Support as a Mediator of the Impact of Cognitive Load on Students' E-Portfolio Learning Outcomes

2013 ◽  
Vol 41 (1) ◽  
pp. 17-30 ◽  
Author(s):  
Chin-Hung Lin ◽  
Shu-Ching Yang ◽  
Chin-Chi Lai
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Classroom Setting ◽  
Learning Tools ◽  
Questionnaire Data ◽  
Cognitive Demands ◽  
Mediating Role ◽  
Assessment Systems ◽  
The Impact

In this study we analyzed the role that support plays in undergraduate students' learning processes in an e-portfolio context. Three categories of support were identified and used in this study: peer, instructional, and document support. Questionnaire data from 374 undergraduate students were collected and analyzed. Results indicate that support plays a mediating role in cognitive load and learning outcomes when e-portfolios are used in a classroom setting. The results also show that e-portfolio tools increase the cognitive demands on students and that students perceive better learning outcomes in a course when they receive more support. This information could be used to improve our understanding of how educational assessment systems and learning tools should be designed and implemented.

The Role of Career Self-Efficacy on the Effect of Parental Career Behaviors on Career Exploration: A Study on School of Tourism and Hotel Management’ Students

2016 ◽  
Vol 3 (1) ◽  
pp. 143 ◽  
Author(s):  
Selahattin Kanten ◽  
Pelin Kanten ◽  
Murat Yeşiltaş
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Career Exploration ◽  
Equation Modeling ◽  
Survey Method ◽  
Hotel Management ◽  
Mediating Role ◽  
The Impact

This study aims to investigate the impact of parental career behaviors on undergraduate student’s career exploration and the mediating role of career self-efficacy. In the literature it is suggested that some social and individual factors facilitate students’ career exploration. Therefore, parental career behaviors and career self-efficacy is considered as predictors of student’s career exploration attitudes within the scope of the study. In this respect, data which are collected from 405 undergraduate students having an education on tourism and hotel management field by the survey method are analyzed by using the structural equation modeling. The results of the study indicate that parental career behaviors which are addressed support; interference and lack of engagement have a significant effect on student’s career exploration behaviors such as intended-systematic exploration, environment exploration and self-exploration. In addition, it has been found that one of the dimensions of parental career behaviors addressed as a lack of engagement has a significant effect on career self-efficacy levels of students. However, research results indicate that student’s career self-efficacy has a significant effect on only the self-exploration dimension. On the other hand, career self-efficacy has a partial mediating role between lack of engagement attitudes of parents and career exploration behaviors of students.

scholarly journals Introducing Databases in Context Through Customizable Visualizations

2021 ◽  
Vol 6 ◽  
Author(s):  
Suzanne W. Dietrich ◽  
Don Goelman ◽  
Jennifer Broatch ◽  
Sharon Crook ◽  
Becky Ball ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Visual Cues ◽  
Relational Databases ◽  
Unique Feature ◽  
Control Group ◽  
Attitudes And Beliefs ◽  
Learning Tools ◽  
Positive Attitudes ◽  
The Impact ◽  
Assessment Questions

The goal of the Databases for Many Majors project is to engage a broad audience in understanding fundamental database concepts using visualizations with color and visual cues to present these topics to students across many disciplines. There are three visualizations: introducing relational databases, querying, and design. A unique feature of these learning tools is the ability for instructors in diverse disciplines to customize the content of the visualization’s example data, supporting text, and formative assessment questions to promote relevance to their students. This paper presents a study on the impact of the customized introduction to relational databases visualization on both conceptual learning and attitudes towards databases. The assessment was performed in three different courses across two universities. The evaluation shows that learning outcomes are met with any visualization, which appears to be counter to expectations. However, students using a visualization customized to the course context had more positive attitudes and beliefs towards the usefulness of databases than the control group.

Digitizing Dissection: A Case Study on Augmented Reality and Animation in Engineering Education

2020 ◽  
Author(s):  
Kevin G. Kearney ◽  
Elizabeth M. Starkey ◽  
Scarlett R. Miller
Keyword(s):  
Working Memory ◽  
Augmented Reality ◽  
Cognitive Load ◽  
Engineering Education ◽  
Engineering Students ◽  
Virtual Education ◽  
Traditional Learning ◽  
Learning Tools ◽  
Future Work ◽  
The Impact

Abstract Advancing virtual education through technology is an important step for engineering education. This has been made evident by the educational difficulties associated with the 2020 Covid-19 pandemic. Maintaining educational standards while using virtual learning is something possibly solved through researching new educational technologies. A potential technology that can enhance virtual education is Augmented Reality, since it can show information that would otherwise not be easily experienced or obtained. Traditional learning tools fail to offer the ability to control objects and explore numerous perspectives the way augmented reality can. Augmented reality can be even further enhanced through the addition of animation. Animation could add the ability to see motion, increasing overall understanding as well as increasing the motivation to learn. When motion is not visualized, it must be perceived, which can increase cognitive load and cause the limitations of working memory to be met. Reaching the limits of working memory has been shown to negatively affect learning. Therefore, the purpose of this study was to identify the impact of digitizing product dissection on engineering student learning and cognitive load. Specifically, we sought to identify the impact of Augmented Reality and Animations through a full factorial experiment with 61 engineering students. The results of the study show that the virtual condition with animation exhibited increased effectiveness as a learning tool. It also showed that augmented reality is not significantly different than a virtual environment in the context of product dissection. The results of this study are used to explore future uses of augmented reality and animation in education, as well as lay the groundwork for future work to further explore these technologies.

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.

Exploring the Impact of Prior Knowledge and Appropriate Feedback on Students' Perceived Cognitive Load and Learning Outcomes: Animation-based earthquakes instruction

2012 ◽  
Vol 34 (10) ◽  
pp. 1555-1570 ◽  
Author(s):  
Ting-Kuang Yeh ◽  
Kuan-Yun Tseng ◽  
Chung-Wen Cho ◽  
James P. Barufaldi ◽  
Mei-Shin Lin ◽  
...  
Keyword(s):  
Cognitive Load ◽  
Learning Outcomes ◽  
Prior Knowledge ◽  
The Impact

scholarly journals Remote Learning: Fostering Learning of 21st Century Skills through Digital Learning Tools

2021 ◽  
Author(s):  
Shifan Thaha Abdullateef
Keyword(s):  
Undergraduate Students ◽  
21St Century ◽  
21St Century Skills ◽  
Digital Tools ◽  
Digital Learning ◽  
Learning Tools ◽  
Discussion Forums ◽  
New Era ◽  
The Impact ◽  
Remote Learning

The shift from in-person to remote learning has have led to crisis management. Teachers find it more challenging as content designing and presentation have to undergo drastic change. Though many face-to-face methodologies could be adapted in the online context, Yet, “one size fits all approach” cannot be standardized in remote learning setups. The critical challenge in this ‘new era’ is to make the learners motivated, productive, and responsible. The study aims to find the impact of four digital tools: Discussion Forums, Kahoot, Padlet, and FlipGrid in fostering 21st-century skills and identify the existing gaps between Remote Learning and instructional activities in the EFL context. The study adopts a quantitative approach. First, it tries to examine the utilization of the digital learning tools under Blackboard by the faculty at the Department of English at Prince Sattam University and find out the impact of digital tools in fostering 21st-century skills on the undergraduate students pursuing level six. From the results of the study, it is evident that digital learning tools empower learners. The study recommends significant changes in the pedagogies. Finally, the study suggests rubrics be taken into consideration while choosing digital tools to foster 21 st century skills.

scholarly journals INTERNATIONAL COORDINATION OF A FIRST-YEAR COURSE ON SUSTAINABILITY IN ENGINEERING DESIGN

2021 ◽  
Author(s):  
Amy C. Hsiao ◽  
Rasha Elshafei
Keyword(s):  
Engineering Design ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
International Collaboration ◽  
Prince Edward Island ◽  
Sustainable Design ◽  
Team Work ◽  
Engineering Programs ◽  
Sustainable Products ◽  
The Impact

A growing trend in the recruitment of undergraduate students to engineering programs atCanadian universities is to establish an international presence at a branch campus in a different part of the world. This paper focuses on an example case study of the international collaboration of an introductory engineering course called “Sustainability in Engineering Design” between the University of Prince Edward Island (UPEI) and the Universities of Canada (UofCanada-Cairo) inCairo, Egypt. This course set out as being foundational in the implementation of an identical, international offering of the UPEI Faculty of Sustainable Design Engineering’s (FSDE) Bachelor of Science in Sustainable Design Engineering (BSc-SDE) program at the Cairo campus. This paper describes the implementation of the course at the branch (UofCanada-Cairo) campus and the coauthors, as instructors, provide a self-assessment of the success of the coordination to deliver the learning outcomes for the course. An assessment of how well the main graduate attributes (i.e. GA9: Impact on Society and Environment; GA6: Individual and Team Work, and GA13:Lifelong Learning) linked to the course’s learning outcomes were achieved in developing a sustainability mindset in UPEI FSDE undergraduate students will be presented and recommendations for the course in the context of international collaboration will be discussed.The projects' assessment also affirms that students at both campuses can work in teams to evaluate the impact of current engineering designs on society and environment and design more sustainable products in the future.

The Impact of Online Learning Activities on Student Learning Outcome in Blended Learning Course

2017 ◽  
Vol 16 (04) ◽  
pp. 1750040 ◽  
Author(s):  
Viet Anh Nguyen
Keyword(s):  
Online Learning ◽  
Blended Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Student Learning Outcomes ◽  
Student Interaction ◽  
Learning Activities ◽  
Student Learning Outcome ◽  
The Impact

The aim of the study is to determine the impact of online learning activities on learning outcomes of students who participated in the blended learning course, focusing specifically on skill-based courses. The learning outcomes or results of a learner are usually measured by scores, knowledge or skills gained in the course. In blended learning courses, the learning outcomes can be assessed according to many criteria. In this study, interactive activities such as teacher–student interaction, student–student interaction, student–content interaction and student–technology interaction are considered. Undergraduate students participated in the blended learning course in which formative assessment was used to evaluate student learning outcomes by the combination of different learning activities through a learning management system. The quantitative results obtained by using regression analysis of data from the system showed that the students who effectively interacted with learning activities in the course have better results. Quantitative analytical results indicated that student–student interaction has a greater impact on student learning outcomes. These learning activities are used for interactive activities as suggestions for teachers to design and implement learning activities for blended learning courses.

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