scholarly journals Development and Psychometric Validation of the Learner Awareness Questionnaire

2017 ◽  
Vol 9 (1) ◽  
pp. 111
Author(s):  
S. Chee Choy ◽  
Pauline Swee Choo Goh ◽  
Mun Yee Lee
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Phenomenological Study ◽  
Reliability And Validity ◽  
Approaches To Learning ◽  
Psychometric Validation ◽  
Fresh Sample ◽  
Student Approaches To Learning ◽  
Convergent Validation ◽  
Self Reporting Questionnaire

The aim of this paper is to discuss the development and psychometric validation of theLearner Awareness Questionnaire (LALQ) using exploratory factor analysis and correlationstudies with the Revised Two Factor Study Process Questionnaire (R-SPQ-2F) and RevisedAchievement Goal Questionnaire (AGQ-R). This instrument assesses the approaches studentstake to learn and why they learn. The purpose for developing the LALQ is to provide an easyto administer student approaches to learning questionnaire that is designed specifically forMalaysian students that is comparable in terms of reliability and validity to other moreestablish instruments like to R-SPQ-2F and the AGQ-R. An initial set of 36 items of theLALQ were derived from the data collected from a phenomenological study and existingliterature on student learning. A process of testing and refinement, using 172 randomlyselected undergraduate students from various faculties of a university in Malaysia, resulted infour learner awareness scales, with 9 items for Survival, 4 items for Establishing Stability, 4items for Approval and 4 items for Loving to Learn. A fresh sample of 331 randomly selectedundergraduate students from the same university was used to test the final version of theLALQ which had acceptable Cronbach alpha values for scale reliabilities. The LALQ wasthen validated using discriminant and convergent validation with two well establishedinstruments the R-SPQ-2F and the AGQ-R. The overall results show that the LALQ is areliable and valid tool to measure student learning and is easy for students to relate to andcomplete. This instrument is also significantly correlated to the R-SPQ-2F and the AGQ-R.The LALQ is a simple self-reporting questionnaire that teachers and students can use toevaluate the learning that takes place in the classroom. It is also aimed at providing teacherwith a relevant tool to use for evaluation and research in their classroom.

scholarly journals Problem-Based Learning Curricula in Engineering

2012 ◽  
pp. 23-40
Author(s):  
Siva Krishnan
Keyword(s):  
Student Learning ◽  
Curriculum Design ◽  
Learning Experiences ◽  
Problem Based Learning ◽  
Approaches To Learning ◽  
Student Experiences ◽  
Support Structures ◽  
Engineering Programs ◽  
Student Approaches To Learning ◽  
Need For Support

This chapter explores Problem-Based Learning (PBL) curricula in engineering in Australasian universities, in particular its effects on student approaches to learning in PBL teams. Exploring from the three view points: curriculum design and implementation; institutional support structures assisting the transition to PBL for both students and academics; and student learning experiences in PBL teams, this chapter intends to close the loop for institutions and academics using PBL to educate future engineers. In particular, this chapter examines the design of engineering PBL courses or subjects within programs and the ways in which learning experiences are designed for students, the support structures that institutions put in place for both academics and students to transition to PBL, teacher practices and student experiences of learning both individually and as a team in PBL. It is argued that many engineering programs still undermine the need for designing learning experiences to help students achieve the desired learning outcomes; seldom consider the learning cultures adopted by PBL teams and how students engage in learning as individuals and as a team. This chapter argues the need for approaches to PBL that enhance student learning and experiences in engineering and the need for support structures that assist both students and academics in the transition to problem-based learning.

Exploring new elements of the student approaches to learning framework: The role of online learning technologies in student learning

2017 ◽  
Vol 20 (1) ◽  
pp. 11-24 ◽  
Author(s):  
Robert A Ellis ◽  
Ana-Marie Bliuc
Keyword(s):  
Online Learning ◽  
Student Learning ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Learning Technologies ◽  
Learning Context ◽  
Learning Framework ◽  
Student Approaches To Learning

As online learning technologies are becoming an integral part of the learning experience at university, the quality of student learning is increasingly shaped by their experience of using these new artefacts. In many cases, the research frameworks investigating the contribution of online learning technologies to quality outcomes are yet to have explicitly identified their role and contribution. Adopting a Student Approaches to Learning perspective, the study described in this article analyses how online learning technologies are qualitatively situated in relation to inquiry by investigating associations among approaches to online learning technologies, perceptions of the learning context, and academic achievement. The findings indicate that there are consistent and distinct patterns of associations between the different aspects of the learning experience that reveal the role of online learning technologies in the student experience of learning. The findings suggest that qualitative differences in how students use online learning technologies and differences in how they perceive online learning technologies are logically related to the quality of outcomes. The discussion highlights an appropriate role and location of online learning technologies in the Student Approaches to Learning framework in order to help researchers, students, teachers and university leaders better understand their contribution to qualitatively different experiences of learning. It suggests principles for a more effective design of learning tasks based on the results which indicated deeper engagement both online and in-class.

scholarly journals Combining self-reported and observational measures to assess university student academic performance in blended course designs

2020 ◽  
Vol 36 (6) ◽  
pp. 1-14
Author(s):  
Feifei Han ◽  
Robert Ellis
Keyword(s):  
Academic Performance ◽  
Student Learning ◽  
Course Design ◽  
Learning Experience ◽  
Approaches To Learning ◽  
Observational Measures ◽  
Student Approaches To Learning ◽  
Learning Orientations ◽  
Blended Course ◽  
Combined Methods

This study combined the methods from student approaches to learning and learning analytics research by using both self-reported and observational measures to examine the student learning experience. It investigated the extent to which reported approaches and perceptions and observed online interactions are related to each other and how they contribute to variation in academic performance in a blended course design. Correlation analyses showed significant pairwise associations between approaches and frequency of the online interaction. A cluster analysis identified two groupings of students with different reported learning orientations. Based on the reported learning orientations, one-way ANOVAs showed that students with understanding orientation reported deep approaches to and positive perceptions of learning. The students with understanding orientation also interacted more frequently with the online learning tasks and had higher marks than those with reproducing orientation, who reported surface approaches and negative perceptions. Regression analyses found that adding the observational measures increased 36% of the variance in the academic performance in comparison with using self-reported measures alone (6%). The findings suggest using the combined methods to explain students’ academic performance in blended course designs not only triangulates the results but also strengthens the acuity of the analysis. Implications for practice or policy: Using combined methods of measuring learning experience offers a relatively more comprehensive understanding of learning. Combining self-reported and observational measures to explain students’ academic performance not only enables the results to be triangulated but also strengthens the acuity of the analysis. To improve student learning in blended course design, teachers should use some strategies to move students from a reproducing learning orientation towards an understanding orientation and encourage active online participation by highlighting the importance of learning online.

scholarly journals Do We Need to Redesign the Current Assessment System in Bangladesh? A Review of Theory and Practice

2019 ◽  
Vol 5 (2) ◽  
pp. 37
Author(s):  
Faieza Chowdhury
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Reliability And Validity ◽  
Summative Assessment ◽  
Theory And Practice ◽  
Assessment System ◽  
Summative Assessments ◽  
Effective Manner ◽  
Current Assessment ◽  
Improve Student Learning

 In this current age of highly competitive global environment, teachers are under tremendous pressure to assess student learning in the most effective manner. Two tools that teachers commonly utilize to assess students in their classes are formative and summative assessment. In formative assessment, teachers gather data in order to improve student learning and in summative assessment they use the data to assess students’ learning at the end of a specific course of study. The scores on both types of assessment should meet the minimum standards of both reliability and validity. In this article we highlight the differences between the two forms of assessment, discuss the theories pertaining to summative and formative assessment, identify how educators at tertiary level in Bangladesh commonly utilize the two types of assessment and disclose opinions of teachers regarding whether the current assessment system is appropriate or need any further improvements. Findings from the study indicate that most teachers have an incomplete and unharmonious understanding about assessment often failing to clearly distinguish between formative and summative assessments.

Communication And Respect for people with Dementia: Student learning – A novel practical experience of undergraduate students interacting with people with dementia in care homes (innovative practice)

Dementia ◽  
2016 ◽  
Vol 16 (2) ◽  
pp. 243-248 ◽  
Author(s):  
Julia Helen Wood ◽  
Ledia Alushi ◽  
John A Hammond
Keyword(s):  
Student Learning ◽  
Undergraduate Students ◽  
Practical Experience ◽  
Educational Programme ◽  
Care Homes ◽  
Healthcare Students ◽  
Innovative Practice ◽  
People With Dementia

We designed an educational programme for multiple disciplines to improve healthcare students’ preparedness to work with people with dementia. It consisted of class-based sessions followed by a volunteer experience interacting with persons with dementia in care homes. This paper discusses the value and impact of this innovative experience.

scholarly journals Design, Validation and Implementation of a Questionnaire to Assess Teenagers’ Digital Competence in the Area of Communication in Digital Environments

2021 ◽  
Vol 13 (12) ◽  
pp. 6733
Author(s):  
Ana Iglesias-Rodríguez ◽  
Azucena Hernández-Martín ◽  
Yolanda Martín-González ◽  
Patricia Herráez-Corredera
Keyword(s):  
Citizen Participation ◽  
Ad Hoc ◽  
Identity Management ◽  
New Technologies ◽  
Compulsory Education ◽  
Reliability And Validity ◽  
Psychometric Validation ◽  
Digital Competence ◽  
Education Students ◽  
Design Validation

This article describes the process of design, validation, and implementation (N = 609) of a questionnaire drawn up ad hoc to assess the digital competence of compulsory education students (ages 11 to 13) in the area of communication. The test measures students’ knowledge, skills, and attitudes in the six competences that make up the area of communication, as established in the Framework for the Development and Knowledge of Digital Competence in Europe (DigComp): interacting through new technologies, sharing of information and content, online citizen participation, collaboration through digital technologies, netiquette, and digital identity management. The purposes of the study are to design and validate an instrument to assess compulsory education students’ digital competences in the area of communication based on their knowledge, skills, and attitudes and to analyse such instrument’s psychometric characteristics with special emphasis on its reliability and validity. The method used consisted of the implementation of various psychometric validation techniques and the analysis of the results based on statistical descriptions. Items show adequate discrimination and difficulty indices. Validity was guaranteed through expert judgement and factorial analysis of the test. The conclusion stresses the pressing need for education centres to provide students with adequate educational-communicative training.

Sign in / Sign up

Export Citation Format

Share Document