PROSPERING MEANINGFUL LEARNING EXPERIENCE ECOSYSTEM VIA PROJECT OUTCOME-BASED LEARNING (PO-BL): A CASE STUDY OF MALAYSIAN PUBLIC UNIVERSITY UNDERGRADUATE STUDENTS

This qualitative evaluation explored how female undergraduate students developed an understanding of themselves and the broader world as a result of an adventure and service learning experience in Tanzania, Africa. The project built upon theoretical frameworks regarding meaningful learning—active, constructive, intentional, and authentic—and applied activity theory as a framework for interpreting outcomes. The study included multi-faceted examination of student perceptions of the effects of the year-long experience that culminated in a ten day trip to Tanzania, including a climb to the summit of Mount Kilimanjaro. Students’ reflections on the impacts of the trip focused on wanting, doing, reflecting, and relating. Thus, the experience catalyzed change in students’ understanding of the world that strongly indicates a meaningful learning experience.

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Enriching classroom learning through a microblogging-supported activity

E-Learning and Digital Media ◽

10.1177/2042753018757099 ◽

2018 ◽

Vol 15 (2) ◽

pp. 93-107

Author(s):

Kun Li ◽

Kent Darr ◽

Fei Gao

Keyword(s):

Student Learning ◽

Undergraduate Students ◽

Learning Experience ◽

Educational Resources ◽

Classroom Learning ◽

High Quality ◽

Instructional Activity ◽

Exploratory Case Study ◽

Real Work

Researchers have recognized the role that microblogging tools play in enhancing the effectiveness of communication and interaction in the classroom. However, few studies have specifically examined how to use microblogging tools to bring educational resources into the classroom to enrich the student learning experience. The exploratory case study examined an instructional activity designed to expand and deepen student learning experience by having undergraduate students subscribe to, read, and share tweets from high-quality Twitter accounts in the field. The findings suggested that students believed that the activity broadened their knowledge on the topics to be learned, helped them see the connections between coursework and real work, and empowered them with a new tool for learning and inquiry.

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Gutter Design and Business Development for Domestic Rainwater Harvesting Systems: A Case Study

International Journal for Service Learning in Engineering Humanitarian Engineering and Social Entrepreneurship ◽

10.24908/ijsle.v9i1.5280 ◽

2014 ◽

Vol 9 (1) ◽

pp. 64-78

Author(s):

Jillian Zankowski ◽

Yixin Sun ◽

Abdalla Nassar ◽

Khanjan Mehta

Keyword(s):

Service Learning ◽

Cross Section ◽

Undergraduate Students ◽

Rainwater Harvesting ◽

Rectangular Cross Section ◽

Learning Experience ◽

Skill Sets ◽

Harvesting Systems ◽

And Performance

Rainwater harvesting is a simple and effective tool to collect and store water for domestic and institutional use. In developing countries, captured rainwater can be used to replace or supplement government-supplied or manually-transported water. A rainwater harvesting system consists of a catchment area, gutter, and storage tank. Gutters typically have a V-shaped, trapezoidal or rectangular cross-section. This work presents a case study on the design and performance analysis of three conventional and one novel, “wrapped” gutter cross-section along with the implementation of a novel gutter design in the developing world. A Team of undergraduate students performed the design and analysis and, though a service-learning experience in May 2013, investigated barriers to implementing rainwater harvesting in central Kenya. It was found that while gutters can be easily fabrication and installed using locally-available materials and skill-sets, for consumer, the potential return on investment was low and the cost of implementation was high. For producers and installers, non-uniform roof designs and conditions was a major obstacle.

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

Education + Training ◽

10.1108/et-01-2013-0005 ◽

2014 ◽

Vol 56 (4) ◽

pp. 287-302 ◽

Cited By ~ 4

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.

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Attitude towards and Perception of Literature in EFL Setting: A Case Study on QU Male Undergraduate Students

English Language Teaching ◽

10.5539/elt.v10n1p1 ◽

2016 ◽

Vol 10 (1) ◽

pp. 1 ◽

Cited By ~ 1

Author(s):

Abdullah H. Alfauzan ◽

Abduljabbar G. Hussain

Keyword(s):

Undergraduate Students ◽

English Literature ◽

Public University ◽

Mixed Method Research ◽

Policy Makers ◽

Positive Attitudes ◽

Male Undergraduate ◽

English Program ◽

Selection Of

The study attempts to investigate the attitude and perception of Saudi undergraduate students towards English literature courses as a part of their BA English Program at a large public university in KSA. A total of 59 students (25 studying a literature course, 25 linguistics course and nine had already passed at least one literature course) participated in the study. Applying mixed method research design, questionnaires were used to collect quantitative data and retrospective essays were used for qualitative data. A modified version of AMTB developed by Gardner and associates was used to measure students' attitude towards literature courses. The results of study show that the participants have positive attitude towards literature courses. The findings also suggest that learners’ social environment (family, friends, classmates, teachers…etc.) significantly contribute in constructing positive attitudes and enhancing their perception towards literature as medium of learning L2. The study has pedagogical implication too. Policy makers (administrator, curriculum developers, and teachers) need to accommodate learners’ voices in the selection of teaching material.

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Developing Co-Curricular Activities And Extra-Curricular Activities For All-Round Development Of The Undergraduate Students: A Study Of A Selected Public University In Bangladesh

Pakistan Journal of Applied Social Sciences ◽

10.46568/pjass.v10i1.101 ◽

2019 ◽

Vol 10 (1) ◽

pp. 61-82 ◽

Cited By ~ 1

Author(s):

Muhammad Roknuzzaman Siddiky

Keyword(s):

Undergraduate Students ◽

Personality Development ◽

Public University ◽

Quality Education ◽

Wide Range ◽

Extra Curricular Activities ◽

Speaking Skill ◽

Multiple Case ◽

The Government

The paper mainly attempts to examine whether co-curricular activities and extra-curricular activities could contribute to the all-round development of the undergraduate students and how these activities may be developed to ensure quality education in a public university in Bangladesh. The study was a qualitative study in which multiple case study and document analysis methods were employed. The study found that the undergraduate students have developed a wide range of personal and social skills including communication skill, organizing skill, presentation skill, public speaking skill and analytical skill by taking part in such activities. The CCAs and ECAs have also facilitated brain development, knowledge acquisition, personality development, and civic development of the students. Hence, the study argued that the CCAs and ECAs have diverse effects to promote allround development of the students. In order to explain how these activities could be developed in a public university, the paper identified several clubs and associations and their key functions. Finally, the paper suggested that the Government and the authority concerned should undertake proper measures for organizing diverse CCAs and ECAs properly and thereby ensure quality education and attain SDGs.

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The willingness of undergraduate students to volunteer for NGO work: a Ghanaian case study

International Journal of Social Economics ◽

10.1108/ijse-10-2015-0284 ◽

2017 ◽

Vol 44 (6) ◽

pp. 751-759 ◽

Cited By ~ 2

Author(s):

Ernest L. Okorley ◽

Alberta A. Owusu ◽

Samuel Akuamoah-Boateng

Keyword(s):

Developing Countries ◽

Undergraduate Students ◽

Social Protection ◽

National Development ◽

Research Approach ◽

Research Information ◽

Cape Coast ◽

Content Type ◽

University Undergraduate Students

Purpose Despite the increasing awareness on students’ volunteerism globally, and its potential benefit to national development, there is limited research information on the subject in developing countries including Ghana. The purpose of this paper is to assess the willingness of university undergraduate students in Ghana to volunteer for non-governmental organisation (NGO) work. Design/methodology/approach The research used a quantitative research approach using a descriptive survey design. The data were drawn from a survey of 678 students from the University of Cape Coast, Ghana. Findings The study shows high willingness of university undergraduate students to volunteer for NGO work. The motives relate more to students’ search for understanding of people and their context, values and career enhancement, than for their social, protection and recognition needs. The students are more likely to engage in NGO activities relating to peer education, counselling and environmental protection, than in administrative duties, relief and advocacy. Practical implications The study suggests that there is a great potential for students’ volunteerism in Ghana, and recommends that Ghanaian universities should integrate volunteerism into their curricula to prepare and link students to volunteer opportunities in NGO and the service sectors. Originality/value The case study provides new thought and suggestions on students’ volunteerism to developing countries and Ghana in particular. The evidence and context of likelihood to volunteer among tertiary students are lessons for developing countries with similar context to Ghana.

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Perceptions of Students on Environmental Impacts of Online Shopping: A Preliminary Study at a Public Malaysian University

European Journal of Environment and Earth Sciences ◽

10.24018/ejgeo.2021.2.6.194 ◽

2021 ◽

Vol 2 (6) ◽

pp. 4-9

Author(s):

Kai Wen Yong ◽

Leong Wan Vun

Keyword(s):

Environmental Impacts ◽

Undergraduate Students ◽

Online Shopping ◽

Greenhouse Gas Emission ◽

Public University ◽

Background Information ◽

Study Results ◽

Perceptions Of Students ◽

Preliminary Study ◽

University Undergraduate Students

The environmental impacts of online shopping are multifaceted as many factors are contributing to the impacts. This study was conducted to determine a public university undergraduate students' perceptions of the environmental impacts of online shopping and their intentions to reduce the impacts by using a questionnaire survey. One hundred twenty-six respondents were engaged through convenient sampling in this study. Results found that the majority of respondents perceived online shopping as environmentally friendly. They perceived that it does not contribute to climate change and will not be a major environmental risk in the future. Type of packaging (77.8%), transport mode of freight (71.5%) and amount of packaging (69.9%) were the top three factors perceived to contribute to environmental impacts. However, a small number of the respondents perceived ICT equipment (32.5%), express delivery (28.5%) and time spent in searching online products (24.6%) were the factors that contribute to environmental impacts. The majority of respondents (74.6%) perceived that packaging waste generation was the major environmental impact of online shopping. In contrast, carbon footprint, energy consumption and greenhouse gas emission made up of 56.4%, 53.3% and 44.4% of the total respondents. Most of the respondents intended to plan first before making any purchase to prevent wastage, reuse the packaging material and maximise the number of items of each purchase to reduce the environmental impacts. This preliminary study can provide the necessary background information on the level of awareness of university undergraduate students on this issue for future environmental education programs on online shopping.

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Improving the student learning experience through the student-led implementation of interactive features in an online open-access textbook

International Journal for Students as Partners ◽

10.15173/ijsap.v5i2.4397 ◽

2021 ◽

Vol 5 (2) ◽

pp. 67-77

Author(s):

Tanya Sharma ◽

Rini Lukose ◽

Jessica E. Shiers-Hanley ◽

Sanja Hinic-Frlog ◽

Simone Laughton

Keyword(s):

Open Access ◽

Student Learning ◽

Undergraduate Students ◽

Learning Experience ◽

Open Educational Resource ◽

Educational Resource ◽

University Of Toronto ◽

Animal Physiology ◽

The University

This case study highlights the work of Students as Partners (SaP) as a balanced approach for implementing and evaluating an online open-access textbook in introductory animal physiology at the University of Toronto Mississauga. Started in 2017 with an eCampus Ontario grant, the project involved undergraduate and graduate students developing and improving an open-access e-textbook to support student learning in a second-year undergraduate introductory animal physiology course. This case study focuses on the 2019–2020 academic term and the work of two undergraduate students working alongside faculty and two librarians. As part of their research, the partners consulted the literature and gathered feedback from students taking the course in which the open e-textbook was used. Student partners added updates and new interactive features to create a more engaging educational resource to support student learning. The partners also reflected on their role in the open educational resource development process.

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Perceptions of Students for Gamification Approach: Kahoot as a Case Study

International Journal of Emerging Technologies in Learning (iJET) ◽

10.3991/ijet.v13i02.7467 ◽

2018 ◽

Vol 13 (02) ◽

pp. 72 ◽

Cited By ~ 28

Author(s):

Huseyin Bicen ◽

Senay Kocakoyun

Keyword(s):

Student Achievement ◽

Qualitative Methods ◽

Undergraduate Students ◽

Student Motivation ◽

Positive Impact ◽

Learning Experience ◽

Student Views ◽

Perceptions Of Students ◽

Quantitative And Qualitative Methods

A novel learning experience that increases student motivation can be created in a learning environment that includes a gamification approach to assess competence. Student views on gamification were surveyed to determine the best application of this method, the environment necessary for its use, and the manner by which the application should proceed. The effect of a gamification approach on student achievement through intra-class competition was assessed using quantitative and qualitative methods. In this study, the Kahoot application was the preferred gamification method used. Participating students included 65 undergraduate students studying at the Department of Preschool Teaching. The findings showed that inclusion of a gamification method increased the interest of students in the class, and increased student ambitions for success. This method was also found to have a positive impact on student motivation. Furthermore, the results of this study indicate that the Kahoot application can be used effectively for gamification of lessons. In conclusion, the gamification method has an impact on students that renders them more ambitious and motivated to study.

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