Actual Learning Outcomes Research Articles

Comprehensive examination of diverse assessment methodologies applicable to Sport Science departments at Higher Education institutions

Educators and educational leaders have engaged in ongoing discussions and debates concerning student assessment in higher education. Concerns have been raised by academics about the disconnect between assessment methods and actual student learning outcomes. The aim of this review was to conduct a comprehensive examination of diverse assessment methodologies applicable to higher education. Furthermore, a critical analysis was performed to evaluate the alignment of current assessment practices within the author's specific academic field with the various assessment methods under scrutiny, as well as to assess their efficacy. The literature review pertaining to the evaluation techniques employed in higher education underwent an electronic search across several databases: EBM Reviews, Current Contents, Science Direct, Google Scholar, CISTI Source (from 2000 to June 2021), Cochrane Database of Systematic Reviews and international e-catalogues. A total of (n=38) studies were found that met the necessary criteria to be included in the study. It is important to acknowledge that this examination should be regarded as a foundational framework, with ample room for future research to incorporate additional assessment approaches, given the multitude of options available. Assessment for learning, tasks of learning, and peer and self-assessment emerge as invaluable tools applicable across various disciplines within higher education.

Teachers' and students' perceptions of AI-generated concept explanations: Implications for integrating generative AI in computer science education

The educational application of Generative AI (GAI) has garnered significant interest, sparking discussions about the pedagogical value of GAI-generated content. This study investigates the perceived effectiveness of concept explanations produced by GAI compared to those created by human teachers, focusing on programming concepts of sequence, selection, and iteration. The research also explores teachers' and students' ability to discern the source of these explanations. Participants included 11 teachers and 70 sixth-grade students who were presented with concept explanations created or generated by teachers and ChatGPT. They were asked to evaluate the helpfulness of the explanations and identify their source. Results indicated that teachers found GAI-generated explanations more helpful for sequence and selection concepts, while preferring teacher-created explanations for iteration (χ2(2, N = 11) = 10.062, p = .007, ω = .595). In contrast, students showed varying abilities to distinguish between AI-generated and teacher-created explanations across concepts, with significant differences observed (χ2(2, N = 70) = 22.127, p < .001, ω = .399). Notably, students demonstrated difficulty in identifying the source of explanations for the iteration concept (χ2(1, N = 70) = 8.45, p = .004, φ = .348). Qualitative analysis of open-ended responses revealed that teachers and students employed similar criteria for evaluating explanations but differed in their ability to discern the source. Teachers focused on pedagogical effectiveness, while students prioritized relatability and clarity. The findings highlight the importance of considering both teachers' and students' perspectives when integrating GAI into computer science education. The study proposes strategies for designing GAI-based explanations that cater to learners' needs and emphasizes the necessity of explicit AI literacy instruction. Limitations and future research directions are discussed, underlining the need for larger-scale studies and experimental designs that assess the impact of GAI on actual learning outcomes.

Effects of subtitles on vocabulary learning through videos: An exploration across different learner types

This study examines the effect of four subtitling conditions — no subtitle, intralingual subtitles, interlingual subtitles, and keyword subtitles — on vocabulary learning among diverse learner groups, as well as their perception of the effectiveness of subtitles. The study involved four participant types, all learning English as a foreign language: second-year primary school students (N = 147), fourth-year primary school students (N = 97), middle school students (year 8, N = 38), and high school students (year 10, N = 50). Participants watched videos under different subtitling conditions, followed by a vocabulary test. Our findings revealed that middle and high school students scored higher on vocabulary meaning recall when subtitles were provided. Meanwhile, second- and fourth-year primary school students did not benefit from the subtitles in terms of meaning recognition. Among the subtitle types, bilingual keyword subtitles were the most effective for middle school students, while interlingual subtitles proved to be the best for high school students. Generally, the students' perception of the effectiveness of the subtitles in the experiment aligned with their actual learning outcomes.

The Relation Between Perceived Mental Effort, Monitoring Judgments, and Learning Outcomes: A Meta-Analysis

Accurately monitoring one’s learning processes during self-regulated learning depends on using the right cues, one of which could be perceived mental effort. A meta-analysis by Baars et al. (2020) found a negative association between mental effort and monitoring judgments (r = -.35), suggesting that the amount of mental effort experienced during a learning task is usually negatively correlated with learners’ perception of learning. However, it is unclear how monitoring judgments and perceptions of mental effort relate to learning outcomes. To examine if perceived mental effort is a diagnostic cue for learning outcomes, and whether monitoring judgments mediate this relationship, we employed a meta-analytic structural equation model. Results indicated a negative, moderate association between perceived mental effort and monitoring judgments (β = -.19), a positive, large association between monitoring judgments and learning outcomes (β = .29), and a negative, moderate indirect association between perceived mental effort and learning outcomes (β = -.05), which was mediated by monitoring judgments. Our subgroup analysis did not reveal any significant differences across moderators potentially due to the limited number of studies included per moderator category. Findings suggest that when learners perceive higher levels of mental effort, they exhibit lower learning (confidence) judgments, which relates to lower actual learning outcomes. Thus, learners seem to use perceived mental effort as a cue to judge their learning while perceived mental effort only indirectly relates to actual learning outcomes.

A Systematic Literature Review of the Impact of Extracurricular Entrepreneurship Education

This paper presents the findings from a systematic literature review (SLR) which explores the impact of extracurricular entrepreneurship education (EC) within Higher Education Institutions (HEIs). It identifies (i) examples and influences of EC in HEIs, (ii) their impact, (iii) causal relationships between EC and entrepreneurial outcomes and (iv) further research needed. It shows that EC in HE appears in many forms and generally has a positive effect on the entrepreneurial mindset (EM); entrepreneurial intention (EI); entrepreneurial action (EA) and entrepreneurial competences. This SLR (i) informs entrepreneurship educators of previous practice of EC and its impact on EM, EI and EA enabling them to develop and sustain EC for positive outcomes and (ii) stimulates policy makers to promote entrepreneurship as an essential catalyst for wealth creation. Further research identified: (i) the need for longitudinal studies to clarify more precisely the causal relationships between: (a) EC and EM development, EI and EA and (b) intended and actual learning outcomes of entrepreneurship education and the development of entrepreneurial competences; (ii) the progression between EI and EA; (iii) the impact of specific forms of EC and (iv) the need to research the impact of EC and gender on EM, EI, and EA.

Examining the Impact of Project-Based Learning on Students’ Self-Reported and Actual Learning Outcomes

Active, collaborative, and project-based learning strategies have become increasingly popular in college classrooms due to their effectiveness in cultivating student-centered learning. Compared to conventional teaching methods, active and project-based learning engages students in the learning process by fostering collaborative approaches to addressing real-world problems. To better prepare students for future careers in health promotion, we evaluated the effectiveness of a collaborative project-based health promotion assignment on self-perceived and actual learning among a sample of underrepresented students ( N = 33). In order to assess learning, students completed both a self-reported and actual learning assessment designed to assess competency of the core learning outcomes of the health promotion course. Results demonstrated approximately similar increases in self-reported and actual learning over the semester. Although the results were unexpectedly parallel, students consistently underestimated their knowledge on both the pre- and post-learning assessments. In all, survey results demonstrated the group-based project served as a valuable tool for undergraduate learning, with the majority of students evaluating the project positively across all measures.

Bringing Diversity Education to Life: The Impact of Learning Videos on Elementary School Students' Learning Outcomes

This study examines the lack of comprehension among students regarding subject matter that is highly relevant to their daily lives, emphasising the importance of their understanding. The encounter with diverse situations outside the classroom is a common experience for students; however, the insufficient availability of learning tools, unappealing media, and inadequate utilisation of school facilities contribute to their limited understanding. To address this issue, learning films are proposed as an alternative media to enhance student engagement, serve as effective learning materials, and make use of school resources such as projectors. The aim of this research is to create and evaluate the effectiveness of instructional video media with a diversity theme in improving learning outcomes among class III elementary school students. The design and development (D&amp;D) method, specifically the PPE development model, was utilised in this study, involving three stages: planning, development, and evaluation. The input of media experts, material experts, and learning experts was sought to assess the feasibility of the learning videos. The results indicated that the learning films received a feasibility rating of 95% in the "extremely feasible" category, affirming their suitability for educational settings. Experts predicted that the implementation of learning films could significantly enhance student learning outcomes. The methodology encompassed data collection through the D&amp;D method, including planning and conducting evaluations by experts, as well as the subsequent analysis and interpretation of the results. Ultimately, this study aims to improve the actual learning outcomes of class III elementary school students through the utilisation of instructional video media with a diversity theme.

The mediating role of learner empowerment in the relationship between the community of inquiry and online learning outcomes

The COVID-19 pandemic has necessitated a rapid shift to online learning, making the Community of Inquiry (CoI) framework increasingly relevant for creating meaningful and effective online learning experiences. However, the impact of CoI presences (i.e., teaching, social, and cognitive presence) on students' learning outcomes has been inconsistent in the literature, and a recent meta-analysis has identified a publication bias in this relationship, suggesting the need for a further investigation. This study aimed to enhance our understanding of how the CoI presences influence students' actual learning outcomes by incorporating learner empowerment as an essential learner characteristic. This study was conducted in two undergraduate courses that were abruptly shifted online due to the COVID-19 lockdown. Structural equation modeling was used to examine the relationship between the CoI presences, learner empowerment, and actual learning outcomes. The results show that learner empowerment has a direct and positive impact on students' actual learning outcomes, and partially mediates the relationship between CoI presences and learning outcomes. The findings highlight the significant mediating role of learner empowerment within the CoI framework and offer valuable insights into the design of productive online learning communities.

The Death of the English Language Classroom: Pedagogical Perspectives

The present study aims to explore the importance of the various pedagogical practices in the teaching/ learning process. The study also probes the obstacles to applying these practices in an English language classroom, and sheds light on the future expectations of the teaching/ learning process in light of them. The main question this study seeks to answer is: “What are the obstacles in the application of the various pedagogical practices of the teaching/ learning process?” The study employs a mixed-method approach based on qualitative and quantitative research methodology. Semi-structured interviews, followed by a close-end questionnaire, are introduced to some 20 female instructors of English in the department of English, at Sattam bin Abdulaziz University, Saudi Arabia. Instructors are asked about their awareness of the various pedagogical practices of the teaching/ learning process, and the extent to which they apply them in the English language classroom. They are also asked about the students’ actual learning outcomes and future expectations in light of these practices. Results of the study showed dissatisfaction by the instructors due to discrepancies between the theoretical and actual learning outcomes. Results also showed dissatisfaction by the instructors due to the inapplicability of some pedagogical practices for various reasons and obstacles.

More accurate than assumed: Learners’ metacognitive beliefs about the effectiveness of retrieval practice

We doubt the prevailing interpretation of lower Judgments of Learning (JOLs) for testing over rereading to reflect learners' favoritism of an ineffective activity. We argue that JOLs for testing are biased due to a negative feedback effect. In three preregistered experiments (Nfinal = 306), we eliminated the feedback effect by asking students to only imagine learning with the described activities (rereading/testing) after reading a text and by capturing offline-JOLs (off-JOLs = being decoupled from the current learning experience) as a function of an imaginary final test delay (5 min/1 week/2 weeks). In 5-min conditions, off-JOLs consistently reflected no differences between rereading and testing; in 1-week and 2-week conditions, two (of three) experiments demonstrated an advantage of testing over rereading. These results are consistent with actual learning outcomes in an experiment using the same text and activities (Rummer et al., 2017, Exp. 1). Learners’ metacognitive judgments resembled actual learning outcomes more accurately than suggested by previous research.

Things We Do for No Reason™: Toxic quizzing in medical education.

Things We Do for No Reason™: Toxic quizzing in medical education.

Pengaruh Pengunaan Media Sosial Tik-Tok terhadap Karakter Siswa Kelas V Madrasah Ibtidaiyah

Tiktok social media has recently become a trend for young people, especially for the character of elementary school children. This type of research is qualitative research that we conducted in class V MI Banin Banat Siman Lamongan. The data collection technique in this research is using the descriptive method. Documentation data is the character of students, namely obedient attitudes and behavior in carrying out their religious teachings and actions that show orderly behavior and obey various provisions and regulations. Data analysis uses statistical analysis, namely interpretations and conclusions made based on statistical analysis to find out how much influence the use of social media has on the character of students. The results of the study show that there is a significant influence on the use of tiktok social media on the character of students. From the results of preliminary research conducted by analysts, it is obtained that the use of online media tiktok can affect the character of these students. So that this tiktok application-based media is an external factor that affects the character of students. Many of them use online media too often, which makes them sluggish to learn. In addition, it is very disappointing for students' actual learning outcomes the next day.

Learners’ perceived AI presences in AI-supported language learning: a study of AI as a humanized agent from community of inquiry

This study investigated the application of an artificial intelligence (AI) coach for second language (L2) learning in a primary school involving 327 participants. In line with Community of Inquiry, learners were expected to perceive social, cognitive, and teaching presences when interacting with the AI coach, which was considered a humanized agent. To examine how learners’ perceived AI presences were related to their language learning, this study drew on AI usage data, actual learning outcomes, and attitudinal data. Results from hierarchical regression analyses suggest that cognitive presence and learners’ affection for AI’s appearance were significant predictors of L2 enjoyment, which also positively predicted learning outcomes. The score of English shadowing (representing the quality of AI usage) positively predicted learning outcomes. Contrary to intuition, teaching presence was found to negatively predict learning outcomes. Based on cluster analysis and subsequent MANOVA results, this study indicates that the learners perceiving higher social and cognitive presences via interacting with AI and showing greater affection for AI’s appearance tended to use the AI coach more frequently, demonstrate higher L2 enjoyment, and achieve higher learning outcomes. The present study contributes to the limited but increasing knowledge of human-AI interaction in educational settings and carries implications for future efforts on the use of AI for L2 learning.

The flip side of teaching process design and process control to chemical engineering undergraduates – And completely online to boot

Two core courses have been given for several years to senior chemical engineering undergraduate students in flipped format, combining pre-class online preparation by the students, “class meetings” with the lecturer, and “active tutorials,” in which groups of students solve exercises. In 2020/21, the COVID-19 lockdown imposed online teaching of these courses to the 54 enrolled students. The objective of work presented in this paper is to explore the impact of the remote flipped classroom design on students' learning experience and achievements, in comparison to the regular flipped class in which only the first preparation phase was online. Because the course was taught completely online, a plethora of data was for the first time made available to support a thorough study of the course teaching protocol, including data from Panopto Analytics®, Zoom and Moodle logs, extensive self-report surveys, as well as actual learning outcomes (exam results). Statistical analyses including multivariate regression were performed to determine which factors most affect learning outcomes. The student surveys indicate that of the three class steps, the “active tutorial” gives students the most confidence in their mastery. Furthermore, analysis indicates that active students think that they benefit more than do passive students, as reflected by both self-reporting and final exam performances. The importance of underlying ability, as indicated by the GPA is a principal conclusion from the regression model, which also identifies attendance of “active tutorials” as a dominant positive effect on exam grades. Two important conclusions of our work are that the online and face-to-face versions of our flipped approach achieve indistinguishable learning outcomes and that students’ perceived confidence in their mastery is highest after the active tutorial.

Expected and Actual Learning Outcomes of Teacher Students Based on National Qualifications Framework for Higher Education

The major objectives of the research were to evaluate and compare expected and actual learning outcomes of teacher students based on National Qualifications Framework for Higher Education in Thailand. The key informants were one hundred and eighteen 1st and 2nd year of teacher students from one university in 2020. The research instrument was a questionnaire on five domains of the national qualifications framework for higher education in Thailand. The data were analyzed by a statistical procedure: percentage, mean, and standard deviation. Paired-samples t-test and content analysis were employed for the study. The research findings indicated that the overall expected learning outcomes and actual learning outcomes regarding the five domains of the national qualifications frameworks were at a high level. The expected learning outcomes and actual learning outcomes regarding the comparison of the expected learning outcomes and actual learning outcomes with the national qualifications framework were not different.

Impact of working conditions on faculty teaching:

The following exploration examined the impact of working conditions on faculty teaching for full-time faculty and non-tenure track faculty within an academic department at a large Midwestern university to determine whether employment status and working conditions potentially impacted student learning outcomes. Questions asked of participating faculty focused on factors related to, or influencing, teaching that may improve or hinder student learning. Factors such as available resources, interaction with department administrators and other faculty, job satisfaction, work-life integration, and mentorship were explored through written surveys and one-on-one interviews. Twelve faculty, out of a target population of 33, provided insight as to concerns or issues they felt impeded or supported teaching efforts. Although the exploration contained a small sample size, department administrators implemented changes to address faculty concerns to reduce “disconnects” and issues mentioned by faculty members. Primary changes occurred around part time faculty input on curriculum development and interactions with department administrators and full time faculty. While still ongoing, initial feedback is positive and indicates faculty are adapting to the changes. Further work is necessary to examine individual feelings of worth and value, as well as exploring actual student learning outcomes across courses.

Learning Styles and Corresponding Teaching Strategies for Non-English Majors in China Universities

English language, being a tool for communication, has played a vital role in both social life and academic fields. Based on this situation, developing teaching strategies and improving teaching effects are critical challenges that all English teachers are facing in China. Regarding this problem, studies show that English teachers need to have a further exploration on student’s learning styles and set up relevant teaching strategies to improve the actual learning outcomes of those college non-English majors. This study analyzes students’ learning styles and suggests corresponding teaching strategies implemented by the teachers for non-English majors. Besides, by synthesizing the concerned information, this study also put forward some teaching suggestions aiming to enhance English teaching strategies for non-English majors; therefore, the learning outcome may get improved correspondingly. Additionally, the study provides references for the enhancement of the comprehensive level of English teaching professionals in China.

Pharmacy Students’ Perception of an Elective Course on Evidence-based Learning Strategies

Objective. To examine pharmacy students' perceptions of an elective course on evidence-based learning strategies.Methods. Pre- and post-course survey questionnaires were administered to students who enrolled in an elective course, to determine the learning strategies they used prior to course attendance, track their use of evidence-based learning strategies and observance of healthy lifestyle habits, and assess their perception of the course. A written assignment was given that required students to reflect on the learning outcomes that resulted from their application of evidence-based learning strategies. Mean scores on the pre- and post-course survey were analyzed using a general linear model repeated measures test.Results. The 59 students in this study predominantly used less-effective strategies (eg, re-reading and re-writing of notes) prior to taking the course. They reported increased use of evidence-based learning strategies, particularly retrieval practice and elaboration, and practice of healthy lifestyle habits (ie, enough sleep, exercise, good nutrition) after course completion. Students believed that using the above learning strategies improved their learning and memory and performance on graded assessments, among other benefits. Students had a positive perception of the course.Conclusion. The elective course was associated with increased use of effective learning strategies, adoption of healthy lifestyle practices that aid learning, and increased appreciation for evidence-based learning strategies by the students. Future studies are needed to examine actual learning outcomes and barriers to implementation of evidence-based learning techniques.

Do Saudi Learners of English Recognize the Benefits of Consciousness-raising Tasks and Communicative Tasks?

This study examined perceptions of students of the benefits of consciousness-raising tasks (CRT) and communicative tasks (CT) when compared with actual learning outcomes in a Saudi secondary school context. Qualitative data were collected from 60 Saudi speaking learners of English, at various proficiency levels, who had engaged in a sequence of collaborative speaking and writing tasks. The results showed the value of the TBL approach which was not in question but makes a significant contribution regarding the importance of the role of interaction in mixed ability groups. The findings indicate that there was a variation in outcomes particularly in terms of how the students perceived the benefits and contribution of the intervention type to their learning. In addition, there was a further impact from the sociolinguistic context of the interaction, which indicates the role of group dynamics and individual variations of Saudi learners. This implies that fluency and accuracy during sociolinguistic interaction is influenced by a wide range of features than cannot be assessed through traditional fluency measures alone. The findings therefore lend support for a TBL approach to maintain the development of fluency, accuracy, and learning.

A systematic review of context-aware technology use in foreign language learning

As context plays a critical role in foreign language (FL) learning, context-aware technology is a promising tool for supporting FL learning. The present study examined studies published between 2000 and 2018 to understand the trends of technology and related research and the current issues with context-aware technology in FL learning. This review included 75 empirical studies and 13 system-descriptive studies. The empirical studies were further examined in terms of publication year, methodology, participants, languages, device types, and the effectiveness of the technology based on FL learning results. Most of the studies indicated positive effects of the technology in the affective, linguistic, socio-cultural, and cognitive domains. The review also found issues with the reviewed studies, including the research methods, research sustainability, and practicability of the technology. The review results showed that the number of publications per year fluctuated rather than increased over the studied period. Students’ perceptions of the use of context-aware technology in FL were the most common focus of the reviewed research; far fewer empirical studies were found that assessed students’ actual language learning outcomes. The results of this study suggest that more long-term, pedagogy-informed empirical studies based on students’ actual learning outcomes are required to verify the effectiveness of context-aware technology on FL learning and to help effectively integrate such technology into learning in the future.