College Student Learning Outcomes Research Articles

A study of quality assurance impact on online learning outcomes of college students

The effectiveness of online teaching depends on quality assurance (QA) support, including individualised helpdesk assistance and group-based faculty training. The purpose of this study is to examine the QA impact on student learning outcomes through a twofold approach: (1) quantitative analyses of the relationship between QA assistance data and 51,670 grade point average (GPA) records across online courses during the COVID-19 pandemic; and (2) qualitative extraction of the topic patterns about helpdesk services at a state university in California. An R package is employed to capture the primary features of technical assistance. While the QA support is triggered by the massive course switch to online teaching, the impact has been sustained by the fact that many incoming college students have taken online courses during the pandemic and wish to keep the online programme options in higher education. In alignment with the extended needs, the research findings are discussed to draw the future implications of QA support for faculty professional development and student learning in the post-pandemic era.

Relationship Between Nutritional Status And College Student Learning Outcomes

Relationship Between Nutritional Status And College Student Learning Outcomes

역할극을 통한 학습인식이 항공서비스전공 대학생의 대인관계능력, 학습만족, 학습성과에 미치는 영향에 관한 연구

This study aimed to analyze the relationship between the learning perception of aviation service subjects using role play on the interpersonal competence, learning satisfaction, and learning outcomes of college students majoring in aviation service. A survey was conducted targeting 217 university students majoring in aviation service who are enrolled in universities in the metropolitan area and Chungcheong area and have experience in class using role play. In addition, the hypothesis is verified using the structural equation model. Among the perceptions of role play classes experienced by university students majoring in aviation service, ‘interdependency’ was found to have a positive (+) effect on all sub-factors of interpersonal competence. And ‘usefulness’ confirmed the positive (+) influence relationship with ‘temperament for others’ and ‘communication’ except for ‘relationship promotion’ of interpersonal ability. Among sub-factor of interpersonal competence, it is confirmed that only the factors of ‘temperament for others’ and ‘communication’ had an effect on learning satisfaction. And it is proved that learning satisfaction is an important determinant of learning outcomes. Therefore, this study is expected to serve as a basis for deriving an efficient and optimal learning method for practical subjects in aviation service majors.

코로나19 시기 대학생의 학습경험 유형 및 특징 분석

Objectives This study explore whether latent classes with similar characteristics are derived according to the learning experiences of college students and their changes, focusing on 2020 and 2021, when involuntary distance classes were conducted due to COVID-19.
 Methods For this purpose, the results of the K-NSSE survey conducted in 2020 and 2021 targeting the first to fourth graders of two universities located in Gyeonggi-do and Jeolla-namdo were used. Finally, latent profile analysis was conducted based on the results of self-directed learning strategies, meaningful learning, academic self-efficacy, and learning motivation for 327 people in 2020 and 461 people in 2021. Also, one-way ANOVA analysis was performed to test the differences in educational outcomes between groups.
 Results The result are as follows. First, self-directed learning strategies, meaningful learning, academic self-efficacy, learning motivation, and core competencies and major skills, which are learning outcomes, all showed significant correlations in the learning situation of college students. Second, three latent groups were derived in 2020 and 2021 years : an ‘high-level learning experience’, a ‘medium-level learning experience’, and a ‘low-level learning experience’. Third, It was found that cognitive difficulties were shown in 2020 in the low-level learning experience type, while motivation and academic self-efficacy were lowered in 2021. Finally, as a result of examining the differences in learning outcomes between groups derived in 2020 and 2021, it was confirmed that there were significant differences in both core competencies and major skills.
 Conclusions Based on the results, it was confirmed that self-directed learning strategies, learning techniques, and learning motivation are important variables in improving students' learning outcomes even in the remote learning environment that has continued due to COVID-19. Also, it was suggested that various educational supports are needed to improve the learning recovery and learning outcomes of college students.

The Effectiveness of Developing Learning Media Based-Lectora Inspire in English Course

The research’s aim is to determine to find out the increase in college student learning outcomes using learning media based-Lectora Inspire developed in English courses. The Dick and Carey's ADDIE model is being used in this research and development. The college students' cognitive learning outcomes can be improved through the development of learning media based-Lectora Inspire because the gain score obtained is 0.307 which is included in the medium category.

The Development of Textbook Based Mind Mapping

The purpose of this study was to determine the feasibility and effectiveness of Learning Planning textbook based mind mapping that was developed. This type of research is research and development with 4D model. The subjects of this research are material expert, media expert, and test subjects. The data collection techniques are validation sheets and tests. The feasibility result of material expert's assessment on the component aspect with a total percentage of 91.66% is included in very good criteria and feasibility assessment of material substance with a total percentage of 94.4% is in very good criteria while the result of validation based on media experts with total average score of 87 with very good criteria. The use of textbook based mind mapping in the Lesson Planning course is effective for improving college student learning outcomes with an average of 84.06 with very good criteria.

Factors Affecting the Learning Outcomes of College Students during Online Class

Factors Affecting the Learning Outcomes of College Students during Online Class. Objective: The purpose of this study was to determine the factors affecting the achievement of learning outcomes of college students during online class and to know how they cope with the shift to online class to achieve learning outcomes. Methods: The study employed qualitative method that focused in the identifying and analyzing what all the respondents’ experiences do have common factors in the context of the phenomenon. With this, the data was gathered through an interview of five (5) 3rd year and 4th year students of Western Mindanao State University who were taking Bachelor of Elementary Education and enrolled in online classes during the academic year 2021-2022. Findings: The study found out several factors experienced by the students that affected their learning outcomes during online class which can be summarized as internet connectivity, physiological factors, non-academic influences, technological satisfaction and learning environmental. Conclusion: Based on the result, it clearly shows that online learning has significant issues that need further investigations. It can be assumed that the sudden shift of classes to an online mode of learning is less effective than the face-to-face set-up. Keywords: learning outcomes, online class, college students. Abstrak: Faktor-Faktor yang Mempengaruhi Hasil Belajar Mahasiswa Selama Kelas Online. Tujuan: Tujuan dari penelitian ini adalah untuk mengetahui faktor-faktor yang mempengaruhi pencapaian hasil belajar mahasiswa pada saat kelas online dan untuk mengetahui bagaimana mereka menghadapi peralihan ke kelas online untuk mencapai hasil belajar. Metode: Penelitian ini menggunakan metode kualitatif yang berfokus pada mengidentifikasi dan menganalisis apakah semua pengalaman responden memiliki faktor-faktor yang sama dalam konteks fenomena tersebut. Dengan demikian, data dikumpulkan melalui wawancara terhadap lima (5) mahasiswa tahun ke-3 dan ke-4 Universitas Negeri Mindanao Barat yang sedang menempuh pendidikan Sarjana Pendidikan Dasar dan mengikuti kelas online selama tahun ajaran 2021-2022. Temuan: Studi ini menemukan beberapa faktor yang dialami oleh siswa yang mempengaruhi hasil belajar mereka selama kelas online yang dapat diringkas sebagai konektivitas internet, faktor fisiologis, pengaruh non-akademik, kepuasan teknologi dan lingkungan belajar. Kesimpulan: Berdasarkan hasil tersebut, jelas menunjukkan bahwa pembelajaran online memiliki masalah signifikan yang memerlukan penyelidikan lebih lanjut. Dapat diasumsikan bahwa peralihan kelas secara tiba-tiba ke mode pembelajaran online kurang efektif dibandingkan dengan pengaturan tatap muka. Kata kunci: hasil belajar, pembelajaran online, mahasiswa. DOI: http://dx.doi.org/10.23960/jpp/v12.i3.202212

Electronic module of geometry based on inquiry

This research aimed at examining the influence of inquiry-based e-module for geometry lessons on the learning outcomes of college students of the elementary school education department. This research employed an experimental approach by using geometry e-module based on inquiry to find out and understand geometry concept. This study used a single-subject research approach involving students of Elementary School Education Department in Kanjuruhan University Malang. The data analysis technique in this study was used quantitative and qualitative descriptive procedures. Geometry e-module based on inquiry consisted of two topics, to be specific: two-dimensional and three-dimensional shapes. The results of this research indicate that the college students could determine the attributes of shape such as circumference and areas of two-dimensional shapes as well as nets, face areas, and volume of three-dimensional shapes. Therefore, this further confirms that geometry e-module based inquiry could be applied as an electronic instructional media for college students.

Mutu Hasil Belajar Aljabar Linear melalui Pembelajaran Daring di Palcomtech Palembang

This research is a quantitative study which aims to determine the quality of college student learning outcomes during online learning in Linear Algebra courses. The subjects of this research were 50 college students of Informatics Engineering and Information Systems, STMIK and Polytechnic at Palcomtech Palembang. Data regarding college students' abilities and difficulties were obtained from test methods, documentation and observation during online learning. Online learning that is done through the zoom application and group whatsapp. Data were analyzed to determine the quality of Linear Algebra learning outcomes through online learning. Based on the data obtained from college student scores, namely 8 independent assignments, 2 quizzes, Mid-Semester Exams and Final Semester Exams during online learning in Linear Algebra courses, the average college student grade was 76.67. The value category is in a high range, which is good.

Application of the Modified College Impact Model to Understand Chinese Engineering Undergraduates’ Sustainability Consciousness

The college impact model provides a valuable framework for explaining various college student learning outcomes. However, few quantitative studies have examined the effectiveness of college impact model in explaining engineering undergraduates’ sustainability consciousness, a critical learning outcome in engineering education. This study proposes a modified college impact model to test the structural links among curriculum experiences, sustainable agency beliefs, and engineering undergraduates’ sustainability consciousness, and to explore the moderating effect of gender on the structural model. Data are collected from 1804 senior engineering students enrolled in five traditional engineering disciplines at 14 first-class engineering universities in China. Structural equation modeling was used for testing the research model. The results demonstrate that (1) curricular emphasis has a significant direct impact on all three dimensions of students’ sustainability consciousness, while instructional practice has a significant direct influence on the sustainability knowingness dimension; (2) both curricular emphasis and instructional practice have a significant indirect influence on sustainability consciousness through the full or partial mediation of sustainable agency beliefs; and (3) gender moderates several paths in the structural model. Theoretical and practical implications are provided, and suggestions for future research are offered.

College students’ cognitive learning outcomes in flipped classroom instruction: a meta-analysis of the empirical literature

The concept of the flipped classroom has generated considerable interest in the educational context in recent years, especially in higher education. However, research to date has been controversial with regard to the effectiveness of flipped classroom instructions on college student learning outcomes. The purpose of the present study was to identify high-quality empirical publications that examine the learning outcomes of college students and to utilize meta-analyses to determine the overall effectiveness of flipped classroom instructions. A systematic database search that included the Web of Science, the Education Resources Information Center, and Elsevier ScienceDirect, was conducted to identify peer-reviewed studies that met the inclusion criteria. A total of 33 studies were included in this systematic review. Two reviewers independently performed both study identification and data extraction. The meta-analysis was conducted using Review Manager 5.3 software, and the calculated effect sizes showed that flipped classroom instructions can positively influence college students’ cognitive learning outcomes compared to traditional lectures. Moderator variable analysis suggests that the pedagogical approach was the only significant factor examined that influences the effectiveness of flipped classroom instruction. These results indicate that the flipped classroom instructional model helps college students to improve their cognitive learning across a wide-reaching synthesis of currently available interdisciplinary research reports. The flipped classroom was also found to be more effective when instructors integrate individualized active and collaborative pedagogical approaches.

Testing the Mediating Role of Student Learning Outcomes in the Relationship Among Students’ Social Capital, International Mindsets, and Employability

Higher education policy fails to meet the requirement of rapidly changing society and employers’ expectation in Taiwan, resulting in a great gap between university education and employment. This study aims to explore the relationship among students’ social capital, international mindsets, learning outcomes, and student employability in higher education institutions (HEIs) via analyzing a purposely sample size of 801 undergraduates from 16 Taiwanese HEIs with structural equation model. The results show that the influences of students’ social capital and international mindsets on student employability are evident. Furthermore, male and female students do have different routes to the development of employability. The findings suggest that college student learning outcomes plays a critical role in developing the important employability. These results call for additional scholarly investigation into gender influence on college impact and gender-dependent activities during college; moreover, they encourage institutions of higher education to adopt more gender-specific approaches to relevant institutional policies and practices. Based on the findings, specific implications for HEIs are provided.

An Educational Framework for Healthcare Facility Management: Preparing Future Professionals

ABSTRACT Purpose— The purpose of this research is to better understand learning outcomes essential for college students to be effective entry-level healthcare facility managers, establishing a healthcare FM education framework to further open FM academic programs as a sustainable source of new talent for the healthcare FM industry. Design/methodology/approach— A Delphi method was used for this research to draw upon the collective knowledge and experience of 13 experts over three iterative rounds of input. Phone interviews were also employed. Findings— This study shows that gaps exist in student learning outcomes for a comprehensive healthcare FM education; key technical topics specific to the healthcare industry are not being addressed by organizations accrediting construction and facility management academic programs. Many of these student learning outcomes could be readily combined into existing learning outcomes or used to develop a comprehensive healthcare FM education covering accreditation, regulatory and code compliance, infection control, systems in healthcare facilities, healthcare construction project management and methods, and clinical operations and medical equipment. Interestingly, academics in the field of FM generally disagree with industry professionals that these technical topics are important student learning outcomes. Consequently, FM academics prefer to teach students general FM principles with the expectation that specific technical knowledge will be gained in the workplace after graduation from college. Nevertheless, candidates attempting to enter healthcare FM without industry specific knowledge are disadvantaged due to industry perceptions and expectations. University-industry linkage must be improved to successfully attract students into the field of healthcare FM and open colleges and universities as a sustainable recruitment source in helping address FM attrition. Originality/value— This paper is valuable in establishing a healthcare FM education framework to elucidate college student learning outcomes upon graduation for successful employment as an entry-level healthcare facility manager. These student learning outcomes provide a framework for healthcare FM education to be used by industry and academia in preparing future professionals.

PENERAPAN METODE EKSPERIMEN PADA MATA KULIAH KONSEP DASAR IPA DALAM MATERI BAGIAN TUBUH TUMBUHAN (Penelitian Kualitatif-Deskriptif pada Mahasiswa PGSD Universitas PGRI Palembang)

ABSTRACTThis study aims to obtain a description of the implementation of the basic science concept courses with experimental methods and their impact on the activities and learning outcomes of collegesstudents. The research method used is descriptive analysis method. The data were collected on PGSD collegesstudents with 15 peoples. With the experimental method colleges students are given problems by lecturers.Colleges students with their groups conduct discussions, problem analysis, design experiments and report the results of the experiments in front of the class. The average of colleges student activity at meetings 1 and 2 is 72.3% with active category and at meetings 3 and4 is 86.32% with very active category.Colleges student learning outcomes were obtained by using one sample t-test statistic test on N-Gain value. The statistical test results show the difference (mean) is 0.548 with t = 16.968 and the significance level is 0.000 <0.05. It can be concluded that there is a very significant difference between colleges student learning outcomes with the application of experimental methods with before applying the experimental method.Keywords- Experimental method, liveliness, and college student learning outcomes.

China’s Popular Educational Activity: Does Social Practice Really Help Enhance College Student Learning Outcomes?

Social Practice (SP) is a type of educational activity with “Chinese characteristic,” and it is widespread and accessible in China’s higher education institutions. This paper explores the features of Social Practice participants and the impacts of these practices on college student learning outcomes with quantitative data collected through the “China College Student Survey” (CCSS) Project. In particular, the paper examines three types of social practices (Academic Social Practice, Professional Social Practice, and Service Social Practice) and their impacts on student self-reported gains in knowledge, skills, and values. The study finds that: a) more than 70% college students have social practice experience, and another 26% intend to participate before graduation; b) engaging in social practice is statistically significantly correlated with self-reported improvement in all kinds of learning outcomes; c) the impact varies by the type of practices and student level of engagement. These findings suggest that it is beneficial for students to engage in social practice during college. Higher education institutions should provide students with opportunities to participate in different types of social practices.

The Effects of Participation in Learning Communities on Learning Outcomes of College Students: Focusing on the Mediation Effects of Socioeconomic Status

The Effects of Participation in Learning Communities on Learning Outcomes of College Students: Focusing on the Mediation Effects of Socioeconomic Status

Understanding the University and Faculty Investment in Implementing High-Impact Educational Practices

A variety of assessment options utilizing high-impact educational practices have emerged to assist faculty in higher education with college student learning outcomes. High-impact practices are defined as teaching and learning designs which have been demonstrated to increase student engagement and persistence. Practices such as first-year seminars, tech-rich learning communities, collaborative projects, undergrad research, global/diversity learning, service learning, practicums, and internships are educational tools making it possible to assess the practices’ contribution to students’ cumulative learning. However, utilization of these practices is unsystematic due in part to the required investment of time, training, and money. This paper describes high-impact practices that support course and program level learning outcomes in conjunction with the investments for implementation. Exploration into why these types of practices are effective and which students have access to them emphasizes the need for this investment to meet accreditation standards and the mandates of our government’s “completion agenda” geared towards preparing America’s future workforce.

Effect of discussion activities and interactions with faculty to mediate self-directed learning capability on learning outcomes of college students

Effect of discussion activities and interactions with faculty to mediate self-directed learning capability on learning outcomes of college students

A Taxonomy of College Student Learning Outcomes in China: A Multi-Institutional, Mixed-Method Study

This mixed methods study investigates learning outcomes resulting from college attendance in the Chinese mainland. Data for this study is derived from undergraduate survey responses at 21 universities and interviews with 64 seniors at five universities. Factor analysis reduced learning outcome items to two factors, and 19 categories of learning outcomes were distilled from interview data. These categories were then reduced to four domains: knowledge, skills, intrapersonal awareness, and interpersonal competence. Compared with literature generated in the West, intercultural competency as well as quantitative and computer literacy are missing in the Chinese higher education context. Student learning is an integrated whole and takes place in diverse settings in and outside the classroom.

The Structural Relationship Between Student Engagement and Learning Outcomes in Korea

The purpose of this study was to examine the structural relationships between students’ learning outcomes and the factors that relate to these outcomes, including college environment, class participation, student–faculty interaction, and integration of experiences. The study focused on the impact of college environment and classroom participation on learning outcomes, and on the mediating effect of integration of students’ collegiate experiences. Using data from 18,551 students in 32 universities in Korea, this study employed structural equation modeling to investigate the structural relations among the variables. It was found that college environment, student–faculty interaction, and class participation have significant effects on improving students’ learning outcomes and were indirectly associated with learning outcomes through integration of experiences. Finally, we discussed the implications for future research and policy development in relation to learning outcomes of college students in Asia.