Learning Outcomes In Higher Education Research Articles

Nudging study habits: A field experiment on peer tutoring in higher education

More than two of every five students who enroll in college fail to graduate within six years. Peer tutoring offers one approach to improve learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by seven percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. The intervention cost $3.32–$14.58 per additional tutoring hour, the lowest reported in the literature on peer tutoring experiments. We find little evidence of advertising-induced tutoring on learning outcomes.

A Study on the Factors of Learning Outcomes in Higher Education: Based on the Teaching Qualities and Extracurricular Activities

A Study on the Factors of Learning Outcomes in Higher Education: Based on the Teaching Qualities and Extracurricular Activities

LOGISTIC REGRESSION MODEL FOR PREDICTING FIRST SEMESTER STUDENTS GPA CATEGORY BASED ON HIGH SCHOOL ACADEMIC ACHIEVEMENT

(ProQuest: ... denotes formulae omitted.)INTRODUCTION:One of the important stakeholders in university is students. Before entering Duta Wacana Christian University (DWCU), students have had different educational and environment backgrounds. The different environments background means having a secondary school they have taken or take. For example, those coming from senior high school in Java and outside Java. And also they maybe come from ordinary high school or vocational high school. The last, they also maybe come from public high school or private high school high school. After prospective new students are admitted as college students at Faculty of Information Technology, DWCU and after learning process in the first semester, the results of their study are reflected in their first semester Grade Point Average (GPA). The GPA of a student can be regarded as evaluation of learning outcomes in higher education. There are some students who secured high GPA whereas some obtained low GPA. At the first semester, these students can sometimes move to another faculty. In addition, there are some students who have not registered for the next semester, so that they are no longer active as college students or even resign as a student from the Faculty of Information Technology DWCU.There are many different external factors that may affect the first semester GPA beside existing internal factors such as interests, talents, abilities, diligence, self-motivation. External factors that are used in this research are the location of high school, categories of high school, status of high school, and level of English test result. The location of high school can be categorized into high schools in Java and outside Java and the high schools are classified by usual high school and vocational high school which also thought to be investigated. Similarly, the status of high school is categorized into high school with the status of State and Private status. In addition, the level of English among the students is also a possible factor affecting students' first semester GPA. In this research we only limit on factors as mentioned above. Actually there are many more factors that may affect the GPA categories that is not covered, such as: gender, interest in studies, family economic level, employment background of parents / guardians and others.In a previous research, Santosa & Setiadi (2015) have investigated about the factors that affect students' GPA significantly, but they have not observed a relationship between GPA and these factors. This research is the next step of previous research which essentially tries to find mathematical models such as logistic regression to predict the categories of students' first semester GPA at the Faculty of Information Technology, DWCU.LITERATURE REVIEW:DATA MINING:Due to the internet development, there is a rise in global data usage. Data is a collection of facts that have been valid and ready to be used for the purposes of seeking information. Information can be obtained in various ways, either manually or automatically. If the amount of data is too large, then the information search becomes increasingly difficult, especially if it is performed manually. A search for information from a large number of datasets can be done automatically using Data Mining. Data Mining (Knowledge Discovery from Data) is a discipline in Information Technology that is interdisciplinary and is able to perform mining of data in large numbers in order to obtain various kinds of information in the form of certain patterns that are hard to find by searching manually (Rud, 2010).Stages of data mining in knowledge discovery process is as follows (Han & Kamber, 2011):1. Data collection phase (either from a database or other data source): In this research, the data retrieved from the achievements of high school students who come from the path of achievement in the Faculty of Information Technology UKDW act as the data source. …

Higher education learning outcomes – Ambiguity and change in higher education

AbstractThe emerging interdependent world order poses new challenges for States and citizens alike. For States, interdependence has meant a new concern with integration, whilst for citizens and authorities alike, greater mobility has raised new concerns about recognition of competences, qualifications, quality and transparency. The introduction of learning outcomes is one of the principal instruments to achieve this in higher education. This article analyses how the implementation of higher education learning outcomes (HELOs) can be seen as ambiguous governance and management tools, manifested as parts of international policy development and policy trends. These ambiguous tools intertwine with different disciplinary and stakeholder networks. The desire to implement HELOs in a more or less uniform way across as diverse contexts (countries, disciplines, institutions) as possible has led to a design strategy that favours generic definitions of learning outcomes. In the implementation process, these generic HELOs are experienced as ambiguous, meaning that they are characterised by an openness to different interpretations. This opens up a space of discretionary and interpretational latitude, either because HELOs are assimilated to traditional path dependencies, or because they allow institutional agents (such as institutional leaders and others) the space to introduce change. The ambiguity of HELOs simultaneously provides the flexibility for contextually‐diverse implementation, ensures less comparability than initially envisaged, and opens up the possibility for change, although change is contingent on structures and processes that are external to the policy process itself. HELOs are thus a paradigm case of the centrality of context in policy implementation studies.

Academic Institutions, Ambiguity and Learning Outcomes as Management Tools

AbstractSpecifying learning outcomes (LOs) in higher education as part of the European Qualification Framework (EQF) has resulted in a variety of experiences in the national contexts of England and Norway, as well as in different institutional and disciplinary settings. This article contributes to a contextualised understanding of the kind of management tools that higher education learning outcomes (HELOs) are, based on a conceptually‐informed comparative empirical analysis. The comparison is based on two types of disciplines (the humanities and STEM) in two national contexts (Norway and England) at two research‐intensive universities in each country. These settings offer an opportunity to look for evidence – inspired by public administration literature – as to whether HELOs have some specific characteristics as management tools. HELOs share the characteristics that afflict most reform policies – that of ambiguity and the potential of being shaped by a number of circumstantial factors. Higher education institutions are highly dependent on, and embedded in, multiple relationships to the environment. Hence, as decision making structures, they are ‘penetrated’ and influenced in ways that are likely to vary across countries, types of institutions and academic disciplines. Because institutions and disciplinary groups are embedded in different policy (varying degrees and forms of state steering and policy implementation) and organisational environments (different degrees and forms of hierarchical leadership, managerial control, and autonomy) and different disciplines (different perceptions of scientific‐, professional‐, educational mission, and relationships to external stakeholders) they also constitute different organisational spaces for participation and engagement in shaping and using HELOs.

Higher education learning outcomes – transforming higher education?

Higher education learning outcomes – transforming higher education?

Higher Education Learning Outcomes and their Ambiguous Relationship to Disciplines and Professions

AbstractThis article highlights the significance of professional and disciplinary spaces in the shaping of Learning Outcomes (Los) in higher education. It is based on empirical studies of three programmes (engineering, the humanities and medicine) at two Norwegian universities. The results demonstrate both similarities and differences in the dynamics of learning outcomes formation. In the humanities and engineering they were translated into learning objectives, closing in on course rationalisation and portfolio coherence. Whilst the focus in the humanities remained internal in orientation, in engineering, internal processes of implementation merged with quality assurance and external development processes mediated by the engineering profession. In medicine, the introduction and implementation of learning outcomes were mediated by prior experiences with problem‐based learning practices. During that process, learning outcomes became oriented towards professional identity and conformity to international quality standards. In that sense, learning outcomes could function as regulatory mechanisms sheltering medical education from outside interference rather than as a tool for structuring learning. Within the framework of learning outcomes, professional compliance with external scrutiny through the display of standards has become more important, but also more linked to the university as an organisational actor.

Online formative assessments in a digital signal processing course: Effects of feedback type and content difficulty on students learning achievements

This study aimed to investigate the effects of using online formative assessments on students’ learning achievements. Using a quasi-experimental study design with one control group (no formative assessments available), and two experimental groups receiving feedback in available online formative assessments (knowledge of the correct response – KCR, or elaborated feedback – EF), it was investigated how feedback type in combination with learning content complexity will affect students’ learning achievements when used in-vivo, in a digital signal processing university course. Data generated by the two experimental groups was additionally used to investigate differences in using online formative assessments based on the feedback type. Study findings suggest online formative assessments are a very efficient educational intervention for this domain. The acquired data suggests that students quickly recognized the value of the formative assessments and that more than 90% of students have used them extensively. Statistically significant improvements in learning achievements were observed in the KCR group compared to the control group (p < 0.01, Cohen’s d between 0.691 and 1.080, depending on the learning content complexity), and KCR group compared to the EF group (p < 0.01, Cohen’s d = 0.877, in the case of most complex of the three learning contents used). No statistically significant differences were found in formative assessment usage between the two experimental groups, aside from the difference in the time between consecutive formative assessment attempts, indicating students did make use of the available feedback. Reported results are significant for demonstrating the potential of online formative assessments in achieving the desired learning outcomes in higher education, as well as for gaining insights into students’ habits of using them.

Nudging Study Habits: A Field Experiment on Peer Tutoring in Higher Education

More than two of every five students who enrolled in college in 2007 failed to graduate by 2013. Peer tutoring services offer one approach toward improving learning outcomes in higher education. We conducted a randomized controlled experiment designed to increase take-up of university tutoring services. Brief, one-time messages increased tutoring take-up by 7 percentage points, or 23% of the control group mean. Attendance at multiple tutoring sessions increased by nearly the same amount, suggesting substantial changes in study habits in response to a simple and inexpensive intervention. We find little evidence of advertising-induced tutoring on learning outcomes.

CURRICULUM ENRICHMENT FOR LEARNING OUTCOMES IN HIGHER EDUCATION

In higher education learning outcomes are the specifications of what a student should learn and demonstrate on successful completion of the course or the programme. It could be seen as desired outcome of learning process more importantly in terms of acquisition of skills and knowledge. The ultimate learning outcome may be reflected in the vision and mission of the institution like for example, developing younger generation into responsible citizens of the country with social sensitivity and general neutrality upholding values while at the same time employable and successful in their career. Institutional strategy to nurture critical thinking, creativity and scientific temper among the students and transform them into life long learners and innovators. Learner-centered education through appropriate methodologies facilitates effective learning as teaching-learning modalities of higher education are considered to be relevant to the learner group. Curriculum delivery and pedagogy should incorporate multitude of learning experiences such as project based learning, lab. Based learning, activity based learning, experiential learning, field based learning, technology based learning, community based learning, team based learning, analytical learning, observation based learning, social service based learning etc. The role of the institution is to identify and provide such experiences as to improve their learning through the all-round learning opportunities available to them. This paper discusses the efforts of a higher education institution to device a variety of curriculum enrichments in learning to promote student learning outcomes.

Shaping Perceptions of a Policy Instrument: The Political–Administrative Formation of Learning Outcomes in Higher Education in Norway and England

One of the most significant European higher education reform initiatives of the last decade is the introduction of a European Qualification Framework (EQF) emphasizing Learning Outcomes (LOs) in higher education. The EQF is offered as a reform to contribute to increased transparency and mobility, and also implies a certain degree of standardization and comparability as to how these initiatives are implemented in European countries. The current article considers these changes in light of institutional perspectives that highlight how common HE reforms, in practice, often vary considerably. It investigates how factors of national policy-making contexts, reform traditions and broader reform agendas contribute to variations in contemporary interpretations and applications of LOs, here in the cases of Norwegian and English HE. It argues that (1) the characteristics of English and Norwegian higher education provided contexts where the perceptions of LOs evolved in very different ways, (2) the different political–administrative structures in the two countries were linked to different governance logics at the national level and institutional levels, and (3) despite these variations, some common mechanisms driving reform can be identified, in the role of intermediary and quality assurance bodies.

No Second Chance to Make a First Impression: The “Thin‐Slice” Effect on Instructor Ratings and Learning Outcomes in Higher Education

Prior research has found strong and persistent effects of instructor first impressions on student evaluations. Because these studies look at real classroom lessons, this finding fits two different interpretations: (1) first impressions may color student experience of instruction regardless of lesson quality, or (2) first impressions may provide valid evidence for instructional quality. By using scripted lessons, we experimentally investigated how first impression and instruction quality related to learning and evaluation of instruction among college students. Results from two studies indicate that quality of instruction is the strongest determinant of student factual and conceptual learning, but that both instructional quality and first impressions affect evaluations of the instructor. First impressions matter, but our findings suggest that lesson quality matters more.

The place of content and pedagogy in shaping sustainability learning outcomes in higher education

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed.

STUDENTS’ EVALUATION OF EDUCATION QUALITY IN HUMAN RESOURCE MANAGEMENT AREA: CASE OF PRIVATE CZECH UNIVERSITY

The quality of education, lessons, subjects and teachers perceived by students is currently often discussed topic regarding strategic management of universities. Assessment of higher education learning outcomes represents internalization of a higher education competition. The aim of the article is to evaluate perception of education quality of lectures, subjects and teachers by university students in the area of human resource management in private Czech university and to identify main approaches to academic staff. The data were collected by quantitative survey by questionnaire data collection (n=218). Students state that subjects, lessons and teachers in the area of human resource management lessons mostly satisfied their expectations (average value between 1.09 and 1.97). The students emphasised that the staff creates positive atmosphere and gives the opportunity to express an opinion which is very important for students at the university. Research outcomes show there is a dependency between the effort of teacher, student understanding and teachers’s willingness to give students an opportunity to express an opinion. The paper is extension of conference paper presented on ERIE conference 2016.

Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning

Learning outcomes are now mandated in higher education courses across Europe. However, their impact on teaching and student learning is both uncertain and an issue for debate. In this paper, we explore (1) what is meant by learning outcomes in diverse contexts and (2) whether policy and practice governing learning outcomes accord with developments in learning theories, especially regarding sociocultural approaches that have drawn significant interest since the 1990s (Engestrom 1987; Lave and Wenger 1991). Shepard’s (Educational Researcher, 29(7), 4–14, 2000) publication is particularly salient to our examination due to her identification of an emerging paradigm to assist in the understanding of the relationships among teaching, learning and assessment. Employing recent work on conceptualisations of learning outcomes and a four-quadrant taxonomy (Proitz in Educational Assessment, Evaluation and Accountability, 22(2), 119–137, 2010, 2014), we discuss relevant learning theory approaches. This article is a conceptual investigation exploring the grounds for the assumption that learning can be predefined in terms of (expected) outcomes. Specifically, we discuss this assumption from the perspective of recent developments in learning theories. We argue that introducing learning outcomes predominantly for policy and management purposes may actually weaken the learning outcomes’ potential to direct teaching and learning and to improve the quality of both.

Blending a class video blog to optimize student learning outcomes in higher education

This exploratory study investigates whether blending a class video blog into face-to-face instruction may simultaneously enhance university students' actual learning performance and affective outcome. Research as to the effects of such a pedagogical approach remains less studied in the extant literature. This yearlong investigation collects multiple data sources from 42 university freshmen in an experimental group (EG, N=21) and a control group (CG, N=21). Results indicate that the EG statistically outperforms the CG in oral proficiency development after the interventions. While there is no significant difference between the two groups in terms of overall and outside-class willingness to communicate in the target language, it appears that the CG perceives more in-class willingness at the end of this study. Qualitative data sources reveal the EG's positive attitude toward joining this shared blog platform and several concerns raised by some of these learners during the learning process.

Learning outcomes in higher education: assumptions, positions and the views of early-career staff in the UK system

According to the UK Quality Assurance Agency, the adoption and use of learning outcomes has been complete across UK higher education since 2007, when it declared that ‘most departments and institutions have fully adopted the principles of learning outcomes’. And yet, the evidence from the ground to support this statement is currently lacking. The issue of learning outcomes has been a topic of debate, which runs far deeper than the most recent criticisms. So far there have only been sporadic and limited attempts at researching exactly how learning outcomes are used by both teaching staff and students. Whether they indeed support student learning through the constructive alignment model put forward by Biggs, or whether they are simply another bureaucratic hoop to jump through which has no impact on the learning process. This paper aims to add to the increasing evidence base by presenting the findings of research carried out amongst early career, probationary staff at a research-led institution in the UK, and hopes to contribute to wider debates which will eventually influence policy.

THE PROBLEM OF STANDARDS MEASURABILITY IN HIGHER VOCATIONAL EDUCATION

The paper aims to describe the taxonomic model as a multifunction matrix which ensures classifying educational information, educational reference materials, and students on the base of their competencies development level in the framework of the Federal State Educational Standards. Methods. The methods are based on qualimetric approach involving pedagogical expertise of matrix elements based on the Expert Group Appraisal method. Results. The paper presents methods and mathematical tools for assessing the ranking of cells of multifunctional matrix used for classifying the pedagogical objects. Scientific novelty. The paper introduces a new taxonomic model that solves the problem of educational standards measurability when implementing the competency-based approach in higher education. Practical significance. The taxonomic model and its application methods described in the study can be used for specifying and assessing the degree of achieving competency-based learning outcomes in higher education.

Institutional Assessment of Student Information Literacy Ability: A Case Study

With increasing interest in the assessment of learning outcomes in higher education, stakeholders are demanding concrete evidence of student learning. This applies no less to information literacy outcomes, which have been adopted by many colleges and universities around the world. This article describes the experience of a university library in Hong Kong in administering a standardized test of information literacy - the Research Readiness Self-Assessment (RRSA) - at the institutional level to satisfy the need for evidence of learning. Compelling evidence was found of improvement in student information literacy ability over the course of their studies.

Fostering engagement with the Common European Framework of Reference for Languages and the European Language Portfolio: Learning from good practice in university language centres

AbstractThis article begins with a brief overview of the aims and activities of the CercleS CEFR/ELP Focus Group. It goes on to report on some of the outcomes of the 2015 CercleS CEFR/ELP seminar hosted by the Centre for Language and Communication Studies at Trinity College Dublin. The five examples presented during the seminar’s plenary sessions are summarised, illustrating how the CEFR and ELP have been used in university language centres both to foster student engagement and reflection and to meet the increasingly urgent need for benchmarking language learning outcomes in higher education.