scholarly journals Learning via Video in Higher Education: An Exploration of Instructor and Student Perceptions

2018 ◽  
Vol 15 (2) ◽  
pp. 5-19
Author(s):  
Steven Miner ◽  
◽  
Jill E. Stefaniak ◽  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Student Perceptions ◽  
Survey Design ◽  
Instructional Designers ◽  
Psychomotor Skills ◽  
Course Content ◽  
Student Opinions ◽  
College Professors ◽  
Positive Effects

The purpose of this study was to compare instructors and students perceptions regarding the use of video during instruction. Background Research exploring student opinions regarding their perceived gains in learning may identify learning behaviors that could be exploited by those providing instruction to increase student learning. The intention is to provide instructional designers and college professors with valuable information regarding the use of video for presenting knowledge, explaining cognitive processes, or demonstrating psychomotor skills in a higher education setting. This study used a survey design to explore perceptional differences between professors and students regarding the use and/or effectiveness of video instruction. Results supported multimedia video as a viable teaching resource to communicate course content. This study provided the impetus for further research into actual (versus self-reported) student review of video material and any positive effects on student learning outcomes based on their perceptions of the use of multimedia video presentations.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

Intentional Connection

2022 ◽  
pp. 202-230
Author(s):  
Romana Hughes ◽  
Kate Marshall
Keyword(s):  
Student Learning ◽  
Course Design ◽  
Educational Technologies ◽  
Instructional Designers ◽  
Self Awareness ◽  
Professional Lives ◽  
Course Content ◽  
Backward Design ◽  
Course Experience ◽  
Feedback Data

This chapter details how learning-based course design promotes meaningful student connections with course content, course goals, and connections with peers, faculty, and student self-awareness. No matter the modality, the learning-based course design model provides a pathway for faculty and instructional designers to use backward design to create courses that embrace significant learning, valuable practice, and feedback opportunities. With an emphasis on authentic activities that are aligned to learning outcomes, learning-based course design avoids busywork and reduces rote memorization of facts and figures. Educational technologies can strengthen the faculty and student course experience, provided that these are purposefully integrated into the course. Courses designed with close attention to student learning provide skill growth that strengthens students' professional lives. Course feedback data allows faculty to refine the course and programs and institutions to develop stronger alignment to their stated goals.

scholarly journals Using Indirect vs. Direct Measures in the Summative Assessment of Student Learning in Higher Education

2016 ◽  
Vol 16 (4) ◽  
pp. 75-91 ◽  
Author(s):  
Christine Luce ◽  
Jean P Kirnan
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Undergraduate Students ◽  
Indirect Method ◽  
Direct Method ◽  
Perceived Knowledge ◽  
Indirect Measure ◽  
Course Content ◽  
Course Grades ◽  
Assessment Of Student Learning

Contradictory results have been reported regarding the accuracy of various methods used to assess student learning in higher education. The current study examined student learning outcomes across a multi-section and multi-instructor psychology research course with both indirect and direct assessments in a sample of 67 undergraduate students. The indirect method measured student perceived knowledge and abilities on course topics, while the direct method measured actual knowledge where students answered test questions or solved problems reflecting course content. Both measures independently demonstrated increases from pretest to posttest; however the indirect measure did not correlate with final course grades. Results also showed respondents scoring lower on the direct measure were overconfident (as measured by indirect score) in their perceived knowledge and ability, the Dunning-Kruger Effect. Based on our findings, we concluded that the indirect method was not an accurate measure of student learning, but may have benefits as an instructional tool.

Gamifying Education

2018 ◽  
Vol 13 (4) ◽  
pp. 17-33 ◽  
Author(s):  
Julie A. Delello ◽  
Harmonie Hawley ◽  
Rochell R. McWhorter ◽  
Christine S. Gipson ◽  
Belinda Deal
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Successful Implementation ◽  
Digital Badges ◽  
Education Students ◽  
Student Effort ◽  
Course Content ◽  
Advanced Planning ◽  
A Performance

This article describes how gamification in education through the use of digital badges has emerged as a means to motivate and reward student learning. This exploratory, multi-case study looked at the motivations and perceptions of 90 higher education students across four disciplines, regarding the use of digital badges as an incentive for either a performance-related task or for student effort. Survey findings suggest that although students found the badges motivating, learning the course content and the overall course grade were more important to them than the tangible reward. The successful implementation of digital badges in higher education requires advanced planning to promote awareness of the usefulness of digital badges with students.

scholarly journals Student Perceptions Of Appropriate Classroom Policies Of College Professors

2008 ◽  
Vol 5 (4) ◽  
Author(s):  
De Vee E. Dykstra ◽  
David H. Moen ◽  
Thomas L. Davies
Keyword(s):  
Classroom Management ◽  
Student Perceptions ◽  
Management Practices ◽  
Student Evaluations ◽  
Student Evaluations Of Teaching ◽  
Significant Component ◽  
Course Content ◽  
College Professors ◽  
Evaluative Process ◽  
College Educators

Student perceptions of classroom management practices and policies employed by college educators have not been widely studied.  Faculty have broad discretion to determine classroom management practices and policies, and faculty are generally evaluated at least annually with student evaluations of teaching as a significant component of  the evaluative process.  The focus of this paper is whether students perceive faculty as having the freedom or discretion to adopt specified behaviors or policies unrelated to course content decisions. 

Leadership in Teaching: Using Student Perspectives on Administration, Supervision and Private Practice

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi
Keyword(s):  
Student Perceptions ◽  
Clinical Supervision ◽  
Private Practice ◽  
Universal Design ◽  
Professional Preparation ◽  
Learning Activities ◽  
Functional Information ◽  
Course Content ◽  
Group Activities ◽  
Assessment Procedures

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.

Student Perceptions of Face-to-Face and Online Discussions: The Advantage Goes To . . .

2008 ◽  
Vol 11 (4) ◽  
Author(s):  
Katrina A. Meyer
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Student Perceptions ◽  
Online Discussions ◽  
Political Tolerance ◽  
Self Assessment ◽  
Face To Face ◽  
The Face ◽  
Online Setting ◽  
And Gender

Thirteen students in a graduate-level course on Historical and Policy Perspectives in Higher Education held face-to-face and online discussions on five controversial topics: Diversity, Academic Freedom, Political Tolerance, Affirmative Action, and Gender. Students read materials on each topic and generated questions for discussion that were categorized by Bloom’s taxonomy so that the level of questions in the two discussion settings would be closely parallel. Upon completion of each discussion, they answered questions that addressed depth and length of the discussion, ability to remember, and a self-assessment of how the student learned. Students’ assessments show a consistent preference for the face-to-face discussion but a small number of students preferred the online setting. However, what is perhaps more interesting is a minority of approximately one-third of the students who perceived no difference between the settings, or that the two settings were perhaps complementary.

Using Accountability to Improve Student Learning in Higher Education Music Programs

2019 ◽  
pp. 745-765
Author(s):  
Jeffrey Ward
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Learning ◽  
The United States ◽  
Program Improvement ◽  
Influential Factor ◽  
Assessment Process ◽  
Curricular Development ◽  
Accreditation Standards ◽  
Improve Student Learning

Educational accountability has become an increasingly influential factor in higher education. This chapter examines various government oversight and accreditation standards in Central and South America, Europe, and the United States and how student learning in higher education in music can be improved through meeting these standards. The author specifically describes music accreditation procedures of the National Association of Schools of Music and the American Music Therapy Association in the United States. Using accreditation standards as a guideline for program improvement, the author offers a variety of assessment best practices to engage higher education faculty in the assessment process, to improve instruction, to guide curricular development, and to ultimately improve student learning.

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