scholarly journals Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

2019 ◽  
Vol 10 (3) ◽  
Author(s):  
Hagar I. Labouta ◽  
Natasha A. Kenny ◽  
Patti Dyjur ◽  
Rui Li ◽  
Max Anikovskiy ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Curriculum Mapping ◽  
Science Program ◽  
Multiple Perspectives ◽  
Research Experiences ◽  
Main Research ◽  
Curriculum Review ◽  
Core Courses ◽  
Perceptions Of Students ◽  
Method Approach

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

Implementation of the Second-year course in an Engineering Professional Spine

2018 ◽  
Author(s):  
Umar Iqbal ◽  
Deena Salem ◽  
David Strong
Keyword(s):  
Learning Outcomes ◽  
Research University ◽  
Engineering Students ◽  
Employability Skills ◽  
First Year ◽  
Computer Engineering ◽  
Core Courses ◽  
Second Year ◽  
First Time ◽  
Academic Year

The objective of this paper is to document the experience of developing and implementing a second-year course in an engineering professional spine that was developed in a first-tier research university and relies on project-based core courses. The main objective of this spine is to develop the students’ cognitive and employability skills that will allow them to stand out from the crowd of other engineering graduates.The spine was developed and delivered for the first time in the academic year 2010-2011 for first-year general engineering students. In the year 2011-2012, those students joined different programs, and accordingly the second-year course was tailored to align with the different programs’ learning outcomes. This paper discusses the development and implementation of the course in the Electrical and Computer Engineering (ECE) department.

scholarly journals Self-Regulated Learning Strategy Based on Problem Solving to Improve The Learners’ Learning Outcomes

2019 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Santi Eka Ambaryani ◽  
◽  
Winarti Winarti ◽  
Keyword(s):  
Problem Solving ◽  
Learning Outcomes ◽  
Learning Strategy ◽  
Hypothesis Test ◽  
Average Score ◽  
Control Group ◽  
Science Program ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Mathematics And Science

Self-regulated learning is an effort to manage an individual’s learning. This research aims to 1) determine the strategy of self-regulated learning (SRL) based on problem-solving toward the learners’ learning outcomes and 2) determine the learning outcome improvement of the learners in learning by using the SRL based-problem solving. This research is quantitative research with quasi-experimental type and pretest-posttest control group design. The sampling technique was purposive sampling. The research population covered all in Senior High School (SMA 5) Yogyakarta. The samples were from the tenth graders of Mathematics and Science Program 3 as the control group and Mathematics and Science Program 1 as the experimental group. The data collection methods consisted of test and non-test. The analysis result were, the hypothesis test showed that the applied strategy influenced the learners’ learning outcomes and the learners’ learning outcomes had improvements with the N-gain average score of 0.590, categorized moderate. Keywords: Problem-Solving, Self-Regulated Learning Strategy, Simple Harmonic Motion

scholarly journals Adaptive doctors: preparing tomorrows doctors for practice in the Anthropocene Epoch

2021 ◽  
Author(s):  
Claudia Slimings ◽  
Emily Sisson ◽  
Connor Larson ◽  
Devin Bowles ◽  
Rafat Hussain
Keyword(s):  
Medical Students ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Learning Activities ◽  
Curriculum Mapping ◽  
Learning Approaches ◽  
Future Health ◽  
Work Activity ◽  
Planetary Health ◽  
E Learning

Background: The future health workforce needs to be equipped with the knowledge, skills, and motivation to deliver sustainable healthcare and promote planetary health. The aim of this study was to design, implement and evaluate a new suite of planetary health learning activities piloted by medical students for a range of medical professionals. Methods: The study consisted of three components: curriculum mapping, development of learning activities and evaluation. Curriculum mapping involved searching program learning outcomes using relevant search terms. Two learning activities were co-developed with medical students comprising of an e-learning component and an inquiry-based small group workshop presented to 99 2nd year students. Evaluation consisted of pre- and post-learning knowledge quizzes and a student feedback survey. Results: A total of 30 learning outcomes were identified with the majority located in the first two years of the four-year program. The overall evaluation response rate was 49.5%, and 19% completed the feedback survey. The mean pre- and post-lesson scores, respectively, were 7.09 (SD=1.84) and 9.53 (SD=1.69) out of a possible score of 12, increasing by 2.37 points on average (95% confidence interval [CI] 1.66-3.09). Overall, the new activities were rated as excellent/good by 84.2% of respondents. The e-learning module rated more highly as a meaningful learning experience than the workshop (89% v. 63.2%). The most common criticism was the length of time it took to complete the e-learning. Conclusion: Students already had a good understanding of planetary health facts and the e-learning lesson served to confirm, review and update their knowledge. Students embraced the opportunity to engage in interactive learning through the problem-solving group work activity. There is very little vertical alignment of environmental and climate issues across all four years of the medical program in our institution and a variety of learning approaches should be considered when revising the curriculum.

Using Metacognitive Strategies in the STEM Field

2017 ◽  
pp. 216-230 ◽  
Author(s):  
Gina J. Mariano ◽  
Fred J. Figliano ◽  
Autumn Dozier
Keyword(s):  
Academic Performance ◽  
Critical Thinking ◽  
Problem Solving ◽  
Student Learning ◽  
Learning Outcomes ◽  
Metacognitive Strategies ◽  
Multiple Perspectives ◽  
Learning Techniques

Too often, we teach students what to think but not how to think. This quote embodies the concept of metacognition and its importance to student learning. Students frequently do not use learning techniques to truly learn information and develop long-term understanding of the curriculum at hand. Instead they memorize information for exams without understanding the depth of what they have studied. This in turn can create a pseudo-understanding of the curriculum. The metacognitive strategies we teach students allow them to become good learners. In this chapter we discuss the relationships between metacognition and critical thinking, problem solving, motivation, and academic performance. Specifically, the STEM area of mathematics is discussed. The chapter brings together multiple perspectives on metacognition and the importance of engaging students in metacognitive activities and strategies to improve learning outcomes.

Assessing General Education Outcomes Across Programs

2011 ◽  
pp. 620-634 ◽  
Author(s):  
Yi Yang ◽  
Michelle Buchberger ◽  
Harrison Hao Yang
Keyword(s):  
General Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Assessment Process ◽  
Learning Assessment ◽  
Curriculum Mapping ◽  
Non Profit ◽  
Face To Face ◽  
Mapping Process ◽  
Assessment Of Student Learning

As the pressure to provide accountability in education escalates, the assessment of student learning becomes increasingly important. This chapter describes an approach to the assessment of learning outcomes, in both online and face to face programs, as developed for an independent, non-profit university in Ohio. The approach includes three major components: a curriculum mapping process that determines where particular learning outcomes are being assessed, a visual representation of this curriculum map with links to assessment data (Success Path©), and a cyclical assessment process that assists with the continuous improvement of programs and student learning. This chapter leverages current research in the field of student learning, assessment, and curriculum mapping theory.

Perceptions of Learning Outcomes of Students who Participated in the Spanish FFA Creed Speaking Event

2020 ◽  
Vol 45 (1) ◽  
pp. 17-32
Author(s):  
Fernanda Arroyo ◽  
Christopher M. Estepp
Keyword(s):  
Learning Outcomes ◽  
Personal Growth ◽  
Limited English Proficiency ◽  
Culturally Responsive ◽  
First Language ◽  
Student Learning Outcomes ◽  
Hispanic Population ◽  
Responsive Teaching ◽  
Listening Skills ◽  
Perceptions Of Students

The Hispanic population in the U.S. is growing at a rapid rate and Spanish has become a predominant language, which could pose problems if more students are enrolling in school with limited English proficiency. In 2010, the Texas FFA Association implemented the Spanish Creed speaking event in order to help Spanish-speaking FFA members realize the goals of premier leadership, personal growth, and career success. However, no research exists examining the perceptions of students involved in this event. Therefore, the purpose of this study was to examine the perceived learning outcomes of students who have participated in the Texas FFA Spanish Creed speaking event. Results revealed that the majority of participants were U. S. born who reported English as their first language. Responsibility was reported as the learning outcome most realized by participants. Additionally, results showed that females were associated with higher levels of responsibility, communication skills, and listening skills. Respondents whose first language was Spanish reported higher levels of responsibility. Additionally, the longer participants were in FFA, the higher their scores were for the various learning outcomes. Results suggest that using culturally responsive teaching in the form of the Spanish FFA Creed can have positive benefits for student learning outcomes.

scholarly journals Correlation between Generic Science Skills and Scientific Attitudes on Learning Outcomes

BIOEDUSCIENCE ◽  
2020 ◽  
Vol 4 (2) ◽  
pp. 124-128
Author(s):  
Suci Ismiatul Hasanah ◽  
Romy Faisal Mustofa ◽  
Ryan Ardiansyah
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Science Program ◽  
Scientific Attitude ◽  
Independent Variables ◽  
Improving Student Learning ◽  
Scientific Attitudes ◽  
Improve Student Learning ◽  
11Th Grade

Background: Various factors can support efforts to improve student learning outcomes, including generic science skills and scientific attitudes. The study aims to determine the correlation between generic science skills and scientific attitudes on student learning outcomes. Methods: This research is a correlational study using a dual paradigm design with two independent variables. The sample was that used was 60 people who came from 11th grade of Science Program. Result: The result of this research is that there is a strong and very significant correlation between generic science skills and scientific attitudes towards learning outcomes. This is supported by the data analysis results, namely a significance value of 0.000 and a correlation coefficient of 0.623. Conclusion: It could be concluded that generic science skills and scientific attitudes contribute to improving student learning outcomes because students who have generic science skills and an excellent scientific attitude will get optimum learning outcomes. Therefore, generic science skills and scientific attitudes that exist in students must continue to be trained and developed.  

scholarly journals A Radical Critique of the Learning Outcomes Assessment Movement

2014 ◽  
Vol 100 ◽  
pp. 146-152 ◽  
Author(s):  
Michael Bennett ◽  
Jacqueline Brady
Keyword(s):  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Colleges And Universities ◽  
Educational Process ◽  
Curriculum Mapping ◽  
External Evaluation ◽  
Learning Outcomes Assessment ◽  
Internal Review ◽  
Radical Critique

The Learning Outcomes Assessment (LOA) movement seems rather innocuous.  Teachers and administrators at colleges and universities are asked to articulate the goals, objectives, measures, and outcomes of the educational process at every level:  from the classroom to the department to the institution as a whole.  Educators engage in this process with the help of curriculum mapping or educational matrices or a host of other tools and templates provided by any number of readily available frameworks (see the website of the National Institute for Learning Outcomes Assessment for many examples).  The information gathered is then used to evaluate curricula, programs, instructors, and institutions for purposes of internal review and external evaluation.

scholarly journals Modernising a Classic: Updating Leeds Beckett University’s Taxonomy of Assessment Domains to Support Institutional Curricular Change

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Susan Smith ◽  
Rebecca Sellers
Keyword(s):  
Learning Outcomes ◽  
Digital Literacy ◽  
Working Group ◽  
Curricular Change ◽  
Periodic Review ◽  
Short Life ◽  
Graduate Attributes ◽  
Curriculum Review ◽  
Intended Learning Outcomes ◽  
Future Work

Leeds Beckett University is embarking on a new cycle of Periodic Review after our wholesale curriculum review in 2012. Reviewing our current academic activity in relation to our curricular practice showed that work still needed to be done in several key areas. For example, improving the writing of levelled intended learning outcomes (ILOs), integrating our graduate attributes (GAs) – Enterprise, Having a Global Outlook and Digital Literacy – more fully into course and module outcomes and ensuring staff understand the nature and scope of the different assessment domains which enhance opportunities for full student learning from our programmes. To address these issues, a short life working group (SLWG) focused on modernising our existing taxonomy of assessment domains (Link 1) which had been well-used by our staff for at least 20 years. This paper focuses on i) consideration of the benefits of the existing taxonomy ii) the broader context and reasons for modifying our existing taxonomy of assessment domains, iii) the approach, process and activity of the SLWG, iv) planned future work streams to build on our work in progress.

scholarly journals Assessing the dimensionality and educational impacts of integrated ICT literacy in the higher education context

2018 ◽  
Vol 34 (1) ◽  
Author(s):  
Tefera Tadesse ◽  
Robyn M Gillies ◽  
Chris Campbell
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Structural Equation ◽  
Factor Model ◽  
Ict Literacy ◽  
Information And Communication ◽  
Multi Method Approach ◽  
Method Approach

The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate students’ integrated information and communication technology (ICT) literacy capacity that involves 12 items generated from the modified version of the Australasian Survey of Student Engagement (AUSSE) questionnaire (Coates, 2010); second, to illustrate the construct validity and internal consistency of the model as implemented in a sample of undergraduate students (n = 536) enrolled in two colleges within a large Ethiopian university; and third, to further demonstrate the criterion validity of the model by examining predictive validity of the identified ICT literacy factors on student learning outcomes. A multi-method approach is used, which comprises correlation analysis, multiple regression analysis and structural equation modelling (SEM) techniques. The main finding is the support found for the 4-factor model consisting of ICT use, cognitive process, reading task and writing task. Results of the multi-method approach provide specific guidelines to higher education (HE) institutions using this approach to evaluate ICT literacy capacity and the resultant learning outcomes among their undergraduate students. The paper provides a conceptual model and supporting tools that can be used by other HE institutions to assist in the evaluation of students’ ICT literacy capacities.

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