Description Of Learning Outcomes Research Articles

Learning team-based quality improvement in a virtual setting: a qualitative study

ObjectiveThe objective was to explore students’ perceptions of learning quality improvement (QI) in a virtual setting and identify factors that promote or inhibit virtual learning.DesignWe used an exploratory case study...

THE USE OF ADVERTISEMENT IN SOCIAL MEDIA TO ENRICH STUDENTS’ VOCABULARY

This study aims to at improving the vocabulary mastery in students' vocabulary by using advertisement media for grade 9 at SMPN 168 Jakarta. This research is a Classroom Action Research conducted, each cycle consists of 4 stages, namely: planning, action, observation and reflection with the research process (1) learning by using advertising media (2) planning the form of action in cycle 2 based on the results of cycle 1 reflection. research indicators show an increase in student learning outcomes. The research subjects were grade 9 students at SMPN 168 Jakarta in the odd semester 2021/2022, totaling 18 students. The results showed that in the cycle. The results showed that in the first cycle only 11 students (61.2%) achieved the KKM score (75), while 7 students (38.8%) were below the KKM score. The second cycle showed that only 2 people (11.4%) did not reach the KKM score. Meanwhile, 16 students (88.6%) whose scores exceed the KKM. The description of learning outcomes through advertising media for grade 9 students based on the results of the second cycle test, namely in the complete category reaching 88.6 percent and only a few students having learning outcomes through advertising media, namely 11.4 percent, in the first cycle students who completed only 61.2 percent and not completed as much as 38.8 percent. This illustrates that learning with the learning model with advertising media has been going well and can support increasing vocabulary with advertising media on social media. Therefore, it is recommended that teachers in teaching subject matter should prioritize the use of cooperative learning models using advertising media on social media.

Simulering som pedagogisk metode i lærerutdanning

Bakgrunn: Lærerstudenter skal inneha kompetanse innen ulike kommunikasjonsferdigheter for å være kvalifisert som lærer i skoleverket. Tilbakemeldingen fra studentene tyder på at de ønsker øving på virkelighetsnær kommunikasjon med relevans til skolepraksis Dette var utgangspunktet for et prosjekt som ble gjennomført på treårig yrkesfaglærerutdanningen i Trondheim, høsten 2018. Simulering ble tatt i bruk som undrevisningsverktøy med fokus på rollespill mellom elev og lærer.
 Hensikt: Å undersøke studentenes erfaringer med bruk av simulering som pedagogisk metode i yrkesfaglærerutdanning.
 Metode: 15 refleksjonslogger ble skrevet av førsteårstudenter ved yrkesfaglærerutdanningen, helse- og oppvekstfag. Analysen har ett fenomenologisk tilsnitt, og baserer seg på Malterud sin systematiske tekstkondensering.
 Resultat: Studien viser at det var av betydning at forberedelsene startet tidlig i semesteret, der det ble presentert pensum med læringsutbyttebeskrivelser, og ett virkelighetsnært case. Studentene pekte på at debriefingsfasen var viktig i forhold til egen refleksjon og læring, og at de opplevde samlæring med medstudenter. Det ble meddelt at pensum ble synliggjort i rollespillet, og at studentene var tydelig på at øving var av nødvendighet for å bli trygg i lærerrollen. Studien viser at studentene ønsket å anvende den kunnskapen de hadde ervervet til praksisfeltet.
 Konklusjon: Studien viser at yrkesfaglærerstudentene opplevde nytteverdi av simulering som undervisningsmetode, og at denne kunnskapen hadde relevans til skolepraksis.
 
 
 
 
 
 
 
 
 
 
 
 

The S-T-E-M Quartet

The issue of integrated STEM curriculum design and evaluation requires a more consistent understanding and clarity among STEM educators. In this paper, we propose an instructional framework of STEM integration based on the theoretical notions of disciplinarity and problem-centred learning. The proposed S-T-E-M Quartet instructional framework utilises complex, persistent and extended problems at its core, and the problem solving process as the overarching frame. The key difference between the proposed S-T-E-M Quartet instructional framework and models such as the STEM road map and the Cubic model for STEAM education is the emphasis on the connections between different disciplines. Similar to the STEM road map, the application of the S-T-E-M Quartet framework begins with a single lead discipline as the focus and subsequently examines how knowledge and skills of the lead discipline are connected and related to the other three disciplines. As an instructional framework, the S-T-E-M Quartet requires description of learning outcomes for each discipline when students work with the problem. The learning outcomes within individual disciplines constitute the vertical learning within a discipline. Depending on the problem described, the learning outcomes for some disciplines might be more in-depth than others. As the S-T-E-M Quartet foregrounds connections between disciplines, attention is also paid to the strength of connections, whether they are weak, moderate or strong. A case example of application of the S-T-E-M Quartet instructional framework is presented as an illustration of how the S-T-E-M Quartet instructional framework can be used to design and reflect on STEM tasks.

Enhancing Adaptivity and Resilience Through Team Member Change

The interest in aligning college graduates’ skills, competencies, and experiences with what employers desire continues across academia. Employers seek higher levels of resilience than they see in most new employees. This article provides a review of the employee resilience literature and describes a team member change scenario focused on enhancing student resilience for use by faculty in course design. Business school students participating in a 10-week, team-based business simulation experience a team member change midway through the simulation. Student response and descriptions of learning outcomes from the member change experience are discussed.

DESKRIPSI HASIL BELAJAR BANGUN RUANG SISI DATAR PADA PENERAPAN DIRECT INSTRUCTION DENGAN ALAT PERAGA DIKELAS VIII F MTS N 02 KOTA BENGKULU TAHUN AJARAN 2016/2017

The purpose of this study is to obtain a description of the results of learning materials wake up flat space on the application of direct instruction with props in class VIII F MTs N 02 Kota Bengkulu. The research method used is quantitative description. The subject of this research is 27 students of class VIII F MTs N 02 Kota Bengkulu even semester of academic year 2016/2017. The instrument used is a sheet of student learning outcomes consisting of 4 essay questions. Direct instructional instruction steps with orientation aids, presentation with props wake up flat side room, structured practice with props wake up flat space, practice under teacher guidance, and independent practice. The average score of each indicator about the student's work is: indicator 1 = 17,40 (good), indicator 2 = 25,85 (good), indicator 3 = 11,37 (good enough), indicator 4 = 11,12 ( Good enough), indicator 5 = 21.44 (good), indicator 6 = 15.44 (good), indicator 7 = 20.25 (good), indicator 8 = 18.29 (good), indicator 9 = 35.7 (Good), and indicator 10 = 45,4 (good). Keywords : descriptions of learning outcomes; Direct instruction; learning outcomes.

A Critical Evaluation of the Concept and Writing of Learning Outcomes

Recent changes in educational paradigms that emphasize the performance or outcomes of education are redefining how learning objectives are being described as ‘learning outcomes’ in various academic disciplines. Medical education is not an exception to this trend. However, it has come to our attention that the key concepts and appropriate descriptions of learning outcomes have not been well understood among educators and that this lack of understanding has hindered our efforts to implement the practice in the field. This study aims to provide a direction to establish and describe learning outcomes by examining previous studies that have focused on setting learning objectives as well as learning outcomes. Setting and describing learning outcomes starts from reflection on the approach of behavioral learning objectives, which overemphasizes learner’s acquired knowledge, skills, and attitude in each classroom rather than actual performance. On the other hand, the learning outcome approach focuses on what the learner is able to do as a result of a learning experience. This approach is more learner-friendly and encourages students to lead and be responsible for their learning process. Learning outcomes can best be described when the relevance of actual contexts and the hierarchy of learning objectives are considered. In addition, they should be in the form of context, task, performance, and level, as well as be planned with proper assessment and feedback procedures. When these conditions are met, the learning outcome approach is beneficial to students as it presents a curriculum that is more open to learners. Despite these advantages of the learning outcome approach, there is a possible concern that setting the learning outcomes and describing them can restrict evaluation to lower cognitive skills if the concept of learning outcome is narrowly interpreted or is set too low. To avoid such narrow applications, it is important for educators to understand the comprehensiveness of the learning outcome setting and to consider long-term outcomes embedded in an organizational vision rather than only short-term behavioral outcomes.

A typology of transformation: Reviewing the transformative learning literature

This article depicts the literature on transformative learning theory in two ways. First, it conveys an historical evolution of the theory that has taken place over the past four decades. Second, it reviews the research literature on transformative learning within the field of adult education over the past 12 years in terms of its portrayal and description of learning outcomes. Based on these depictions, this article offers a reconceptualisation of transformative learning as a metatheory under which specific theories aggregate. It provides a new definition of transformative learning that is capable of encompassing the wide variety of learning outcomes conveyed in the research literature, as well as concepts to serve as criteria for learning outcomes to be considered transformative. Lastly, this article offers a typology for future scholars to use in articulating outcomes of transformative learning.

Challenges in the standardization of nursing education in Europe: A literature study focusing on the implementation of qualification frameworks

Two European qualification frameworks for higher education have been developed over the past decades. One of the goals of these are to promote common descriptions of learning outcomes at various levels within higher education. This article describes a) how national qualification frameworks have been perceived within bachelor nursing education, and b) the correspondence between learning outcomes and assessment methods. Evidently, a key factor for success is that the governing entities create a climate for good cooperation within and between the education institutions. However, our findings suggest that the communication between the experts and the educational institutions, who worked with the development and implementation of the national qualifications frameworks, has been far from good enough. Furthermore, there is a need to develop valid criteria for nursing competence, which in turn, could be integrated into the QFs and the NQFs. In this manner, on might secure that nursing education will uphold and meet the highest standards in all educational systems across Europe.

ECVET-trainer proposals for the gradual application of ECVET model in the four key productive sectors of the EU

The ECVET-Trainer project is aimed at facilitating the understanding of the ECVET model by VET trainers and centres in the four key productive sectors of the EU (agriculture, industry, construction and services). The contribution of VET teachers and trainers (hereafter VET trainers) to the European policies of Lifelong learning is widely known, as well as their acknowledgement as key stakeholders for the goals of the ET2020 and for the implementation of ECVET model and other European instruments, based on a learning outcomes approach. Up to now, VET teachers and trainers have not been officially involved in the implementation of ECVET. In some countries developing projects and pilot experiences, trainers have collaborated on the design of the different elements of ECVET, such as in the description of learning outcomes. In the development ECVET it is expected that they can assume tasks for assessing learning outcomes and develop guidance activities. One of the most important findings of this project deal with the possible role of VET teachers and trainers would assume in the development of ECVET taking into account the different principles of this credit methodology: description of qualifications, desing of units of learning outcomes, allocation of ECVET points, collaboration with competent institutions, participation in the Memorandum of Understanding and development of Learning agreements, assessment of learning outcomes and their contribution in the relation between ECVET and ECTS methodologies.

Competence acquisition in different learning arrangements

The next edition of the European Society for Engineering Education (SEFI) Mathematics Working Group´s curriculum document will be based on the notion of mathematical competence. This approach aims particularly to capture higher-level learning goals that go beyond the traditional content-related and often small-scale description of learning out-comes. In this contribution,`classical´and more recent learning arrangements are investigated regarding their potential for competence acquisition. The learning arrangements include lectures, assignments, tutorials, laboratories, projects and technology enhanced learning arrangements. We relate these to the eight comptencies identified in the current SEFI curriculum discussion document and explore the contribution each of the different learning arrangements may provide for competency acquisition.