEARNING AS A LEARNING MEDIA AND THE LEVEL OF DIGITAL LITERATURE ON STUDENT LEARNING OUTCOMES IN PRACTICUM COURSES

2021 ◽  
Vol 9 (10) ◽  
pp. 871-878
Author(s):  
Gatot Susilo ◽  
◽  
Sukris Sutiyatno ◽  
Bambang Dewantoro ◽  
◽  
...  
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Learning Outcomes ◽  
Digital Literacy ◽  
Student Learning Outcomes ◽  
Survey Method ◽  
P Value ◽  
Digital Literature ◽  
E Learning ◽  
The Impact

The purpose of this study was to investigate the effect of using e-learning as a learning medium and the level of digital literacy on student learning outcomes in practicum courses. The research was conducted with a quantitative approach with a survey method. The population in this study were STMIK Bina Patria students. Data collection techniques were carried out by giving questionnaires to respondents. The results showed that the use of e-learning as a learning medium and the level of digital literacy had a significant effect on student learning outcomes for practicum courses, namely the variable utilization of e-learning had a significance value of 0.000 (p-value <0.05) and the variable digital literacy had a significant value. significance value of 0.035 (p-value <0.05). The impact of this research can be a means of alternative solution for lecturer to teach practicum courses and improve the outcome of students learning.

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