Does Student Satisfaction Equal Learning? A Differentiated Design Strategy for Course Improvement: Lessons Learned from Learning Outcomes and Grade Distribution

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

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Inquiry-based learning to improve student engagement in a large first year topic

Student Success ◽

10.5204/ssj.v6i2.292 ◽

2015 ◽

Vol 6 (2) ◽

pp. 65-71 ◽

Cited By ~ 8

Author(s):

Masha Smallhorn ◽

Jeanne Young ◽

Narelle Hunter ◽

Karen Burke da Silva

Keyword(s):

Student Engagement ◽

Student Satisfaction ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Thinking Skills ◽

Critical Thinking Skills ◽

First Year ◽

Before And After ◽

Multiple Choice Exam ◽

The Impact

Increasing the opportunity for students to be involved in inquiry-based activities can improve engagement with content and assist in the development of analysis and critical thinking skills. The science laboratory has traditionally been used as a platform to apply the content gained through the lecture series. These activities have exposed students to experiments which test the concepts taught but which often result in a predicted outcome. To improve the engagement and learning outcomes of our large first year biology cohort, the laboratories were redeveloped. Superlabs were run with 100 students attending weekly sessions increasing the amount of contact time from previous years. Laboratories were redeveloped into guided-inquiry and educators facilitated teams of students to design and carry out an experiment. To analyse the impact of the redevelopment on student satisfaction and learning outcomes, students were surveyed and multiple choice exam data was compared before and after the redevelopment. Results suggest high levels of student satisfaction and a significant improvement in student learning outcomes. All disciplines should consider including inquiry-based activities as a methodology to improve student engagement and learning outcome as it fosters the development of independent learners.

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Drawing Circles in the Sand

Instructional Design ◽

10.4018/978-1-60960-503-2.ch206 ◽

2011 ◽

pp. 288-301

Author(s):

Matt Seeney ◽

Helen Routledge

Keyword(s):

Learning Outcomes ◽

Case Studies ◽

Subject Matter ◽

Serious Games ◽

Subject Matter Expert ◽

Instructional Designer ◽

Lessons Learned ◽

End User ◽

Fundamental Challenge ◽

Game Designer

One of the most important differentiators between Commercial Games and Serious Games is content; delivered in a way that is successfully integrated with engaging game play and achieves the desired learning outcomes by delivering skills and knowledge effectively to the end-user. This ability to integrate content effectively is the key to producing “killer” Serious Games that deliver demonstrable learning outcomes, business benefits and overall value. However, achieving this nirvana is not a trivial task. Utilising lessons learned and case studies, this chapter provides an overview of why this process can be so challenging, including the differing experiences from the perspective of three stakeholders (game designer, instructional designer/learning psychologist and subject matter expert), how to manage preconceptions and balance their priorities. The case studies will also show how different methodologies, techniques and technology have been applied to help solve this fundamental challenge of delivering a successful serious game. Advice is provided on how to facilitate this process, capture the correct requirements andcreate a design that meets and exceeds the expectations of all the stakeholders involved, including the client/customer and the end user.

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Peningkatan aktivitas dan hasil belajar PKn dengan pembelajaran kooperatif tipe jigsaw di kelas 8c SMP Negeri 3 Berbah

Jurnal Civics Media Kajian Kewarganegaraan ◽

10.21831/civics.v13i2.12738 ◽

2016 ◽

Vol 13 (2) ◽

pp. 151-161

Author(s):

Sunarta Sunarta

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Mastery Learning ◽

Descriptive Analysis ◽

Cognitive Structure ◽

Lessons Learned ◽

Activity Levels ◽

Study Results ◽

Qualitative Descriptive ◽

Class Viii

Classroom Action Research was conducted in class VIII C SMP Negeri 3 Berbah Academic Year 2013/2014 by using Jigsaw cooperative learning approach. This study aims to implement cooperative learning Jigsaw to improve the activity and learning outcomes of students in the subject of Citizenship Education. The method used in this study is a qualitative descriptive analysis. The results of this study indicate that prior to the implementation of the action no activity learners are categorized very active, the active category 5 (22.73%), fairly active 6 (27.27%) and less active 11 (50.00%). After the first cycle are very active category 5 (27.27%), the active category 11 (50.00%), quite active 4 (18.18%) and less active 1 (4.55). And after the second cycle which is very active category 7 (31.82%), the active category 9 (40.91%), quite active 5 (22.73%) and less active 2 (09,09%)). When viewed in the development of mastery learning it before action 9 learners otherwise completed (40.91%), following which the first cycle were 17 (77.27%) students who otherwise completed and after the second cycle students who achieve mastery learning 19 learners (86.36%). During the implementation of the action has been an increase in both, the level of activity and learning outcomes of students. Student activity levels increased along with the lessons learned in the initial group of experts and grouped. With increasing activity of the learner cognitive structure and his memory be better study results also increased

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IMPROVING MOTIVATION, LEARNING EFFICIENCY UTILIZING RINFO AND IME (A CASE STUDY OF HIGHER EDUCATION RAHARJA)

ICIT Journal ◽

10.33050/icit.v3i1.51 ◽

2017 ◽

Vol 3 (1) ◽

pp. 121-138

Author(s):

Sudaryono Sudaryono ◽

Untung Rahardja ◽

Bayu Pramono

Keyword(s):

Learning Outcomes ◽

Teaching And Learning ◽

Lessons Learned ◽

Front Page ◽

Validity And Reliability ◽

Emotional Symptoms ◽

Current Application ◽

Good Learning ◽

Self Learning

Student learning motivation is one aspect to obtain good learning outcomes. With good learning outcomes, the application of the knowledge gained will be useful for students. the current application of the system of teaching in an evening class Raharja university been computerized for the submission of learned, but it had not been optimal and efficient because of teaching materials that can not be obtained from anywhere and at anytime as well as teaching and learning activities and discussions carried out only in the class so that students tend to be saturated and show the emotional symptoms such as lack of zeal in carrying out lectures, so that suggests a self learning disabilities in students. learning difficulties allegedly closely associated with the motivation to learn owned. Thus the need for a new learning method is applied so that students can termotiviasi and efficiency in learning. In this study the application of the system of learning that will be used is to utilize Rinfo in the adoption of Gmail and iMe in the adoption of Wordpress so that lessons learned are easily digested and fun and will make students more motivated to learn determination of students to be more active. Liveliness characterized by the activity of the post and comment on the iMe so that it can be measured with a dashboard on the front page of an iMe Class which will be a medium for decision support lecturers to give the value of the assignment to students. for the research method used is qualitative, to examine the population or sample data collection using research instruments, analysis of quantitative data which will then be tested for validity and reliability so that we can conclude effect of the use Rinfo and iMe in increasing motivation and efficiency of learning in students. Keywords: Motivation, Rinfo and iMe, Learning Outcome.

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Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

Canadian Journal of Program Evaluation ◽

10.3138/cjpe.69697 ◽

2021 ◽

Vol 35 (3) ◽

Author(s):

Robyn Thomas Pitts

Keyword(s):

Learning Outcomes ◽

Design Process ◽

Course Design ◽

Student Learning Outcomes ◽

Lessons Learned ◽

Learning Needs ◽

Theory Theory ◽

Introductory Course ◽

Theory To Practice ◽

Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

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PENGGUNAAN ALAT KOMUNIKASI DARING VIA WHATSAPP GROUP DALAM PEMBELAJARAN SENI TARI PADA KELAS X OTKP SMK KARTIKA 1-2 PADANG

Jurnal Sendratasik ◽

10.24036/jsu.v9i1.109535 ◽

2020 ◽

Vol 9 (4) ◽

pp. 9

Author(s):

Rahmi Syafira ◽

Susmiarti Susmiarti

Keyword(s):

Online Learning ◽

Data Collection ◽

Qualitative Study ◽

Learning Outcomes ◽

Online Communication ◽

Lessons Learned ◽

Communication Tools ◽

Descriptive Approach ◽

Online Communication Tools ◽

Research Show

This study aims to determine and describe the use of online communication tools via whatsapp group in learning dance in class X OTKP SMK Kartika 1-2 Padang. This research is a qualitative study using a descriptive approach. The object of this research was 29 students of class X OTKP SMK Kartika 1-2 Padang. The research instrument was the researcher itself and was assisted by data collection tools such as dance videos, Whatsapp groups, and direct observation with the teacher doingthe instruction by using online learning communication tools for dance learning. The results of the research show that the use of online communication tools via WhatsApp group runs very well. Students are able to learn from any source in which at this time, the students can learn through technology / mobile phones.Students can access lessons learned such as learning dance practice on YouTube. At the second and third meetings, it can be seen that students understand and can do movements without the help of the teacher, and they can memorize only through YouTube. The last meeting also shows excellent learning outcomes. However, the teacher cannot assess the extent of the students' abilities in learning due to the fact that the teacher cannot monitor directly. Instead, the teacher can only provide direction in the form of solutions through Whatsapp group. Thus, the researcher concludes that the use of online communication tools via Whatsapp group in learning dance in class X OTKP is conducted well, and it can be used in learning dance practice.Keywords: The Use, Online Communication Tools, WhatsApp Group, Dance

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Peer-review to promote learning and collaboration between students of “Energy in Buildings” = Evaluación por pares para incentivar el aprendizaje y colaboración entre estudiantes de “Energía en la Edificación”

Advances in Building Education ◽

10.20868/abe.2020.1.4413 ◽

2020 ◽

Vol 4 (1) ◽

pp. 9

Author(s):

Alberto Sánchez González

Keyword(s):

Learning Outcomes ◽

Peer Assessment ◽

Real Life ◽

Educational Innovation ◽

Lessons Learned ◽

Innovation Project ◽

Virtual Platform ◽

Learning And Collaboration ◽

Carlos Iii ◽

Innovación Docente

AbstractIn educational settings, peer assessment is defined as the process of considering the level, value, worth, quality or success of the outcomes of learning by classmates with the same status (i.e. peers). In the framework of an educational innovation project at Universidad Carlos III de Madrid (UC3M), peer assessment has been implemented during two years in the course of “Energy in Buildings”. In this subject, students individually develop their own project, mainly based on software tools, and apply the knowledge and skills learned within the course. The goal of peer assessment in this course is, not so much to increase student’s marks, but to increase their learning outcomes. The resulting classroom setting also allows a smoother transition to real-life professional settings and the development of interpersonal skills with future co-workers. A learning management system was utilized: Aula Global, virtual platform for students at UC3M, that is based on Moodle. Peer assessment was enabled by using the workshop activity in Moodle platform. To guide the assessment by the students, rubric templates were generated in the same virtual platform. This paper presents the lessons learned during the last year of application of peer assessment in “Energy in Buildings” course.ResumenEn entornos educativos, la evaluación por pares se define como el proceso de considerar el nivel, valor y calidad o éxito de los resultados de aprendizaje por parte de los propios compañeros (i.e. pares o iguales). En el marco de un proyecto de innovación docente de la Universidad Carlos III de Madrid (UC3M), la evaluación por pares se ha implementado durante dos años en la asignatura ”Energía en la Edificación”. En ella, los estudiantes desarrollan de forma individual su propio proyecto, fundamentalmente basado en herramientas informáticas, y aplican los conocimientos y destrezas que adquieren a lo largo del curso. El objetivo de la revisión por pares en esta asignatura es incrementar, no tanto las calificaciones de los alumnos, sino más bien los resultados de aprendizaje. El entorno de clase resultante permite además una transición más suave hacia la realidad profesional y el desarrollo de habilidades interpersonales con futuros compañeros de trabajo. Se utilizó un sistema de gestión de aprendizaje: Aula Global, plataforma virtual para estudiantes de la UC3M, la cual se basa en Moodle. La evaluación por pares se habilitó mediante la actividad de taller en la plataforma Moodle. Para guiar la evaluación por parte de los estudiantes, se generaron plantillas de rúbrica en la propia plataforma virtual. Este trabajo presenta las lecciones aprendidas durante el último año de aplicación de la revisión por pares en la asignatura de “Energía en la Edificación”.

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Transforming Criminal Justice Internships into Capstone Courses: A Response to the Challenges of the COVID-19 Crisis

Midwest Social Sciences Journal ◽

10.22543/0796.241.1046 ◽

2021 ◽

Vol 24 (1) ◽

Author(s):

Beau Shine ◽

Kelly Brown

Keyword(s):

Online Learning ◽

Criminal Justice ◽

Learning Outcomes ◽

Learning Experiences ◽

Lessons Learned ◽

Academic Learning ◽

Criminal Justice Students ◽

Face To Face ◽

Capstone Courses ◽

National Emergency

The COVID-19 pandemic in March 2020 resulted in the declaration of a national emergency that closed universities across the nation. With no warning, faculty were required to move classes from face-to-face to completely online instruction. This situation posed many difficulties, but particularly for faculty who were teaching and supervising students completing internships. Interns were removed from their internships abruptly as agencies and departments moved to essential personnel only. Faculty scrambled to create online learning experiences that met academic learning outcomes and the goals of criminal justice students enrolled in these courses. This paper details our experiences with these challenges, particularly as we revised criminal justice internship courses and developed capstone courses to replace face-to-face internship experiences. While the challenges we faced involved criminal justice internships, they were not unique to the major, and the approaches taken and lessons learned are likely applicable to a host of disciplines.

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A Six-Year Review of the Biomedical Engineering in Simulations, Imaging, and Modeling Undergraduate Research Experience

Journal of Biomechanical Engineering ◽

10.1115/1.4047630 ◽

2020 ◽

Vol 142 (11) ◽

Author(s):

Stephanie M. George ◽

Zachary J. Domire

Keyword(s):

Learning Outcomes ◽

Biomedical Engineering ◽

Undergraduate Research ◽

Lessons Learned ◽

Successful Implementation ◽

Motivating Factors ◽

Research Experience ◽

Research Experiences ◽

Summer Research Program ◽

The Impact

Abstract Undergraduate research continues to serve as an effective strategy for mitigating the effects of a leaky pipeline. Significant funding from institutions and government agencies has increased the number of students participating in undergraduate research. In this paper, we report on the six-year experience of a National Science Foundation funded Research Experiences for Undergraduates (REU) Site: Biomedical Engineering in Simulations, Imaging, and Modeling (BME-SIM). The operation and evaluation of the program are both described. We report on the results from 55 students over six summers from 2014 to 2019. Our program was successful in attracting a diverse group of participants including 46% under-represented minority students and 53% women. Based on evaluation results, students reported significant gains in technical skills, communication skills, and knowledge of graduate school. Our findings indicate baseline gender differences for several learning outcomes, where women and nonbinary students report lower levels of mastery. These gaps are closed by the end of the program except for confidence in skills, which is still significantly lower than those reported by male counterparts. The impact of the experience on ultimate career path is difficult to determine due to underlying biases and other motivating factors; however, 67.6% of graduates have entered graduate programs. Finally, we have provided lessons learned for those who are interested in building a summer research program. In conclusion, we have described the successful implementation of an REU site and the positive learning outcomes of the student participants.

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