scholarly journals Learning to evaluate – evaluating to learn

2002 ◽  
Vol 18 (2) ◽  
Author(s):  
Judith Lyons ◽  
John Milton
Keyword(s):  
Student Learning ◽  
Action Learning ◽  
Learning Processes ◽  
Lessons Learned ◽  
Evaluation Framework ◽  
Learning Approach ◽  
Simulation Data ◽  
Computer Based ◽  
The Relationship ◽  
Collection Methods

This paper reports on the planning and implementation of an evaluation of the final prototype of a physical and computer based simulation in a postgraduate midwifery program. The evaluation framework was designed to reflect the pedagogy of Laurillard’s conversational framework, which had been used to structure the learning experiences in the simulation. Data collection methods and analysis highlighted the themes of discussion, interaction, reflection and adaptation of student learning actions as well as intrinsic feedback - all central to the conversational framework. An action learning approach to evaluation planning and implementation involving an external mentor is described in the following paper including the relationship to the conversational framework, the findings on the student learning environment and the student learning processes and outcomes. The lessons learned about evaluation are also elaborated.

Using Action Learning in GSS Facilitation Training

2011 ◽  
pp. 250-265
Author(s):  
Pak Yoong ◽  
Brent Gallupe
Keyword(s):  
Group Support Systems ◽  
Action Learning ◽  
Lessons Learned ◽  
Learning Approach ◽  
Face To Face ◽  
Task Forces ◽  
Electronic Meetings ◽  
Computer Based ◽  
Reduced Rate ◽  
Meeting Facilitation

Although electronic face-to-face meetings are increasingly being used by organizations to improve the productivity of their strategic planning teams, design task forces, quality circles, sales management, and other organizational groups (Alavi, 1993; Dishman & Aytes, 1996), the rate of adoption of the technologies to support these meetings appears to be slowing (Grise & Gallupe, forthcoming). A possible reason for this reduced rate of adoption may be the difficulty in training competent electronic meeting facilitators. These facilitators play a key role in electronic meetings that use computer-based group technologies or group support systems (GSS) to assist the group in tasks such as generating ideas, evaluating alternatives and developing action plans. The purpose of this chapter is to describe how an action learning approach was used to train traditional meeting facilitators in the tools, techniques and processes of electronic meeting facilitation. This chapter begins with a description of action learning, in particular the three schools of action learning. The second section explains the nature of the “experiential” school of action learning and the GSS facilitation training program used in a research project in which 15 facilitators, already experienced in conventional meetings, were trained to become facilitators of electronic meetings. The final sections describe some lessons learned and implications for organizations training their electronic meeting facilitators.

Relationship study between the student learning approach in the occupational safety and health field and acquired competencies

2019 ◽  
Vol 1 (95) ◽  
pp. 32-41
Author(s):  
O. Nanka ◽  
M. Lysychenko ◽  
M. Kiriyenko ◽  
V. Pavlykivskyi ◽  
T. Duyunova ◽  
...  
Keyword(s):  
Student Learning ◽  
Occupational Safety ◽  
Educational Process ◽  
Occupational Safety And Health ◽  
Industrial Safety ◽  
Learning Approach ◽  
Training Methods ◽  
Safety And Health ◽  
Relationship Study ◽  
The Relationship

Purpose: To search for training methods for specialists in industrial safety, environmental and occupational safety and health in conditions of insufficient (or absent) laboratory support and to study the relationship between the student learning approach and acquired competencies. Design/methodology/approach: To study modern advances in industrial safety, environmental and occupational safety and health and training methods for specialists a systematic literature review approach has been used. For publications from 2017, queries were asked through keywords and safety related topics. To relationship study between the student learning approach and acquired competencies a student survey on random sampling has been used. A total of 112 students of the 3rd and 4th year of study at the university were interviewed. Findings: The results of the survey showed that the students’ number who simultaneously successfully answered theoretical questions and completed practical tasks is 33.8% from the group with theoretical training and 75% from the group that was trained in the workplace. The relationship between the groups with a visit to the existing enterprise and acquired competencies was justified by the association coefficient and contingency coefficient that are 0.7 and 0.4 respectively. Research limitations/implications: A student’s survey was conducted at only one university. Questions were asked only according to the curriculum of the course “Labour Protection”. No survey for other training courses conducted. Practical implications: The research results are reasonable and can be applied at universities to improve the educational process of training specialists. Originality/value: It was proposed that students be trained using existing enterprises as a laboratory base and by the methods of statistics mathematical processing was substantiated the proposal feasibility.

scholarly journals Korelasi Penilaian Proses Belajar Model Guided Inquiry Learning dan Guided Discovery Learning Dengan Hasil Belajar Formatif Pada Materi Kesetimbangan Kimia

EduKimia ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 71-74
Author(s):  
Farid Gusranda ◽  
Zonalia Fitriza
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Inquiry Learning ◽  
Learning Model ◽  
Learning Processes ◽  
Discovery Learning ◽  
Guided Inquiry ◽  
Multiple Choice Questions ◽  
Guided Discovery ◽  
The Relationship

This study aims to determine the relationship between the assessment of students’ learning processes that use the Guided Inquiry Learning and Guided Discovery Learning learning models for formative outcomes. This research uses a quantitative approach with correlation analysis between two research variables. Data on the assessment of student learning processes is obtained from the evaluation given during the learning process, which is at the conclusion stage of each meeting. Student formative learning outcomes data were obtained from diagnostic test questions in the form of reasoned multiple-choice questions and descriptions at the end of chemical equilibrium learning. The results showed the relationship between the assessment of learning processes with student learning outcomes classified as High with a correlation coefficient of 0.81 for class XI Science 1 with Guided Discovery learning model and 0.86 for class XI Science 4 with Guided Inquiry learning learning model.

scholarly journals EFEKTIVITAS PEMBELAJARAN MELALUI PENDEKATAN PROBLEM-CENTERED LEARNING PADA POKOK BAHASAN TEOREMA PYTHAGORAS

2021 ◽  
Vol 8 (1) ◽  
pp. 16-22
Author(s):  
Melisa Mutiara Lestari Puloo ◽  
Abdul Wahab Abdullah ◽  
Tedy Machmud
Keyword(s):  
Data Collection ◽  
Student Learning ◽  
Tolerance Limit ◽  
Pythagorean Theorem ◽  
Learning Approach ◽  
Minimum Standard ◽  
Learning Achievement ◽  
The Subject ◽  
Quantitative Descriptive ◽  
Collection Methods

This study aimed to describe the effectiveness of learned through the Problem-Centered Learning (PCL) approach on the Pythagorean Theorem subject. This study was quantitative descriptive. In this study, the effectiveness of learning through Problem-Centered Learning (PCL) approach on the subject of the Pythagorean Theorem based on teacher’s ability is managed learned through Problem-Centered Learning approach, student’s activities during learning through Problem-Centered Learning approach, student’s response after the following learning through Problem-Centered Learning approach, and student’s learned achievement. The data collection methods in this study were conducted through observation with observed sheets, tests, and questionnaires. The result of the research showed that learned through the Problem-Centered Learning approach on the Pythagorean Theorem subject was effective. This can be shown from Every aspect of the teacher’s ability to learn through the Problem-Centered Learning approach that satisfied the criteria of effectiveness with the good and very good category. Student’s activities through Problem-Centered Learning approach in learning were in the tolerance limit criteria so that categorization was effective. Student’s responses after implementation learned through the Problem-Centered Learning approach satisfied the criteria for effectiveness, with 87% of student's responses belonging in positive. Student learning achievement showed that satisfied minimum standard scored, 19 of 23 students or 82.61% got 2.75 scored or more.

scholarly journals Assessing the relationship between student learning characteristics and academic performance in chemical pathology in an undergraduate medical curriculum

2021 ◽  
Vol 22 (3) ◽  
pp. 51-64
Author(s):  
Aye Aye Khine Wamono ◽  
Anthonio Oladele Adefuye ◽  
Jamiu Busari
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Learning Style ◽  
Teaching And Learning ◽  
Medical Curriculum ◽  
Learning Approach ◽  
Multimodal Learning ◽  
Undergraduate Medical Students ◽  
Visual Learners ◽  
The Relationship

Background: Teaching and learning chemical pathology requires that medical trainees interpret biochemical test results correctly (against the background of clinical information) to solve clinical problems, while being aware of factors that could affect results. To meet these competencies, students must possess certain learning characteristics. This study explored the relationship between student learning characteristics and academic performance in chemical pathology. It is expected that a better understanding of the relationship between students' learning characteristics and academic performance will help formulate strategies to enhance teaching and learning of this subject. Methods: This study was designed as an exploratory survey. Self-administered, validated questionnaires were used to obtain data on learning mode, learning style and learning approach from 250 fourth-year undergraduate medical students at a medical university in South Africa. One-way ANOVA and Pearson correlations were used to analyse the relationship between each learning characteristic and academic performance. Spearman’s rho was used to study the relationships between the three learning characteristics.  Results: A response rate of 72% was obtained. The largest number of participants (35%; n = 63) were visual learners, pragmatists (25%; n = 45) and learned using a superficial approach (44%; n = 79). Multimodal learning mode, balanced learning style and deep learning approach were found to correlate significantly with better academic performance in chemical pathology (r = 0.262, 0.307 and 0.467, respectively; p ≤ 0.0001).Conclusions: Our findings reveal that multimodal learners with a balanced learning style who have a deep approach to learning performed well in chemical pathology. This concurs with findings by studies that report a positive association between these learning characteristics and academic performance in other subjects in medicine. We propose that to achieve effective student learning, chemical pathology educators explore alternative teaching and learning activities to move students towards these positive learning characteristics.

scholarly journals The Use and Benefits of Evaluation Framework Modules at the Canadian Foundation for Healthcare Improvement: Engaged Capacity Building and Collaborative Program Evaluation Planning

2020 ◽  
Vol 35 (2) ◽  
Author(s):  
Julia Halar ◽  
Eden Amare ◽  
Lise Labrecque ◽  
Selma Didic ◽  
Margo Rowan
Keyword(s):  
Lessons Learned ◽  
Evaluation Framework ◽  
Design Evaluation ◽  
Collaborative Approach ◽  
Evaluation Team ◽  
Program Staff ◽  
Participatory Workshop ◽  
Healthcare Improvement ◽  
Collaborative Program ◽  
The Relationship

The Canadian Foundation for Healthcare Improvement (CFHI) shares their experience using a collaborative approach to developing evaluation frameworks. CFHI designed a series of four participatory workshop modules where technical and content experts co-design evaluation frameworks. This method leverages the expertise within the evaluation team to build evaluation capacity organization wide. This practice note describes the modules, their delivery and lessons learned. Participants’ feedback on lessons learned suggest that evaluation modules are an effective strategy to strengthen the relationship and communication between evaluation experts and program staff.

Feasibility Study of the Development, Implementation, and Evaluation of Computer-Based Job and Occupational Data Collection Methods

1998 ◽  
Author(s):  
J. L. Mitchell ◽  
Winston Bennett ◽  
J. J. Weissmuller ◽  
R. L. Gosc ◽  
Patricia Waldroop ◽  
...  
Keyword(s):  
Data Collection ◽  
Feasibility Study ◽  
Data Collection Methods ◽  
Computer Based ◽  
Collection Methods

ANALISIS HUBUNGAN HASIL BELAJAR DENGAN KETERAMPILAN BERPIKIR KRITIS PADA MATERI HIDROLISIS GARAM.

2019 ◽  
Vol 3 (2) ◽  
pp. 93
Author(s):  
Neti Afrianis
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Correlation And Regression Analysis ◽  
Skills Learning ◽  
Relationship Of ◽  
The Relationship

Critical thinking skills is a very important aspect that students must have in learning chemistry, especially in solving problems that require deeper alternative solutions. This research aims to analyze the relationship of critical thinking on student learning outcomes on salt hydrolysis material. In this research, there were 48 students sampled, the technique used for sampling was purposive sampling. For data analysis in this research using correlation and regression tests with a probability value of 0.05. From the results of the linearity and correlation tests found that students 'critical thinking skills have a relationship with student learning outcomes on salt hydrolysis material by 0.599 and the regression results also show the same thing that there is a significant relationship between students' critical thinking skills with learning outcomes on salt hydrolysis material that is seen from the comparison of the significance value (0,000) with a probability value (0.05), (0,000 <0.05) means that there is a positive relationship between critical thinking skills with student learning outcomes on salt hydrolysis material in SMAN 1 Kampar. The contribution or contribution of students' critical thinking skills to learning outcomes in the hydrolysis material is 35.9% while the remaining 64.1% is influenced by other factors. The higher the level of critical thinking skills of students, the greater the significant functional relationship to learning outcomes, and also the greater contribution / contribution of critical thinking skills to student learning outcomes.Keywords : Critical thinking skills, learning outcomes, correlation and regression analysis, salt hydrolysis

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