Learning Outcomes In Higher Education Research Articles

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.

Hybrid Learning Approach Using Chamilo for Students of the Faculty of Tarbiyah dan Ilmu Keguruan, Institut Agama Islam Negeri (IAIN) Manado

Learning Management System (LMS) is a learning process that utilizes information technology in the form of computers equipped with telecommunications facilities. The purpose of developing a Learning Management System is to facilitate and assist students in learning the subject of program evaluation. This research method is R & D (Research and Development), which is research to produce and test the effectiveness of these products. There are four stages in making e-learning, (1) Analysis of the system includes hardware, software, learning material, and student development, (2) Design includes instructional design analysis, teaching materials, and media (software) used, (3) Implementation, that is product and development of the resulting Learning Management System, (4) Evaluation, namely the Assessment stage by experts to test the feasibility of the system.“The sample of this study was 67 students from two classes who were enrolled in this study. The results showed that the average difference in pre-test and post-test scores was -8.83582. Whereas the test-t test Ho: pre-test = post-test gives the value t = -3.222 with degrees of freedom was 66. While the value p for two-sided tests 0.000 was smaller than α = 0.05. This data proves that the statistical hypothesis of Ho: pre-test = post-test is rejected, meaning that the average pre-test and post-test scores differ significantly. The findings of this research can be used to recommend implementing effective learning and teaching process using hybrid learning models, therefore improving students’ learning outcomes in higher education.

The development and validation of the assessment engagement scale.

The quality of student engagement in assessment within higher education affects learning outcomes. However, variations in conceptions of what quality in engagement looks like impacts assessment design and the way that students and lecturers engage with each other in the assessment process. Given that assessment is an important driver of student engagement in higher education, it is surprising that no specific measures to support understanding of this measure exist. To address this significant gap, we outline the evolution of an assessment engagement scale derived from a research-informed conceptual framework utilizing best practice in assessment and feedback. We consider the validity and utility of the assessment engagement scale in supporting students' understanding of assessment and their role within it using exploratory and confirmatory factor analyses. The resultant nine-item assessment engagement scale's underpinning two factors included: (i) Understanding of the Assessment Context (UAC) including one's role within it, and confidence in navigating assessment requirement, and (ii) Realising Engagement Opportunities (REO) (i.e., willingness to engage and ability to utilise the assessment context effectively to support one's understanding). Construct, criterion, and convergent validity of the scale were established. The AES is a powerful tool in promoting dialogue between lecturers and students about what high quality engagement in assessment looks like, and the respective roles of all parties in realising this. Implications for assessment practices are discussed along with the potential of the scale as a predictive and developmental tool to support enhancements in assessment design and student learning outcomes in higher education.

Prompting Higher Education Towards AI-Augmented Teaching and Learning Practice

Large Language Models (LLMs) and conversational-style generative artificial intelligence (AI) are causing major disruption to higher education pedagogy. The emergence of tools like ChatGPT has raised concerns about plagiarism detection but also presents opportunities for educators to leverage AI to build supportive learning environments. In this commentary, we explore the potential of AI-augmented teaching and learning practice in higher education, discussing both the productive affordances and challenges associated with these technologies. We offer instructional advice for writing instructional text to guide the generation of quality outputs from AI models, as well as a case study to illustrate using AI for assessment design. Ultimately, we suggest that AI should be seen as one tool among many that can be used to enhance teaching and learning outcomes in higher education.

Technology Enabled Integrated Fusion Teaching for Enhancing Learning Outcomes in Higher Education

Disruptions involving integration of cyber physical systems are changing the industrial ecosystem in the form of industry 4.0. A competent and educated workforce is required to materialise industry 4.0 in India. This study evaluates impact of technology enabled integrated fusion teaching for students in an affiliated college in Delhi NCR region in India. The performance of students taught with technology enabled integrated fusion teaching and traditional method was compared. Paired t test and independent t test was used to analyse the academic performance. It was found that academic performance of students taught by technology enabled integrated fusion teaching (TEIFT) was significantly better than traditional teaching.

The Comparing the Impact of Asynchronous Online Quizzes on Student Learning Outcomes in a Computer Communication and Networking Course

This study investigates the effectiveness of asynchronous online quizzes in improving student learning outcomes in higher education. Specifically, we compare the impact of two teaching methods - Synchronous Lecture and Asynchronous Tutorial pair (SLAT) versus Asynchronous Lecture and Synchronous Tutorial pair (ALST) - in delivering weekly quizzes to 70 undergraduate computer science students. Our results show that the SLAT outperformed the ALST method in enhancing students' academic performance after each learning unit. The findings highlight the potential of asynchronous quizzes as a valuable learning tool, particularly when combined with live lecture classes and asynchronous tutorials. These results have implications for educators looking to implement blended learning models that prioritize student engagement and academic achievement.

Modeling and Measuring Domain-Specific Quantitative Reasoning in Higher Education Business and Economics

Quantitative reasoning is considered a crucial prerequisite for acquiring domain-specific expertise in higher education. To ascertain whether students are developing quantitative reasoning, validly assessing its development over the course of their studies is required. However, when measuring quantitative reasoning in an academic study program, it is often confounded with other skills. Following a situated approach, we focus on quantitative reasoning in the domain of business and economics and define domain-specific quantitative reasoning primarily as a skill and capacity that allows for reasoned thinking regarding numbers, arithmetic operations, graph analyses, and patterns in real-world business and economics tasks, leading to problem solving. As many studies demonstrate, well-established instruments for assessing business and economics knowledge like the Test of Understanding College Economics (TUCE) and the Examen General para el Egreso de la Licenciatura (EGEL) contain items that require domain-specific quantitative reasoning skills. In this study, we follow a new approach and assume that assessing business and economics knowledge offers the opportunity to extract domain-specific quantitative reasoning as the skill for handling quantitative data in domain-specific tasks. We present an approach where quantitative reasoning – embedded in existing measurements from TUCE and EGEL tasks – will be empirically extracted. Hereby, we reveal that items tapping domain-specific quantitative reasoning constitute an empirically separable factor within a Confirmatory Factor Analysis and that this factor (domain-specific quantitative reasoning) can be validly and reliably measured using existing knowledge assessments. This novel methodological approach, which is based on obtaining information on students’ quantitative reasoning skills using existing domain-specific tests, offers a practical alternative to broad test batteries for assessing students’ learning outcomes in higher education.

Impact of Success Expectations, Motivation and Team Behavior on Entrepreneurship Learning Outcomes in Higher Education

While there is ample evidence to support the direct impact of success expectations on academic achievement, little research has explored the motivational mechanisms that mediate success expectations–learning outcomes in the entrepreneurial context and student learning environment, and such studies are needed to understand how and why success expectations affect learning outcomes. For this purpose, it integrates the social cognitive approach of the theory of planned behavior (TPB) and the organismic theory of motivation of self-determination theory (SDT). More specifically, it tests the role of success expectations, motivation, and learning outcomes in the form of business ideas in an indirect conditional process where team behavior becomes a contextual variable. The sample consist of 231 students at several universities in Indonesia. Data is analyzed using structural equation modeling (SEM). The results show that students' motivation acted as a mediator between success expectations and learning outcomes, and team behavior strengthens the relationship. These results provide empirical evidence to better understand the mechanism of the success expectation–learning outcome. The implications of these findings are then discussed for teaching and learning in universities.

Utilizing Design Thinking to Create Digital Self-Directed Learning Environment for Enhancing Digital Literacy in Thai Higher Education

Aim/Purpose: To explore the effectiveness of utilizing the design thinking approach in developing digital self-directed learning environment to enhance digital literacy skills in Thai higher education. Background: To foster digital literacy skills in higher education, Thai students require more than access to technology. Emphasizing digital self-directed learning and incorporating Design Thinking approach, can empower students to learn and develop their digital skills effectively. This study explores the impact of digital self-directed learning environment, developed using a design thinking approach, on enhancing digital literacy skills among higher education students in Thailand. Methodology: The research methodology involves developing a digital self-directed learning environment, collecting and analyzing data, and using statistical analysis to compare the outcomes between different groups. The sample includes 60 undergraduate students from the School of Industrial Education and Technology at King Mongkut Institute of Technology, divided into a control group (n=30) and an experimental group (n=30). Data analysis involves mean, standard deviation, and one-way MANOVA. Contribution: This research contributes to the evidence supporting the use of Design Thinking in developing digital self-directed learning environment, demonstrating its effectiveness in meeting learners’ needs and improving learning outcomes in higher education. Findings: Key findings include: 1) the digital media and self-directed learning activities plan developed through the design thinking approach received high-quality ratings from experts, with mean scores of 4.87 and 4.93, respectively; and 2) post-lesson comparisons of learning outcome and digital literacy assessment scores revealed that the group utilizing digital media with self-directed learning activities had significantly higher mean scores than the traditional learning group, with a significance level of 0.001. Recommendations for Practitioners: Practitioners in higher education should use design thinking to develop digital self-directed learning environments that enhance digital literacy skills. This approach involves creating high-quality digital media and activities, promoting engagement and improved outcomes. Collaboration and stakeholder involvement are essential for effective implementation. Recommendation for Researchers: Researchers should continue to explore the effectiveness of design thinking approaches in the development of learning environments, as well as their influence on different educational aspects such as student engagement, satisfaction, and overall learning outcomes. Impact on Society: By enhancing digital literacy skills among higher education students, this study contributes to the development of a digitally skilled workforce, encourages lifelong learning, and aids individuals in effectively navigating the challenges of the digital era. Future Research: Future research could explore a broader range of student demographics and educational settings to validate the effectiveness of the Design Thinking approach in enhancing digital literacy. This could include integrating design thinking with alternative digital learning and teaching methods to further improve digital literacy.

Exploring the Characteristics of Undergraduate Students’ Creative Thinking Skills

This study aims to develop a self-report inventory to measure University students’ perception of their creative thinking skills. Creative thinking is a critical learning outcome in higher education and one of the essential 21st Century Competency. The data were collected from 253 students of a university in Hong Kong. A structural equation model was applied to confirm the construct validity of the instrument. The result shows that the key characteristics of creative thinking skills are empirically constructed by creative character, originality, sensitivity, synthesizing and resistance to premature closure. The five characteristics of creative thinking can be considered as learning processes or outcomes to inform the design of instructional events and learning activities to nurture students’ creative thinking skills.

The Role of Technological Transformation in Supporting Research in Higher Education at the University of Syekh-Yusuf Tangerang

Teaching in higher education is generally carried out by involving a series of methods and technologies for learning and research activities. Many studies have been conducted to examine and evaluate the role of technology and the achievement of learning outcomes in higher education. The article analyzed how the role of technological transformation with all its applications has supported research-based learning activities at Sheikh Yusuf University Tangerang. The method used descriptive qualitative design, and the literature review supports us. Through semi-structured interviews, the researchers obtained many data, then analyzed with a phenomenological approach. The researchers examined the data from interviews. Based on the analysis academic interview data, it can be concluded that the results, including understanding the role of technological transformation with several applications that support research-based learning activities at the higher education level, have been carried out well at Sheikh Yusuf University, Tangerang. Thus, it is hoped that these brief findings can be used as supporting data for similar research in the future. Keywords: Role Technological Transformation, Supporting Research, Technological Transformation

The Application of Blended Learning with a Community Science Technology Approach to Improve Student Learning Outcomes in Higher Education

This study aims to analyze the effect of the blended learning science and technology community approach on student learning outcomes in higher education. The research design used in this study was quasi-experimental with The Matching-Only Post-test-Only Control Group Design. A total of 120 students participated in this study. Subjects were divided into 2 groups, namely the control group (K1) and the treatment group (K2). The instrument of learning outcomes items will first be tested for validity and reliability, then the learning outcomes data that have been obtained will be analyzed using the independent t-test method. The results of this study indicate that the data from the validity test items of the learning outcomes test instrument, out of 40 question items, there are 38 items that are declared valid. reliability test results with an alpha coefficient of 0.880 so that the learning outcomes test instrument is said to be reliable and consistent in data collection. The results of the t-test obtained P <0.05, meaning that there is a significant effect of blended learning with the science technology approach of society on learning outcomes. It can be concluded that blended learning with a community science technology approach can improve student learning outcomes in higher education. It is hoped that blended learning can be used and developed again in learning in higher education.

Impact of E-learning on Learning Outcomes among Higher Education Students – An Integrated Review

Much of the exploratory research has been carried out to evaluate the success and failures of eLearning. The integrated review aims to understand the impact of eLearning on student learning outcomes in higher education. Understanding the student learning outcomes from their perspectives is crucial to improve the quality of eLearning platform to improve their satisfaction. With COVID-19 affecting every country and region leading to lockdown, each one has been making every effort to avoid interfering with the quality of education being imparted by integrating different e-learning platforms, and stakeholders’ need for improved understanding of e-learning for meeting students’ learning needs has become paramount. This paper attempts to summarize findings of the impact of e-Learning on students’ learning outcomes based on selected articles analysed by researchers while educational institution across the globe hurrying to switch to online /electronic mode of learning. From among 100 articles searched using different databases, 10 articles were selected for analysis, conclusion, and recommendations. Overall, e-learning is found to be impacting learners positively despite its challenges, and it is inevitable in higher education students to effectively achieve their learning outcomes as it provides immense opportunities to better their learning performance.

Designing Integral Learning Outcomes in Higher Education Within the Frameworks of the Competency-Based Approach

Uptick of informatization and technologization of society, increased competition both in labor markets and in learning services have caused dramatic changes in higher education and have led to its reorientation from knowledge-centric to the competency-based learning paradigm. Developing and implementing flexible learning paradigm consider one of modern universities’ key priority within the European Higher Education Area. Since the main purpose of modern humanities is to form a conscious and responsible attitude of human being towards own learning and carrier in terms of dynamic changes, the issue of designing integral learning outcomes in higher education, technologization of competency acquisition and its further development in lifelong education becomes especially relevant. The study is aimed at a critical analysis of the modern experience in organizing the learning process on the competency-based approach, disclosing, exemplified by research competence, the end-to-end design technology of integral learning outcomes in the context of the triple system of learning professionals with academic degree.

A Systematic and Quantitative Method to Measure the Achieved Program Learning Outcomes in Higher Education

This study calculates the level of academic program learning outcomes achieved through a course/module/unit within a higher education institution. The study draws on hypothetical data (secondary data), of a computer science course. The approach of the study demonstrates an empirical, reliable, and robust method to measure the level of program learning outcomes delivered and achieved. The method to calculate the level of learning outcomes uses a graded hypothetical assessment, charted in a specification table. The percentage covered is the ratio of the course learning outcome covered by the assessment then multiplied by the probability of a course learning outcome to occur in program learning outcome. The method is based on several specification table alignments between course learning outcomes and program learning outcomes. Embedded in the specification tables is assessment data that reflect what is covered and achieved of the curriculum. The originality of this study is that it posts a robust methodology to calculate objectively the achieved learning outcomes. The findings lead us to think in new ways to reconceptualize how students are assessed in higher education. Thus, rather than assess students on how they achieve on course tests and other tasks; students can be assessed on the learning outcomes they have achieved.

Interpersonal Communication Model and Learning Readiness Among Santri in Achieving The Success of Study at Higher-Educational Institutions

This study aims to determine to what extent the education system of Islamic boarding schools (known as Pondok Pesantren) is related to the model of interpersonal communication and pesantren students (known as santri) readiness to learn can contribute to their success while taking the level in higher education. The authors used the quantitative method as the research approach. This research was conducted at the Pondok Pesantren "Anwarul Huda" Karang Basuki, Malang. To solve the problems in this study, two statistical analysis techniques were used, namely descriptive statistics and multiple regression analysis. The results of this study indicated that first, most of the santri studying at higher educational institutions (universities) had poor interpersonal communication, quite good learning readiness, and good learning outcomes. Second, the santri’s interpersonal communication model and learning readiness significantly contribute to university learning outcomes achievement by 7.6% and other factors that influence the rest. This analysis indicates that santri’s interpersonal communication and learning readiness have not been optimally carried out in Islamic boarding schools. Therefore, every educator should always provide directions to generate and develop santri’s interpersonal communication model and learning readiness to maximize their learning outcomes in higher education.