scholarly journals Promoting undergraduate student engagement through self-generated exam activity

2018 ◽  
Vol 46 (3) ◽  
pp. 252-273 ◽  
Author(s):  
Patricia Muñoz-Escalona ◽  
Kathleen Savage ◽  
Fiona Conway ◽  
Andrew McLaren
Keyword(s):  
Deep Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Academic Staff ◽  
Collaborative Work ◽  
Aerospace Engineering ◽  
The Self ◽  
Engineering Degree ◽  
Second Year

Self-generated exam activity was implemented in second year undergraduate students of Mechanical and Aerospace Engineering degree to promote engagement. The activity was demonstrated to be effective regarding enhancement of learning outcomes through the promotion of deep learning and partnership through cooperative and collaborative work. Results indicated that ∼80% of the students engaged with the activity and were satisfied with the learning outcomes. In general, students (>80%) perceived themselves as co-creators and co-owners of the self-generated exam. Results also showed that academic staff encouragement and motivation affects students’ co-creation and that students are satisfied when involved in their learning process.

scholarly journals EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Mathematics ◽  
2021 ◽  
Vol 9 (10) ◽  
pp. 1082
Author(s):  
Pantaleón D. Romero ◽  
Nicolas Montes ◽  
Sara Barquero ◽  
Paula Aloy ◽  
Teresa Ferrer ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Positive Emotions ◽  
Ad Hoc ◽  
Teaching Methodology ◽  
Colour Space ◽  
Engineering Degree ◽  
Positive Attitudes ◽  
University Level ◽  
Academic Results

The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

Why Undergraduate Students Choose and Discontinue an Aerospace Engineering Degree

2021 ◽  
Vol 14 (5) ◽  
pp. 228
Author(s):  
Bruce E. Ciccotosto ◽  
Uriah J. Tobey ◽  
Sara O. Santos ◽  
Benjamin Ahn
Keyword(s):  
Undergraduate Students ◽  
Aerospace Engineering ◽  
Engineering Degree

Examining the mediating role of learning engagement, learning process and learning experience on the learning outcomes through localized real case studies

2014 ◽  
Vol 56 (4) ◽  
pp. 287-302 ◽  
Author(s):  
Mathews Nkhoma ◽  
Narumon Sriratanaviriyakul ◽  
Hiep Pham Cong ◽  
Tri Khai Lam
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Undergraduate Students ◽  
Learning Process ◽  
Learning Experience ◽  
Learning Engagement ◽  
Content Type ◽  
Mediating Role

Purpose – The purpose of this paper is to understand the impact of real, localized case studies on students’ learning engagement, the learning process and learning experience and the role of such case studies in influencing students’ learning outcomes. Design/methodology/approach – Data were collected from 400 undergraduate students through an online questionnaire immediately after discussion of the case in Business Information Systems classes. Student learning from the case study was measured by two components consisting of case knowledge and case perceptions. The student course engagement questionnaire was used to examine engagement in skills, emotions, participation and performance while the study process questionnaire was administered to assess students’ learning approaches. Additionally, the seven predominant roles of the feedback were used to analyse students’ learning experience. Finally, students’ learning outcomes were assessed both in group performance and individual performance. Structure equation modelling was applied to test the causal model. Findings – The results revealed that the case study had a positive influence on students’ engagement in skills and emotions. Moreover, case perceptions led students to surface approach in their learning. Furthermore, case knowledge had a positive impact on the learning experience. Research limitations/implications – The study suggests that localized case studies should be designed cautiously. Furthermore the method of instruction regarding the method must be clearly explained for undergraduate students. Future research should consider a way of evaluating academic achievement as a result of using localized cases. Originality/value – The findings reported in the paper contributed to an area of educational research by emphasizing on the mediating role of learning engagement, the learning process and the learning experience.

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109 ◽  
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

scholarly journals Book Publication as Pedagogy: Taking Learning Deep and Wide

2019 ◽  
Vol 4 (2) ◽  
pp. 568-589
Author(s):  
Lisa G. Stoneman ◽  
DorothyBelle Poli ◽  
Anna Denisch ◽  
Lydia Weltmann ◽  
Melanie Almeder
Keyword(s):  
Deep Learning ◽  
Social Studies ◽  
Knowledge Acquisition ◽  
Learning Outcomes ◽  
Deep Level ◽  
Knowledge Synthesis ◽  
The Self ◽  
Directed Research ◽  
Self Authorship

For students, the practice of writing, illustrating, and publishing facilitates deep learning experiences, both within and beyond the discipline for which the writing is targeted. In this case study, students created books under the umbrella of a large, transdisciplinary research project: a science-based, illustrated activity book, a children’s fiction chapter book with illustrations, an adolescent novel, and two illustrated social studies activity books. Students completed the self-directed research, wrote the narratives, created the artwork, sought the advice of outside scholars and artists, and revised with discipline-specific mentors. Data include the books, mentor notes, and student-reported learning outcomes. Data reveal broad content and pedagogical skill knowledge acquisition, knowledge synthesis, and a deep level of self-authorship.

scholarly journals Does Sketching promote student learning? A review on undergraduate geology students

2018 ◽  
Vol 1 (2) ◽  
pp. 139-150
Author(s):  
Marc K. Reichow
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Learning Process ◽  
Learning Cycle ◽  
Full Potential ◽  
Second Year ◽  
Intended Learning Outcomes

Sketching is an important way in science and other disciplines for illustrating complex concepts with more digestible formats and has therefore long been engrained in the field of Geology either for research or teaching purposes. The following report outlines an assessment of a compulsory second year undergraduate geology module where illustrations are implemented and form a key part of the student’s learning process. The intended learning outcomes are assessed through the submission of a practical folder and an exam including a practical component. The module receives critical but highly positive reviews from the student cohort who achieve overall good marks. However, a key difference in student performance between the practical components of the exam compared to that of the coursework is apparent. Practical components are problem-based and intended to offer the students an opportunity to engage with the complexity of a given task and sketching is intended to increase the student-learning process through exploration. The benefits of sketching are unequivocally clear but it remains open whether students use illustrations to enhance the learning process to their full potential. Introduction of a learning-cycle approach appeared to have improved student performance and is recommended to promote student learning.

Assessment of undergraduate students’ environmental stewardship reasoning and knowledge

2017 ◽  
Vol 18 (4) ◽  
pp. 492-502 ◽  
Author(s):  
Christie-Joy Brodrick Hartman ◽  
Christine E. DeMars ◽  
Heather Peckham Griscom ◽  
Harold Martin Butner
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Small Sample ◽  
Environmental Stewardship ◽  
Assessment Instrument ◽  
Content Type ◽  
Second Year ◽  
Over Time

Purpose The purpose of this paper is to present a public university’s design and implementation of an assessment approach that measures the change in undergraduate students’ environmental stewardship reasoning and knowledge abilities over time. Design/methodology/approach In support of a university’s strategic emphasis on environmental stewardship, members of a university committee developed environmental stewardship learning outcomes for undergraduate students. The learning outcomes were not required in specific academic courses or in general education. Subsequently, volunteers from a variety of roles, in cooperation with committee members, developed a corresponding assessment test that focused on reasoning and knowledge. The instrument was revised between Spring 2011 and Spring 2014, and its validity was evaluated. An exploratory analysis of student learning over time was conducted using 22 items shared by different test forms. Findings A series of implementations and revisions resulted in a 50-question test, the Environmental Stewardship Reasoning and Knowledge Assessment (ESRKA), which showed good reliability (0.83). A comparative analysis provided evidence of the validity of the instrument. Results from a small sample of students showed that second-year students generally performed better on the 22 items than incoming first-year students. Those taking the assessment as second-year students, 18 months after their initial assessment, scored significantly higher on the 22 items by about 10.4 percentage points (0.61 standard deviation units, t68 = 6.23, p < 0.0001). Research limitations/implications Because of the small sample size and revision of the items, the analysis of student learning is only exploratory. Originality/value The learning outcomes and validated assessment instrument may be used either in whole or part by other institutions. The approach to measure changes in students’ environmental stewardship reasoning and knowledge abilities as cohorts over time could assist universities in tracking environmental stewardship learning and could inform strategic implementation of learning opportunities through the curriculum, as well as through other student learning experiences.

scholarly journals STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

2019 ◽  
Vol 3 (2) ◽  
pp. 67-71
Author(s):  
Yunia Mulyani Azis ◽  
Henny Suharyati ◽  
Sussy Susanti
Keyword(s):  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Indirect Effect ◽  
Learning Experience ◽  
Student Learning Outcomes ◽  
Perceived Learning ◽  
E Learning ◽  
Research Findings ◽  
Economics Courses

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

Project-Based Intercultural Collaborative Learning for Social Responsibility

2020 ◽  
pp. 566-586
Author(s):  
Pavlo Brin ◽  
Nataliia Krasnokutska ◽  
Gregor Polančič ◽  
Katja Kous
Keyword(s):  
Collaborative Learning ◽  
Social Responsibility ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Process ◽  
Social Benefits ◽  
Educational Project ◽  
Intercultural Interaction ◽  
History Of ◽  
The University

The purpose of the chapter is to study the history of collaborative learning, its personal and social benefits for all participants, basic tools and to share the experiences in the area of project-based collaborative learning. Additional positive characteristics of intercultural interaction in the process of collaborative learning are also described in the chapter. As a successful example of project-based intercultural collaborative learning, the authors analyze the learning outcomes of an interdisciplinary educational project being run at NTU KhPI and the University of Maribor. The obtained results show that dealing with a set of common tasks Ukrainian and Slovenian undergraduate students have wider opportunities to use various forms of interaction during the learning process.

scholarly journals Mapping library values and student learning outcomes

2018 ◽  
Vol 12 (1) ◽  
pp. 109
Author(s):  
Dale Larsen ◽  
Shane Wallace ◽  
Lis Pankl
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Academic Staff ◽  
Collaborative Work ◽  
Teaching Philosophies ◽  
University Of Utah ◽  
Teaching Standards ◽  
The Matrix ◽  
The University ◽  
Work Done

The teaching efforts at Marriott Library are distributed widely across a variety of groups and a range of subject matter. Teaching styles and pedagogical foci are varied and diverse among the librarians in the building. To increase collaboration and raise teaching standards, Graduate and Undergraduate Services (GUS) formulated Guidelines for teaching librarians by using the University of Utah’s Quality Course Framework (QCF) and Marriott Library’s own Four Core Student Library Learning Outcomes and mapping them to the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. To facilitate communication and usability, the Guidelines contain an alignment matrix for librarians to follow through the teaching process. The matrix is also intended to open up new opportunities for conversation and collaboration between librarians and academic staff to better serve student needs. The purpose of this report is to document and reflect upon the collaborative work done by teaching librarians at the University of Utah to create the Teaching Guidelines. The process of this work involved the synthesis and alignment of several models of pedagogical structure as well as the overarching interests and goals of a variety of stakeholders and participants in the teaching environment at the University. The product of these efforts includes clear Teaching Guidelines, alignment with the ACRL Framework for Information Literacy, and an alignment matrix designed to provide a clear map of the teaching philosophies and strategies employed at the library. This report presents the process of creating and implementing the Guidelines and outlines the background of the process, including those institutional, situational, and environmental circumstances which shaped the general course of its development. The report includes an analysis of the pedagogical characteristics of the Guidelines. The report also presents an example of the Guidelines as used in action when developing the library-related content for an undergraduate-level community learning course known as ‘Learning, Engagement, Achievement and Progress’ (LEAP).

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