Learning Outcomes In Higher Education Research Articles

The Effect of Flipped Classroom and Project-Based Learning on Engagement and Learning Outcome in Higher Education

This study aims to determine the impact of the integration of the flipped classroom learning model and project-based learning on student involvement and learning outcomes in multimedia learning. This research is important to fill the gap in empirical data regarding the effectiveness of these learning strategies. The method used is a quasi-experiment design, comparing the experimental group that applies the flipped classroom model and project-based learning with the control group that uses conventional methods and project-based learning. Data collection was carried out through pretest and posttest, as well as student engagement surveys, with one-way ANOVA analysis. The results showed that the experimental class had an average student involvement score of 85.36, an efficacy score of 83.70, and a self-regulated learning score of 79.90. Meanwhile, the control class had an average student engagement of 80.42, an efficacy score of 82.71, and a self-regulated learning score of 77.24. The posttest t-test showed a significance value of 0.035, which was smaller than 0.05 (sig. 0.035 < 0.05), so the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. This means that there is a significant difference in multimedia learning outcomes between students who use the flipped classroom approach and project-based learning compared to those who follow the conventional model. These results prove that the flipped classroom and project-based learning methods are more effective in improving learning outcomes and student involvement in multimedia learning. These findings provide valuable insights for future learning development.

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate high-quality learning activities such as constructive and interactive learning activities instead of active and passive learning activities. Against the background of a lack of empirical studies in authentic, technology-enhanced instructional settings, we investigated the cognitive and affective-motivational effects of these learning activity modes in technology-enhanced higher education courses. To this end, we used 3.820 student assessments regarding 170 course sessions for which the teachers stated the learning activities students were engaged in. Results of multilevel structural equation modelling highlight the importance of technology-enhanced interactive learning activities for students’ perception of learning and the potential negative consequences of passive learning activities for affective-motivational outcomes. However, the superiority of constructive and interactive learning activities compared to passive and active learning activities for cognitive and affective-motivational outcomes was not supported by the findings. Instead, the findings point to potential differential effects of the individual learning activities within one activity mode. Future research should follow up on these effects to gain a more fine-grained understanding of how technology-enhanced learning activities can be optimized to enhance students’ learning outcomes.

The Influence of Artificial Intelligence (AI) and Mobile Learning on Learning Outcomes in Higher Education: Did the Mediation of Self-Competence Matter?

Islamic Religious Education (PAI) has a significant impact on the development of students' character, morality, and overall learning outcomes. This study aims to investigate the effects of artificial intelligence (AI) and mobile learning on student learning outcomes, with a specific focus on the role of students' self-competence as a mediating factor. Employing a quantitative survey approach, the research included 208 students from the PAI Study Program at IAIN Ponorogo, using probability sampling techniques. Data was collected through Likert-scale questionnaires, and the research data was analyzed using PLS-SEM analysis. The results indicate a positive influence of AI and mobile learning on student learning outcomes, with self-competence playing a crucial role as a mediating factor. These findings highlight the importance of educators promoting self-regulation, self-efficacy, and motivation skills within online learning environments. The study emphasizes the potential of integrating AI and mobile learning to enhance the quality of education and recommends that educators continuously update their knowledge of technological advancements through training and collaboration. Strengthening these competencies can lead to a more interactive, personalized, and adaptive learning environment for students.

The State of the Empirical Evidence for Interdisciplinary Learning Outcomes in Higher Education: A Systematic Review

Abstract: This review systematically synthesizes empirical evidence on learning outcomes of interdisciplinary learning. A meta-synthesis approach was used to synthesize data in two rounds, based on strict (n = 38) versus more lenient (n = 60) operationalizations of interdisciplinary learning. The results revealed a variety of interdisciplinary learning outcomes that were categorized into three overarching themes: 1) academic and disciplinary engagement, 2) metacognitive skills, and 3) perspective taking skills. Process results revealed that empirical evidence in the field is still in its infancy. The findings of this review can be considered as a starting point for the further operationalization of interdisciplinary learning outcomes, so that robust evidence for various aspects of interdisciplinary learning can be collected, and compared with other forms of learning such as cross or transdisciplinary learning.

The Impact of Merdeka Belajar Kampus Merdeka (Emancipated Learning) and Motivation on Students’ Learning Outcomes in Higher Education in Indonesia

The implementation of Merdeka Belajar Kampus Merdeka (MBKM/Emancipated Learning) with a form of learning activity that is more involved in community life and a hybrid learning model is very likely to influence student learning outcomes. This study explores the impact of implementing the MBKM program, which emphasizes a learning approach integrated with community life and adopts a hybrid learning model. The objectives of this study are to analyze the determinants of students’ learning outcomes in the context of MBKM through hybrid learning and assess factors that affect student learning outcomes in the same learning model. The methodology used was a quantitative survey design. These research steps involved questionnaires that had been proven valid and reliable for data collection. The collected data was then analyzed using descriptive and inferential statistics, with path analysis techniques to understand the relationship between the variables studied. The results reveal that 1) The learning model has a significant influence on student learning outcomes; 2) Learning motivation has a significant effect on learning outcomes; 3) MBKM structure contributes significantly to learning outcomes; 4) The learning model has a significant effect on learning motivation, and 5) MBKM structure affects student learning motivation significantly. This research provides important insights into the effectiveness of emancipated learning (MBKM) and hybrid learning in higher education in Indonesia.

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.

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.

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

The Effects of Information and Communication Technology (ICT) on Pedagogy and Student Learning Outcome in Higher Education

Pedagogical strategies and student learning outcomes have undergone a fundamental transformation because of higher education implementing information and communication technology (ICT). This research paper explores the varied impact of ICT on pedagogy and its correlation with student learning outcomes in higher education institutions. Through a comprehensive analysis of relevant literature, empirical studies, and case examples, this study examines the ways in which ICT has reshaped traditional teaching methods and influenced student achievement. The paper begins by investigating the adoption of digital learning platforms, blended learning models, and online assessment tools in higher education settings. It delves into the role of ICT in facilitating personalized and interactive learning experiences, promoting student engagement, and fostering critical thinking skills. This work adds to the current conversation on how higher education is changing in the digital age and provides useful suggestions for instructors, administrators, and legislators who want to maximise the use of ICT in the classroom.

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

Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education: A Scoping Review

Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncover their relation with generic learning outcomes. Methodology/Approach: Using a scoping review study, 22 studies were subjected to qualitative analysis. Findings/Conclusions: The design elements were related to authenticity, structure, and agency, and learning outcomes in the cognitive, affective, metacognitive, and socio-communicative domain. Confidence and communication skills were the most often included learning outcomes, followed by teamwork and problem-solving. The design elements that were most prominently present across learning outcomes were related to individual agency within group work during the activity and authenticity represented in interactions with peers. Further, we identified seven patterns about how design elements relate to generic learning outcomes. Implications: Addressing the design of experiential learning environments on a more fine-grained level is needed to increase insights of which generic learning outcomes are being fostered, and to enhance comparability of research findings within and between types of experiential learning environments.

Fostering Digital Literacy in Higher Education: Benefits, Challenges and Implications

The perception of "literacy" has traditionally been linked to the ability to read and write. However, with the advancement of technology, the scope of literacy has expanded to encompass various other skills and abilities. One significant aspect is digital literacy, which goes beyond computer proficiency and comprises a range of skills essential for effective teaching and learning. Digital literacy plays a crucial role in making information more accessible and respecting the preferences of young learners. In today's increasingly digital world, students and teachers must master digital competence to succeed. Therefore, it becomes imperative to incorporate digital literacy into the curriculum, as it not only contributes to lifelong learning but also serves as a vital competency for future employment. This article presents a literature review on the positive impact of digital literacy and its associated learning outcomes in higher education. It seeks to address the following questions: How does digital literacy, as a powerful technological tool, enhance the teaching-learning process in higher education? Also, what challenges may hinder the successful implementation of various digital-related skills? Through exploring these aspects, this study aims to shed light on the significance of digital literacy in higher education and its potential implications for both educators and learners.

Designing GBL for Higher Education: Pitfalls & Recommendations

Game-Based Learning (GBL) has gained significant attention in recent years as an effective educational approach to enhance student engagement and learning outcomes in higher education. This conference paper aims to emphasise the significance of GBL in higher education and presents a comprehensive review of a case study involving the application of GBL in a linguistics course. The study explores the impact of games on student learning, motivation, and engagement with the course content.By integrating gaming principles and mechanics into the curriculum, students are encouraged to actively participate, explore concepts, and apply their knowledge in a dynamic and stimulating environment. The study examines data gathered from student surveys and structured interviews to evaluate the effectiveness of GBL in fostering student engagement and knowledge acquisition. Furthermore, this paper provides a valuable set of recommendations and strategies for educators and administrators interested in implementing GBL in higher education settings. It explores the potential benefits of GBL, including increased motivation, improved critical thinking skills, and enhanced problem-solving abilities. Additionally, it highlights the importance of aligning game design with specific learning objectives and ensuring the integration of assessment mechanisms to gauge student progress effectively. Moreover, this paper discusses potential pitfalls and challenges that may arise during the implementation of GBL in higher education. It addresses issues such as technology requirements, accessibility considerations, and the need for appropriate training and support for instructors. By acknowledging these challenges and offering potential solutions, this research aims to guide educators and administrators in overcoming obstacles and optimising the implementation of GBL in higher education courses.

Development and Validation of a Data Literacy Assessment Scale

ABSTRACTThe recognition of data literacy as an important learning outcome in higher education has led to a call for assessment tools to measure students’ data literacy. Although there has been a growing interest in the conceptualization of data literacy, the literature lacks a measuring instrument to operationalize data literacy. This study developed and validated a three‐factor, 24‐item data literacy assessment tool using a sample of 573 students from four community colleges in the United States. The data literacy scale developed in this study has respectable reliability and construct validity, supported by a concept analysis of data literacy, a comparative analysis of data literacy competency frameworks, an expert panel review, exploratory factor analysis, and confirmatory factor analysis.

Exploring the Effectiveness of Mobile Learning Technologies in Enhancing Student Engagement and Learning Outcomes

This study aimed to investigate the impact of mobile learning technologies on student engagement and learning outcomes in higher education. A pre-test/post-test control group design was employed to compare the engagement and learning outcomes of students who used a mobile learning platform with those who did not. The study was conducted with undergraduate students at a large public university. Results showed that the intervention group reported a more positive experience with the platform, used it more frequently, found it more useful, and were more satisfied with it than the control group. Additionally, the intervention group outperformed the control group in terms of both course grades and standardized test scores. The findings suggest that mobile learning technologies can positively impact student engagement and learning outcomes in higher education. Future research could explore ways to optimize the platform further and investigate the scalability and sustainability of implementing mobile learning technologies in higher education.

The Influence of The Reading Concept Mapping-Student Team Achievement Division (REMAP-STAD) Model on Students' Metacognitive Skills and Cognitive Learning Outcomes

Metacognitive skills and cognitive learning outcomes are two competencies that students should have after learning is carried out. However, in reality, the increase in these two competencies has so far not been optimal. This research aims to determine the effect of the Reading Concept Mapping-Student Team Achievement Division (Remap-STAD) learning model on students' metacognitive skills and cognitive learning outcomes. This type of research is quasi-experimental with the One-group Pretest-Posttest Design. The instrument used in this research is in the form of essay questions. The technique for assessing metacognitive skills and student learning outcomes is carried out in an integrated manner. Hypothesis testing was carried out using statistical tests by comparing two means (pretest mean and posttest mean) using Paired Samples t-test analysis. The results of data analysis show that there is an influence of the Remap-STAD learning model on students' metacognitive skills and cognitive learning outcomes. Thus it can be concluded that the Remap-STAD learning model can be used as an alternative learning to improve metacognitive skills and student learning outcomes in higher education.

Assessing Learning Outcomes in Higher Education: From Practice to Systematization

Accountability systems in higher education ensure that academic programs meet learning outcomes and address student cognitive and affective development. The learning outcome assessment is one of the most important elements to enhance and assure the quality of programs. In this paper, we present a “tour” of how an assessment cycle is performed in a national/public university in Qatar. The study draws on “good” practices and how a higher education institution systemizes the process of assessing learning. The approach demonstrates how learning is connected to program objectives and the curriculum through a rational, logical, conceptual, consensual, and interpretable process. Employing specification tables known as curriculum and assessment plan matrices, with tools being assessments and rubrics, learning outcomes measures can be reached. The approach as well as system calls for an institutional structure and organization which place responsibilities on all stakeholders involved in academic programs delivery. The futuristic approach and practice posit a reconceptualization of how students will be assessed, more likely a paradigm shift necessitating a change in practice and trend in which students’ success (achievement) can be based on the learning outcomes attained.

Effects of flipped language classrooms on learning outcomes in higher education: A Bayesian meta-analysis

Despite accumulated evidence demonstrating the effectiveness of flipped language classrooms in higher education, there is no quantitative examination of the extant empirical studies to draw a general conclusion. Based on Bayesian methodologies and 26 effect sizes, this study quantitatively examines empirical studies that investigated flipped language classrooms’ effects on learning outcomes in higher education. Our results indicate a large overall effect in favour of the effectiveness of flipped language classrooms. Subgroup analyses indicated that intervention duration, target languages, outcome types, allocation, and school locations were significantly related to the variability in language learning outcomes. A low risk of publication bias was identified. This study concluded that the flipped language classroom was a promising pedagogical approach to promoting language learning. Findings provided insights into an evidence-informed application of flipped language classrooms, for example: (1) sufficient face-to-face time to maximise the effectiveness of flipped language classrooms; (2) making flipped design adjustments based on student responses during long-term intervention; (3) giving students pre-training of flipped language classrooms and showing them the underlying benefits; (4) flipping basic contents of language learning and teaching complex contents face-to-face; and (5) adopting scaffolding strategies like code-switching to scaffold lower achievers. Implications for practice or policy: Instructors should flip writing and speaking courses with enough face-to-face time and technical support being provided to students. Instructors should consider time variance’s effects on learning performance and seek ways to maintain learners’ interest. Instructors should pre-train learners of flipped learning before implementation. Instructors should include practices, quizzes, and asynchronous online interaction tools in pre-class activities to check learners’ understandings and promote interaction and feedback provision.