Learning Outcomes Of Course Research Articles

Relationship between social skill and learning outcomes of biology student on basic chemistry course

This study aims at determining the level of students' social skills and the relationship between the social skills and learning outcomes of the basic chemistry student course in the first semester of the Biology Education Department, Faculty of Teacher Training and Education, University of Mataram. The sample of this study was saturated consisted of 49 students. This study is descriptive quantitative research with quantitative correlational design, and data collection techniques were conducted by giving research instruments in the form of questionnaires. The results showed that the first-semester student had social skills mainly in the moderate category (59.18%). There was a positive and significant relationship between social skills and students' learning outcomes. The value of the coefficient of determination of X2 against Y (r2x2y) is 0.400. It shows that the social skill variable contributes to chemistry learning achievement by 40%, while other variables determine 60%.

The Impact of Covid-19 on First Year Undergraduate Nuclear Medicine Students' Practical Skills Training.

RATIONALE: Clinical placement is an important component of any undergraduate nuclear medicine program. For first year students, it is an introduction to clinical nuclear medicine which helps them better understand the profession as well as consolidate their learning to date. At The University of Newcastle, Australia part of the clinical placement course includes radiopharmacy laboratory sessions in a simulated environment to develop necessary skills and confidence. Due to the Covid-19 pandemic, restrictions were put in place that meant that clinical placements for first year students were cancelled and time in the radiopharmacy laboratory was reduced from two hours to one hour per session. The aim of this study is to evaluate whether a clinical alternative portfolio in lieu of clinical placement was effective in increasing the students' knowledge and skills in nuclear medicine practice and if specifically developed instructional videos for preparation of the radiopharmacy laboratories compensated for the reduced time. METHODS: A paper-based survey was given to the 50 students enrolled in the first-year professional practice course. This survey containing 56 questions consisted of both open questions and closed Likert-scale questions about the changes to the radiopharmacy laboratories and the clinical alternative portfolio in two separate sections. Quantitative and qualitative analysis was performed on the resulting data. RESULTS: There was a 94% response rate to the survey. The majority of students watched the preparatory radiopharmacy videos at least once and strongly agreeing that each video adequately prepared them for the associated lab session. Just over half (51%) of the students though the reduced time in the lab was sufficient to complete the required tasks. The majority of students agreed that the modules included in the clinical alternative portfolio increased their knowledge of nuclear medicine practice. CONCLUSION: In spite of the restrictions put in place due to Covid-19, the learning outcomes of the first-year nuclear medicine professional practice course were met. The preparatory videos for the radiopharmacy laboratories and the clinical alternative portfolio was positively received and gave the students a good introduction to clinical nuclear medicine.

The Effectiveness of Application of Moodle Software in Traditional Sports Game Courses

This research aims to determine the effectiveness of Moodle software to improve student learning outcomes in traditional sports game courses. This research uses a quantitative approach. The design used in this study is the pretest-posttest control group design. This research uses a student cognitive test instrument to measure the increase in student learning outcomes in traditional sports game courses. Based on the results of the test of information on the ability test of student learning outcomes with the test subject again 40 students (20 students for the experimental class and 20 students for the control class) obtained a significance value (sig.) in both the Kolmogorov-Smirnov test or the Shapiro-test. Wilk 0.05 so that the data are normally distributed. Then, the test was carried out using an independent sample test, the value of Sig. (2-tailed) was 0, 000< 0.05 so that Ho (Statistical Hypothesis) is rejected and Ha (Alternative Hypothesis) is accepted so that there is a significant average difference between the post-test results of the experimental group and the post-test of the control group. Based on the N-Gain score test, the average N-gain score for the experimental class was 0.7, the findings were 0.85 in the high category. Meanwhile, the average N-gain score for the control class is 0.3, which is 0.34 with a low type. So it can be concluded that the implementation of Moodle software can improve student learning outcomes in traditional sports game courses.

Використання інструментів LMS Moodle для педагогічного проєктування цифрового курсу

Introduction. The introduction of a competency-based approach in Ukrainian higher education made it possible to update educational standards that define a set of general and professional competencies and learning outcomes, as well as introduce new pedagogical technologies and systems for monitoring the quality of education. Changes in the organization of digital learning largely depend on a competency-based approach. LMS Moodle is a platform that provides standard tools for implementing a competency-based approach. Purpose. To research the possibilities of LMS Moodle for the pedagogical design of the digital course and implementation of a competency-based approach in digital learning. Results. At the first stage, the summary of pedagogical design of a specific digital course built upon flip peddles on sequence is provided and a scheme is formed in which competencies, learning outcomes, and forms of assessment are defined. At the second stage, the process of designing a digital course based on the methodology of pedagogical design and tuning is researched, there an attempt is made to implement the course based on the competence approach using LMS Moodle tools of version 2.7 and version 3.3. As a result, a developed curriculum and framework are added to it, which allows observing the implementation of the learning outcomes in a convenient format. Conclusion. The results of the research show that in order to implement a competency-based approach with the use of LMS Moodle, the following requirements are essential: the scheme with linked competencies, learning outcomes, learning activities, and assessment tools. each activity has clearly indicated form, result, support methods, and estimated time. use of rubrics with all criteria aligned to learning outcomes. According to the results of the study, there are differences between LMS Moodle 2.7 and 3.3. In versions of Moodle later than 3.1, it is more convenient to analyze the achievement of learning outcomes for multiple digital courses by creating a hierarchy of competencies and learning outcomes; it is easier to conduct monitoring of the progress made towards the achievement of learning outcomes.

EFFECT OF UTILIZING E-LEARNING AS A LEARNING MEDIA AND THE LEVEL OF DIGITAL LITERATURE ON STUDENT LEARNING OUTCOMES IN PRACTICUM COURSES

The purpose of this study was to investigate the effect of using e-learning as a learning medium and the level of digital literacy on student learning outcomes in practicum courses. The research was conducted with a quantitative approach with a survey method. The population in this study were STMIK Bina Patria students. Data collection techniques were carried out by giving questionnaires to respondents. The results showed that the use of e-learning as a learning medium and the level of digital literacy had a significant effect on student learning outcomes for practicum courses, namely the variable utilization of e-learning had a significance value of 0.000 (p-value &lt;0.05) and the variable digital literacy had a significant value. significance value of 0.035 (p-value &lt;0.05). The impact of this research can be a means of alternative solution for lecturer to teach practicum courses and improve the outcome of students learning.

EMBRACING NEW NORMAL: COPING WITH COURSE LEARNING OUTCOMES AMID COVID-19 PANDEMIC

This paper aims to throw light on the students’ perception of emergency remote learning and their assessments in completing the Course Learning Outcomes (CLOs). The methods used in this study were statistical quantitative and descriptive qualitative methods. The data were collected by spreading questionnaires to the participants, having an unstructured interview, and taking the secondary data from the classroom teachers. LISREL software was used to analyze the quantitative data and descriptive interpretation was also done to analyze the qualitative data. The finding showed that most students had moderate to positive learning engagement, motivation, and self-efficacy in which affected their CLOs. The students who failed to pass the CLOs were those who faced more challenges in joining the virtual class. In short, students’ ability to cope with emergency remote learning has significant impacts on their CLOs’ assessments.

How formative are assessments for learning activities towards summative assessment?

To academics of higher education institutes, motiving, enhancing and improving student learning have never been easy. Different types of course work or continuous assessment or assessment for learning activities are designed to lead students to achieve the intended learning outcomes of respective courses. Depending on the nature of courses, these activities vary and they can either be done individually or in groups. The question is whether these activities can achieve their stated goals or if they can, how much these activities can lead students to achieve the intended learning outcomes as reflected by a summative assessment, normally it is a timed final exam or a take-home final essay. The purpose of this paper is to investigate the correlations between formative assessment activities and the summative assessment. Data of an introductory statistics course of different cohorts of a private degree-granting institute in Hong Kong were used in this study. The results indicate that individual assignments have a strong relationship with the exam score, while group projects do not. More surprisingly, group projects are negatively related to exam scores. The implication is that academics should rethink how to make group work a better and fairer assessment for individual student’s contribution.

Inquiry-Based Learning in the Context of a Common Read Program Encourages Desired Learning Outcomes in First-Year Writing Courses

ABSTRACT This action research case study on a Common Read Program (CRP) includes analysis of learning management system-mediated student writing and research writing connected to a Common Read selection in First-Year Writing courses. A priori codes drawn from the literature on desired learning goals and outcomes for CRPs and Writing Program Administrators (WPA) outcomes are applied to student writing with the purpose of investigating whether or not inquiry-based learning opportunities yield desired CRP curricular outcomes. Results address the paucity of empirically-supported pedagogical approaches to CRPs and illustrate examples of how to elicit desired outcomes through a set of inquiry-based assignments. Finally, the paper shares researcher reflections on needs connected to successful integration of Common Read selections.

Students’ Perception on the Attainment of Learning Outcomes of an Undergraduate project-based Final Semester Course (Professional Communication Practice)

Students’ Perception on the Attainment of Learning Outcomes of an Undergraduate project-based Final Semester Course (Professional Communication Practice)

Using Diverse, Equitable, and Inclusive Course Content to Improve Outcomes in a Chemistry Course for Nonmajors

Diversity, equity, and inclusion (DEI) practices are a hallmark of high-impact pedagogy. Such practices are common in discussions regarding the retention of all students in STEM, but especially those with identities such as Black, Indigenous, persons of color, female, and LGBTQIA+. However, the extent to which DEI-framed content improves alignment to course learning outcomes in courses designed for students who are not science and engineering majors is not thoroughly understood. DEI-inspired course content, including de-emphasizing Eurocentric representations of science and case studies connecting science to society, were leveraged in a course entitled Chemistry in Society: How Drugs Work. These techniques resulted in improvement in student alignment to course outcomes for both science and engineering majors and nonmajors, as assessed by an instrument probing the relevance of science to everyday life, the understandability of science, and specific course-related outcomes.

A decision support system for curricula design

A curriculum is a set of related courses that constitutes the basis of a degree program. The required courses of a curriculum generally build student knowledge and skills particular to the field. In most cases, these are cumulative, meaning that as students go through their studies, they put their new knowledge on top of earlier ones, hence leading to the notion of prerequisite courses that must precede a given course. As accreditation practices gain widespread acceptance, and as uniformity among peer institutions is promoted to facilitate mobility, each course is assigned a set of learning outcomes. The learning outcomes of a prerequisite course are seen to encapsulate the skills necessary to take the downstream course. This study follows our efforts regarding the substantial revision of engineering courses throughout our college. As the task is quite involved, we developed a flexible linear programming-based tool to help the decision-making process by quickly evaluating alternative curricula. This study aims to provide an effective decision-making tool to accommodate many “what if” scenarios which would provide options to the decision-makers and help them detecting inconsistencies and oversights. This paper describes our approach and our experiences.

Cognitive Presence in Online Learning: A Systematic Review of Empirical Research from 2000 to 2019

This systematic review synthesized research on cognitive presence– the process of collaborative knowledge construction–in online learning to identify trends from two decades (2000 to 2019) of scholarship. A total of 30 articles on cognitive presence were analyzed to gain deeper understanding of the current state of research and identify the gaps in literature. The distribution of publishing years, countries, instructional setting, disciplines, research methods, data collection and data analysis methods, research topics and cognitive presence phases were reviewed. The review shows that the majority of the studies were carried out in higher education in the United States and Canada within the field of education. More than half of the studies used quantitative research methods, of which discussion transcripts were the prominent method for data collection and content analysis was used the most to analyze data. Research focus of these studies was mainly on instructional strategies and learning outcomes in the online courses. Among instructional strategies, reflection on practice, case-based learning, inquiry-based learning, and peer facilitation were most researched strategies. For learning outcomes, levels of cognitive presence (triggering, exploration, integration, and resolution), critical thinking, and interaction were examined the most. In addition, the frequency of students' contributions to online discussion were categorized using the Practical Inquiry Model and revealed that the highest contributions fell within the exploration and integration phases with a small percentage in triggering and resolution phases of cognitive presence. These results provide insights for educators, researchers, and instructional designers into the cognitive presence research trends to improve the quality of online learning.

Examining the Relationship Between Monitoring Learner Progress and Course Learning Outcomes Achievement

&lt;p&gt;Students of the first-year nursing program were recently experienced continuous and formative assessment through their training program. This is to improve the achievement of the students and the Course Learning Outcomes (CLOs). Therefore, the aim of the current study was to investigate the relationship between monitoring students’ performance through continuous and formative assessments, student, and CLOs achievements. The study revealed a significant increase in the students’ marks in all assessment methods after the mid-semester exams. In addition, the CLOs achievement is increased when the students got feedback.&lt;/p&gt;

Using a Modular Approach to Introduce Python Coding to Support Existing Course Learning Outcomes in a Lower Division Analytical Chemistry Course

There is an increasing need for research chemists and biochemists to have a basic familiarity with computer programming. Adding programming content to already crowded STEM undergraduate curricula, however, can be challenging. When programming content is introduced within the chemistry curriculum, it is most often incorporated into upper division courses, but students could benefit from earlier exposure. Here, we describe incorporating Python programming, using Jupyter notebooks, into a lower division analytical chemistry course in support of the existing learning outcomes of the course. By linking lab experiments with specific course learning outcomes, quantitative topics, and computer programming concepts, we have created a series of analytical chemistry lab modules that introduce students to Python coding without losing any of the traditional content of the course. Additionally, we show that this curriculum can be successfully implemented by faculty with limited coding experience. Assessment indicates that the Python-enhanced course makes students more positive about the applicability of quantitative skills in many areas, and increases their self-perception of their level of preparation for future careers.

How monetary incentives improve outcomes in MOOCs: Evidence from a field experiment

In this study, we examine the impact of monetary incentives on user engagement and learning outcomes in massive open online courses (MOOCs). While MOOCs offer high-quality interactive educational resources to users worldwide, maintaining user engagement and enthusiasm on these platforms is a challenge. To address this issue, we conduct a field experiment in which users are given monetary incentives to engage in online learning. Our results show that those given a monetary incentive are more likely to submit homework and to gain higher homework grades. We further find that the effect persists even after we remove the monetary incentives and that it spills over into learning behavior in other courses in the same and subsequent semester. Overall, our findings suggest that monetary incentives counteract engagement decay and may help online users form persistent learning habits.

ASSESSMENT OF GENERAL ENGINEERING COURSES IN THE UAE UNIVERSITY AND RECOMMENDATION ACTIONS FOR IMPROVEMENT

The current study examined the Architectural Engineering (AE) students at the College of Engineering (COE) at United Arab Emirates University (UAEU) learning outcomes through assessing three main engineering requirement courses. The assessment is based on the direct method which consists of the achievement of the students and their capability to demonstrate mastery through actual work or work products such as presenting the facts. The CLOs have been assessed through Course Work (Quizzes, Home works, and Term Projects) and Examinations (Midterm and Final Exams). The course learning outcomes (CLOs) for each course for the AE program have been analyzed in terms of the level of achievement and compared with the overall achievements of all students enrolled in the same courses at the COE. This assessment has been carried out for three continuous semesters fall 2019, spring 2020, and fall 2020. Indeed, some deficiencies in terms of CLOs achievement which has been set below 70% are recorded and remedial actions have been provided for improvement. The second part of this study consists of the comparison of the attainment level of the CLOs of GENG215 course between two consecutive semesters fall 2019 and spring 2020. Indeed, this period was characterized by the drastic change in the teaching method moving from the traditional way of face-to-face interaction with students to online teaching.

Student-Developed Shiny Applications for Teaching Statistics

This article describes a suite of student-created Shiny apps for teaching statistics and a field test of their short-term effectiveness. To date, more than 50 Shiny apps and a growing collection of associated lesson plans, designed to enrich the teaching of both introductory and upper division statistics courses, have been developed. The apps are available for free use and their open source code can be adapted as desired. We report on the experimental testing of four of these Shiny apps to examine short-term learning outcomes in an introductory statistical concepts course.

Relationship Betweenparticipant’s Learning Readiness Educate Through Onlinewith the Learning Results on English Courses

This research is based on the low learning outcomes of students online in English courses at the English Tutorial Center Padang, it is suspected that there is something to do with students' readiness to learn. The purpose of this study is to reveal: (1) a description of students' readiness to learn online, (2) student learning outcomes in English courses at the English Tutorial Center Padang, and (3) reveal the relationship between students' readiness to learn online and learning outcomes in the English course at the English Tutorial Center Padang. This type of research is descriptive correlational research through a quantitative approach. The population of this research is English course students for the period of July - August 2020, totaling 35 people and a sample of 70%, namely 24 people with cluster random sampling technique. The data collection technique used is a questionnaire and the tool used is a questionnaire. The data analysis technique used the percentage formula and the spearman rho formula.The results of this study indicate that: 1) students' online learning readiness in English courses at the English Tutorial Center Padang is low; 2) student learning outcomes in English courses at the English Tutorial Center Padang are low; 3) there is a significant relationship between students' readiness to learn online and their learning outcomes in English courses at the English Tutorial Center Padang. The suggestion of this research is that the manager of the English course at the English Tutorial Center Padang should provide facilities that will be used during learning so that it can foster enthusiasm and readiness to learn students. Instructors should be creative when using learning media so that they can bring up the enthusiasm and readiness of students to learn in the implementation of learning activities.Keywords: Learning Readiness,Learning Outcomes

PENGARUH KADAR HEMOGLOBIN DAN KEBUGARAN JASMANI TERHADAP HASIL BELAJAR PENDIDIKAN JASMANI OLAHRAGA DAN KESEHATAN (PENJASORKES)

This study was based on the problem found among the students of SMAN 2 Padang related to the low learning outcomes in Physical Education, sport and health course. These learning outcomes were affected by hemoglobin levels and physical fitness. This study aims to identify the direct and indirect effects among the variables hemoglobin levels, and physical fitness towards learning outcomes in Physical Education, sport and health course.&#x0D; Quantitative research method with Path Analysis approach was carried out in this study. The study involved 308 (all) male students of SMAN 2 Padang in academic year 2018-2019 as the population. 100 students were taken as the sample by using Proportional Stratified Random Sampling. The data were collected using Hb test meter for hemoglobin levels; physical fitness test for physcal fitness; and the first semester exam results for learning outcomes.&#x0D; The results of data analysis show that the learning outcomes in Physical Education, sport and health course were: (1) affected directly by hemoglobin levels for 5.34%, (2) physical fitness for 13.40%; (2) affected indirectly by hemoglobin levels and physical fitness for 12.9%,

Student's experiences with online teaching following COVID-19 lockdown: A mixed methods explorative study.

BackgroundThe COVID-19 pandemic lead to a sudden shift to online teaching and restricted campus access.AimTo assess how university students experienced the sudden shift to online teaching after closure of campus due to the COVID-19 pandemic.Material and methodsStudents in Public Health Nutrition answered questionnaires two and 12 weeks (N = 79: response rate 20.3% and 26.6%, respectively) after the lockdown in Norway on 12 March 2020 and participated in digital focus group interviews in May 2020 (mixed methods study).Findings and discussionTwo weeks into the lockdown, 75% of students reported that their life had become more difficult and 50% felt that learning outcomes would be harder to achieve due to the sudden shift to online education. Twelve weeks into the lockdown, the corresponding numbers were 57% and 71%, respectively. The most pressing concerns among students were a lack of social interaction, housing situations that were unfit for home office purposes, including insufficient data bandwidth, and an overall sense of reduced motivation and effort. The students collaborated well in digital groups but wanted smaller groups with students they knew rather than being randomly assigned to groups. Most students agreed that pre-recorded and streamed lectures, frequent virtual meetings and student response systems could improve learning outcomes in future digital courses. The preference for written home exams over online versions of previous on-campus exams was likely influenced by student’s familiarity with the former. The dropout rate remained unchanged compared to previous years.ConclusionThe sudden shift to digital teaching was challenging for students, but it appears that they adapted quickly to the new situation. Although the concerns described by students in this study may only be representative for the period right after campus lockdown, the study provide the student perspective on a unique period of time in higher education.