Higher Education Outcomes Research Articles

Evaluating the impact of educational technology on learning outcomes in the higher education sector: a systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes. Keywords: Educational Technology, Learning Outcomes, Higher Education, Digital Divide, Accessibility, Equity, Blended Learning, Virtual Reality, Artificial Intelligence, Mobile Learning, Pedagogical Approaches, Professional Development, Strategic Integration.

Exploring the Impact of Game-Based Learning and Creative Active-Learning Activities on Student Engagement and Academic Performance: A Case Study in the basic sciences for Pharmacy Education

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

Evaluating the impact of educational technology on learning outcomes in the higher education sector: A systematic review

This systematic review evaluates the impact of educational technology on learning outcomes in the higher education sector. With the rapid integration of digital tools in educational settings, understanding their effectiveness has become crucial. The paper's objective is to synthesize existing research findings to assess how educational technologies influence learning outcomes. We employed a comprehensive search strategy across multiple databases, including peer-reviewed journals and conference proceedings, to collect studies published in the last decade. The inclusion criteria focused on empirical studies that measured the impact of technologies such as learning management systems, online simulations, and digital collaborative tools on student learning outcomes in higher education. Our methodology involved a rigorous screening process, quality assessment, and data extraction, followed by a thematic synthesis of the findings. The review included a total of 47 studies, which were analyzed to identify patterns, themes, and gaps in the current literature. Key findings suggest that educational technology, when effectively integrated into teaching and learning processes, can enhance student engagement, improve knowledge retention, and foster higher-order thinking skills. However, the impact varies significantly depending on the type of technology used, pedagogical approach, and context of implementation. The review also highlights the importance of faculty training and support in maximizing the potential benefits of educational technologies. Educational technology holds promise for improving learning outcomes in higher education, but its success is contingent upon thoughtful implementation, pedagogical alignment, and ongoing support for instructors. Future research should focus on longitudinal studies to better understand the long-term effects of educational technologies on learning outcomes.

Towards a robust approach for evidencing quality in higher education learning: The new CALOHEE model

PurposeKey to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.Design/methodology/approachThe materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.FindingsAs a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.Originality/valueFrameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

Are We All Alright? The Influence of Socioeconomic Status on Black Women’s Political Beliefs and Policy Preferences by Region

AbstractBlack women have come to be seen as a dominant force in American politics—particularly in support of the Democratic party. However, this dominance in the political sphere has not translated to dominance in the economic sphere. Despite Black women’s outperformance of their Black male peers in higher education outcomes and overrepresentation in the labor force, there is still an economic gap between Black women and their male counterparts. In addition, regional differences in cost of living have led to diverging local conditions for Black women as well. What do Black women’s socioeconomic outcomes mean for their political ideology and political preferences? Few studies capture intra-group variation among Black women and how the context in which they live may shape their economic and sociopolitical outlook. Using the 2016 Collaborative Multiracial Post-Election Survey, we examine how the relationship between Black women’s socioeconomic status and their political beliefs and the relationship between Black women’s socioeconomic status and political preferences are conditioned by region. We capture the individual factors and regional context that shape differences among Black women in their political beliefs and policy attitudes. This research furthers our understanding of differences in Black women’s politics.

Evaluating The Impact Of Innovative Assignment Design On Student Engagement And Learning Outcomes In Higher Education

This research explores the role of innovative assignment design in enhancing student engagement and learning outcomes within the context of higher education. Utilizing a mixed-methods approach, the study combines quantitative data from surveys of 120 students and 15 instructors of STIA Yappi Makassar across multiple institutions with qualitative insights from semi-structured interviews with a selected subset of these participants. The findings reveal a significant positive correlation between innovative assignment design and increased student engagement, as well as improved learning outcomes. Quantitatively, students exposed to innovative assignments reported higher engagement levels and better learning outcomes compared to their peers in traditional assignment settings. Qualitatively, themes emerged highlighting the benefits of practical application and relevance found in innovative assignments, alongside challenges such as the need for clearer guidelines and additional support. This study underscores the potential of innovative pedagogical strategies to create more engaging, relevant, and effective learning environments in higher education. It calls for educators to embrace and refine these approaches, addressing implementation challenges to fully realize their benefits. The research contributes to the broader discourse on educational quality and innovation, offering evidence-based recommendations for enhancing student engagement and success through pedagogical innovation.

Professional competence of primary education teachers to educate pupils with disabilities

Developments in the practice of inclusive education have led to significant increase of the expectations of a teacher having professional competence. The hitherto ‘two-track’ professional preparation of teachers for their professional role in mainstream and special schools should be replaced by the preparation that enables each teacher to achieve high educational outcomes for all students, including students with disabilities. The aim of the study was to analyze early education teachers’ assessment of their own professional competence to educate students with and without disabilities. A total of 130 teachers participated in the study, in which a diagnostic survey method (Perceived Teacher Professional Competence Questionnaire and Sociodemographic Questionnaire) was applied. The results indicate that both having a background in special education and having experience working with students with disabilities were associated with higher levels of evaluation of a teachers’ perceived competence to work with students with disabilities.

Economic uncertainty, households’ credit situations, and higher education

In this paper, we study the relationship between economic uncertainty, households’ credit situations, and educational outcomes. Using the System Generalized Methods of Moments (SYS-GMM) on educational and economic data from the World Bank and IMF, we find that economic uncertainty and households’ access to credit have positive impacts on higher education. Further analyses suggest that economic uncertainty and households’ access to credit have heterogeneous effects on educational outcomes at the tertiary level, by gender and development status. Specifically, we find that economic uncertainties expand enrollments in developed countries and contract them in developing economies. In addition, access to credit has a more pronounced positive impact on educational outcomes in developing nations compared to developed ones. Furthermore, our analysis indicates that household credit coupled with economic uncertainty decreases women’s educational outcomes in higher education, posing a serious threat to gender equality in higher education. Lastly, we find that monetary policy appears to play a role in these results. These findings remain robust to alternative proxies of economic uncertainty and approach such as the Instrumental Variable (IV) regression method, which uses a political database on government changes and ideological gaps between cabinets as instruments. In general, the findings emphasize the enduring influence of economic uncertainties, typically associated with business cycles, on long-term aspects such as education.

Cultural Mistrust: Comparing Black Student and Faculty Experiences at HBCUs and HWCUs

ABSTRACT There is constant debate over the contributing factors that produce disproportionate outcomes in higher education between Black and White students. This study utilizes a symbolic interactionist theoretical framework and a qualitative phenomenological approach that pulls from the individualized and collective experiences of faculty, administrators, and Black students at historically Black colleges and universities (HBCUs) and historically White colleges and universities (HWCUs), and examines their cultural and social experiences. Findings from this study highlight the cultural mistrust (CM) of Black students for White faculty at HWCUs, which complicates relationship-building processes. It also highlights Black students’ heavy reliance on communication for relationship-building with faculty/administration, which leads to them being more “culturally trusting” and maintaining a more rigorous, judgmental process of determining whether to continue to trust and create relationships with faculty. Although cultural familiarity and cultural environments lessened the CM of Black students at HBCUs, it was still a significant factor pertaining to White professors’ perceptions of Black students. Data from this study can possibly enable faculty/administration and policy-makers to develop and implement strategies for increasing positive experiences for Black students that lessen retention, increase matriculation and graduation rates, self-esteem and lead to better career opportunities.

Objective assessment of learning outcomes: Peculiarities of design and application of assessment tools in modern conditions of digital development

Introduction. The article deals with the problem of designing and application of assessment tools in the context of objective assessment of learning outcomes in higher education. The aim of the article is to identify the peculiarities of design and application of assessment tools in modern conditions of digital development for the objective assessment of learning outcomes. Materials and Methods. In order to achieve the purpose of the research, the authors used theoretical (analysis of theoretical sources) and empirical (survey of 222 teachers) methods. The data obtained were subjected to quantitative and qualitative analysis. Results. The authors analyzed the approaches to the interpretation of assessment procedures and means in theoretical studies and regulatory documents. The main results of the study allowed to identify a number of problems in the development of assessment tools banks: substitution of the subject of the assessment for the knowledge component; orientation to the development of assessment materials at the discipline level; assessment of the validity and reliability of the designed assessment tools; assessment of teachers’ labor input; the ratio of the used template assessment tools and practical tasks; difficulties in the design of interdisciplinary assessment tools and competence assessment in general; underestimation of the potential of digital environment in the development of assessment tools. Evaluating the problems of designing and applying assessment tools by teachers depended on the subject area they teach and their experience of participation in the development of assessment tools at various levels. The dependence on teachers’professional experience and the position held has not been revealed. Conclusions. Based on the results of the study, conclusions about the types of problems in designing and application of assessment tools in modern conditions are drawn. Practical recommendations are provided.

Benefits and Challenges of Mobile-Learning Brought to Student Learning Outcomes in Higher Education: A Systematic Review from 2014-2023

Benefits and Challenges of Mobile-Learning Brought to Student Learning Outcomes in Higher Education: A Systematic Review from 2014-2023

New perspectives on civic engagement as outcome of higher education: an exploratory case study

This study explores the potential of a new perspective on research into the impact higher education has on the civic engagement of students. We propose a shift from viewing engagement itself as the key dependent variable to two ‘fundamental constituents’, political interest and agency. Both constituents have been presented as either static or determined entirely by factors external to education such as maturation, but also as dynamic and affected by various aspects of the educational experience in higher education. Furthermore, as analyses of these effects based on sample means do not account sufficiently for the intersectionality of background variables that define the student experience, we propose that data are explored through cluster analysis. Employing this type of analysis, a case study conducted at a small international liberal arts college in the Netherlands showed four distinctly different patterns in the development of both constituents of civic engagement. Based on further data obtained from the same sample, we offer suggestions for specific foci in further research about the impact of higher education on the development of civic engagement.

Optimizing Student Learning Outcomes in Higher Education: The Efficacy of Learning Management Systems (LMS)

Optimizing Student Learning Outcomes in Higher Education: The Efficacy of Learning Management Systems (LMS)

Developing Meaningful Internationalisation that Impacts Students’ Outcomes in Higher Education: A Scoping Review of the Literature 2011–2022

Research about the internationalisation of higher education has expanded rapidly in recent decades with few attempts to map available evidence. This scoping review provides a synthesis of articles about how internationalisation practices specifically impact students’ outcomes and experiences. We identified 967 articles in 21 thematic categories, spread across 493 journals and 27 disciplines. Of these, only 233 (22.8%) were categorized as ‘designed to highlight impacts on students’. We characterise research as scattered and primarily descriptive, with limited efforts to build on previous research. However, we have synthesised five key principles that underpin practice with the most demonstrable impact on students: (1) embedding internationalisation holistically across the institution; (2) centering inclusion and connection; (3) developing active and creative learning approaches; (4) providing opportunities for reflection and personal connection; and (5) explicitly scaffolding intercultural skills. We call for researchers to design more research that builds on this maturing subfield, centring evidence to inform critical practice.

Technologies for Designing Professional Educational Training Programs for the Digital Economy

In this article, the authors consider the issues of training qualified personnel for the digital economy at the present stage of higher education development. The article describes the relationship between the emergence of new technologies and high-tech industries and the emergence of new directions and specialties in the field of higher education, requiring students to master new competencies. The concept of "competence" and the problems of implementing the competence approach in the system of higher professional education are investigated. The main definitions and principles of the competence approach to the design of educational outcomes in higher education are outlined. The analysis of published studies and presented software products devoted to the design of curricula is given. An important analytical conclusion is that one of the important points in the development of educational programs is to focus on the needs of production in young professionals with a certain set of competencies, but now most programs of higher and secondary vocational education do not have time to take into account the latest achievements in the technological and industrial spheres. The development of students’ competencies is the goal of educational programs, therefore they should be structured in such a way as to ensure the consistent and systematic development of the necessary skills and knowledge. The authors note that the competence approach in higher professional education is implemented in the form of an approximate basic educational program that forms a model of a specialist whose competencies must meet production standards to perform specific labor functions. The article sets the task to form a set of disciplines that is optimal in terms of labor intensity and levels of competence formation, allowing the most effective implementation of the competencies of a student in the bachelor’s degree direction, taking into account the level of formation and limitations of the curriculum set by the employer. The mathematical model of solving the problem and the technology of designing the optimal competence model of the graduate, taking into account the requirements of the employer, are presented.

Artificial Intelligence Bringing Improvements to Adaptive Learning in Education: A Case Study

Despite promising outcomes in higher education, the widespread adoption of learning analytics remains elusive in various educational settings, with primary and secondary schools displaying considerable reluctance to embrace these tools. This hesitancy poses a significant obstacle, particularly given the prevalence of educational technology and the abundance of data generated in these environments. In contrast to higher education institutions that readily integrate learning analytics tools into their educational governance, high schools often harbor skepticism regarding the tools’ impact and returns. To overcome these challenges, this work aims to harness learning analytics to address critical areas, such as school dropout rates, the need to foster student collaboration, improving argumentation and writing skills, and the need to enhance computational thinking across all age groups. The goal is to empower teachers and decision makers with learning analytics tools that will equip them to identify learners in vulnerable or exceptional situations, enabling educational authorities to take suitable actions that are aligned with students’ needs; this could potentially involve adapting learning processes and organizational structures to meet the needs of students. This work also seeks to evaluate the impact of such analytics tools on education within a multi-dimensional and scalable domain, ranging from individual learners to teachers and principals, and extending to broader governing bodies. The primary objective is articulated through the development of a user-friendly AI-based dashboard for learning. This prototype aims to provide robust support for teachers and principals who are dedicated to enhancing the education they provide within the intricate and multifaceted social domain of the school.

Exploring the impact of VR on students engagement and learning outcomes in higher education

Exploring the impact of VR on students engagement and learning outcomes in higher education

The role of the support of top management in gender equality outcomes in higher education and research

In the past decade, there has been increasing attention globally to the institutionalisation of diversity management practices in research, development and innovation (RDI) organisations, as well as the necessity of addressing more effectively various forms of discrimination and inequalities, especially agendas of gender inequality. Although there is extensive research on the different forms, levels, and reasons for gender inequality in RDI organisations, relatively little research has examined how top management members perceive the importance of the former. Our research examines how gender equality outcomes might differ for higher education and research-performing organisations in Hungary when top management strategically supports gender equality. For this purpose, we use –among the indicators by which the European Union (EU) measures progress related to achieving Sustainable Developmental Goal #5 on Gender Equality– the gender employment gap, the gender pay gap, and positions held by women in senior management. We applied a quantitative approach, using an online questionnaire to survey forty-eight higher education institutions and research centres. Our findings build on a comparison of two subsamples; the first in which top management attributes strategic importance to gender equality, and the second in which this strategic approach is lacking. The results show that the «strategic» subsample can primarily be differentiated from the «non-strategic» subsample due to the former’s implementation of significantly more gender equality initiatives at the individual and cultural levels. Concerning initiatives on the structural and organisational level, no significant difference could be found. Furthermore, while a positive linear relationship was found between the number of gender equality practices and the number of positive gender equality outcomes, comparing gender equality outcomes in the two subsamples in more detail indicated fewer significant differences.

How syllabi relate to outcomes in higher education: A study of syllabi learner-centeredness and grade inequities in STEM.

Fostering equity in undergraduate science, technology, engineering, and mathematics (STEM) programs can be accomplished by incorporating learner-centered pedagogies, resulting in the closing of opportunity gaps (defined here as the difference in grades earned by minoritized and non-minoritized students). We assessed STEM courses that exhibit small and large opportunity gaps at a minority-serving, research-intensive university, and evaluated the degree to which their syllabi are learner-centered, according to a previously validated rubric. We specifically chose syllabi as they are often the first interaction students have with a course, establish expectations for course policies and practices, and serve as a proxy for the course environment. We found STEM courses with more learner-centered syllabi had smaller opportunity gaps. The syllabus rubric factor that most correlated with smaller gaps was Power and Control, which reflects Student's Role, Outside Resources, and Syllabus Focus. This work highlights the importance of course syllabi as a tool for instructors to create more inclusive classroom environments.

The Impact of the Use of ChatGPT in Enhancing Students' Engagement and Learning Outcomes in Higher Education: A Review

The Impact of the Use of ChatGPT in Enhancing Students' Engagement and Learning Outcomes in Higher Education: A Review