Evaluating Online Programs Using a BSC Approach

Accountability pressures on higher education have increased in recent decades (Dill, 1999; Garvin, 2000; Jacob & Hellström, 2003). Pressure for financial accountability stacks up alongside pressures to assess student learning outcomes. Student satisfaction has always been a factor in institutional success, but added mobility and growth in the for-profit educational market have increased the impact of student satisfaction. Further, citizens, parents of students, alumni, taxpayers, and, for the for-profit institutions, shareholders constitute powerful external forces. Online programs sit in a special spot in these pressures. As relatively new entrants in the educational repertoire, questions about quality of instruction and learning share center stage with questions about costs (The Learning Alliance, 2004). Online programs require an investment in technology, staff, course development, and marketing. Many campus stakeholders doubt that such investments will produce high-quality instruction and significant student learning. Even some early adopters are now starting to question the role of online learning (The Learning Alliance, 2004).

An Examination Of The Impact Of Team Teaching On Student Learning Outcomes And Student Satisfaction In Undergraduate Business Capstone Courses

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v5i2.6817 ◽

2012 ◽

Vol 5 (2) ◽

pp. 149-158 ◽

Cited By ~ 2

Author(s):

Michael Colburn ◽

Daniel Sullivan ◽

Daniel E. Fox

Keyword(s):

Student Satisfaction ◽

Student Learning ◽

Learning Outcomes ◽

Team Teaching ◽

Capstone Courses ◽

MODIFIKASI MODEL PEMBELAJARAN PROBLEM POSING DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prokaluni.v2i0.118 ◽

2019 ◽

Vol 2 ◽

Author(s):

Lita Amalia ◽

Alda Dwiyana Putri ◽

Alfajri Mairizki Nurfansyah

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Strategy ◽

Learning Model ◽

Problem Posing ◽

Reasoning Skills ◽

The Impact ◽

Answering Questions

The purpose of this paper is to describe the Problem Posing learning model with Task and Forced Strategy. As for the background of this writing is because of difficulties in understanding the material and also lack of enthusiasm of students in learning the material so that the impact on student learning outcomes is still low. The low student learning outcomes are, of course, many factors, one of which is the problem of applying a learning model that is still teacher-centered, so students tend to be passive. For this reason, the teacher can use the Problem Posing learning model that is modified by the task and force strategy (Task and Forced). Problem Posing learning model is a learning model that requires students to develop their systematic reasoning skills in making questions and answering questions. While the task and force strategy (Task and Forced) is a learning strategy that has little effect on students to complete the task until it is completed and on time to avoid the punishment given by the teacher as a consequence. So that students will be motivated in listening, understanding the material delivered and doing assignments on time. By combining this model and strategy can be a solution so that the learning process becomes quality.

What Happens When Trained Graduate Student Instructors Switch to an Open Textbook? A Controlled Study of the Impact on Student Learning Outcomes

Psychology Learning & Teaching ◽

10.1177/1475725718810909 ◽

2018 ◽

Vol 18 (1) ◽

pp. 48-64 ◽

Cited By ~ 3

Author(s):

Erin E. Hardin ◽

Bret Eschman ◽

Elliot S. Spengler ◽

J. Alex Grizzell ◽

Anahvia Taiyib Moody ◽

...

Keyword(s):

Student Learning ◽

Learning Outcomes ◽

Graduate Student ◽

Underserved Populations ◽

Past Research ◽

Open Educational Resources ◽

Controlled Study ◽

Instructor Characteristics ◽

Open educational resources (OER) are increasingly attractive options for reducing educational costs, yet controlled studies of their efficacy are lacking. The current study addressed many criticisms of past research by accounting for course and instructor characteristics in comparing objective student learning outcomes across multiple sections of General Psychology taught by trained graduate student instructors at a large research-intensive university. We found no evidence that use of the OER text impeded students' critical thinking compared to use of a traditional textbook, even after accounting for instructor characteristics. To the contrary, we found evidence of a slight increase in content knowledge when using an OER text. Importantly, this effect was driven by improvements from both our lowest-performing students and our highest-performing students. Moreover, student learning outcomes were not influenced by instructor experience, suggesting even novice instructors fared well with OER materials. Finally, students from traditionally underserved populations reported the lower cost of the book had a significantly higher impact on their decision to enroll in and remain enrolled in the course.

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 ◽

Thinking Skills ◽

Critical Thinking Skills ◽

First Year ◽

Before And After ◽

Multiple Choice Exam ◽

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.