Related Learning Outcomes Research Articles

Implementation of the optometry Aboriginal and Torres Strait Islander health curriculum framework.

There is now an Optometry Council of Australia and New Zealand (OCANZ) accreditation requirement for Australian and Aotearoa New Zealand optometry programs to ensure students can provide culturally safe care for First Nations Peoples. To assist programs, OCANZ developed the Optometry Aboriginal and Torres Strait Islander Health Curriculum Framework (Optometry Framework). The objective of this study was to evaluate early progress towards the implementation. All seven Australian optometry programs were invited to complete a modified version of the OCANZ curriculum mapping tool. Where available, online unit outlines were reviewed to verify and supplement the data. Curriculum maps were synthesised using qualitative content analysis. None of the five participating programs had a standalone Aboriginal and Torres Strait Islander health unit; instead, programs were integrating content into core units. Only 25% of the units with relevant content had a directly related learning outcome. All programs had at least some content that was either directly or indirectly related to each of the Optometry Framework themes, and included some content related to novice and intermediate levels of learning. Four programs had content related to entry to practice levels of learning. The average total duration of directly related content in programs (excluding clinical placements) was 18 hours. Not all programs offered an Aboriginal and Torres Strait Islander health setting clinical placement opportunity. Directly related assessment was minimal in most programs, where the format was predominantly reflective journals or questions within written examinations. Progress has been made in implementing the Optometry Framework; however, further efforts are required. Programs need to integrate additional directly related learning outcomes, content (particularly entry to practice level learning), and assessment. Further curriculum enhancements will improve the likelihood of optometry students acquiring the necessary capabilities for providing culturally safe care.

EFFECT OF COMPUTER SIMULATION ON LEARNING OUTCOMES IN RELATION TO SELF-EFFICACY

This study aims to determine the effect of using computer simulation on students Learning outcomes in relation to self-efficacy. A sample of 120 students classified into two groups–experimental (60) and control (60)–from two senior secondary schools in Jalandhar city was the subject of a pre-test and post-test evaluation. Using the Statistical Package for the Social Sciences (SPSS), the Students t-test and ANOVA were used to compare and analyze the test results given to the control and experimental groups of students. The findings imply that, in comparison to the control group, the experimental group had the best post-test performance. However, self-efficacy does not play a major role in explaining the observed variations in gain scores for science learning outcomes. In this regard, the study suggested that simulation software should be used and practiced to improve and increase scientific students learning results.

Traditional Hands-On Puzzle Method versus Fully Digital Approach in Teaching Tooth Morphology: A Comparative Study of Educational Outcomes.

Tooth morphology education is a critical component of dental curricula, providing a foundational understanding of the intricate structural anatomy of teeth. This study evaluates the learning outcomes in relation to tooth morphology of two student cohorts from different academic terms, comparing the traditional 'tooth puzzle' method to an alternative fully digital approach. Two groups of Master of Dentistry students were retrospectively analyzed. The control group (55 students) was taught via the 'tooth puzzle' method in 2021, while the experimental group (55 students) underwent a fully digital course in 2020 due to COVID-19 restrictions. Both groups completed a digital examination involving the identification of 40 teeth, presented as images and videos. In the control group of 55 students, nearly half (49.1%) achieved faultless results, while 65.5% had at most two faults, and 74.5% had no more than four faults. The group had a total of 163 faults, averaging 3.0 per student, with only one student (1.8%) failing the test. In stark contrast, the experimental group had no students without faults, 9.1% had four or fewer faults, and a significant 61.8% made 10 or more faults, with 29.1% failing their first test attempt by exceeding 12 faults. Overall, the experimental group registered 582 faults, averaging 10.6 per student. The 'tooth puzzle' method, with its interactive and tactile elements, proved more effective in teaching tooth morphology than the digital-only approach. The increased number of faults and failed tests in the experimental group suggest that while digital tools offer meaningful support in learning tooth morphology, their main advantage is seen when coupled with traditional hands-on techniques, not unassisted and independently.

Analysis of visual-based physics questions of the senior high school entrance examination in China

The notion of scientific visual literacy has been advocated in recent science curriculum reform documents and related learning outcomes are expected from students. However, few studies have been conducted to determine how it is tested in high-stakes examinations. This study utilized the Visualization Blooming Tool to examine the level of visual cognition involved in visual-based physics questions in the Senior High School Entrance Examination (SHSEE) in China. Content analysis was adopted as the research method and 12 sets of the SHSEE physics from four Chinese metropolises (Beijing, Shanghai, Hangzhou, and Suzhou) in 2020, 2021, and 2022 were targeted. The results indicate that although all four metropolises examined the higher-order visual cognitive skills, they placed more emphasis on the levels of apply and analyze but less on evaluate and create. Moreover, the examination items required students to interpret visual representations more often than to construct them, which may be detrimental to developing students’ scientific visual literacy. It is suggested that the examination of higher-order visual cognitive skills and encoded visual representation should be strengthened in future high-stakes physics examinations. Published by the American Physical Society 2024

The Influence of the Jigsaw Type Cooperative Learning Model on the Mathematics Learning Outcomes of Class VIII Students at SMP Negeri 1 Jorlang Hataran

The aim of this research is to find out how the jigsaw type cooperative learning model influences the mathematics learning outcomes of class VIII students at SMP Negeri 1 Jorlang Hataran. The type of research used is Pre-Experimental Design research. Research subjects in class VIII-3 with a total of 30 students. In this research the author used a quantitative approach. The design used in this research is One-shot case study. Based on the results of data analysis and discussion, it can be concluded that there is a significant influence of the use of the jigsaw type cooperative learning model on the learning outcomes of class VIII students at SMP Negeri 1 Jorlang Hataran for the 2023/2024 academic year. This positive influence is shown through the regression equation Y= 16.816 + 0.089X where the b value is 0.089. This influence is through the t-test, namely tcount > ttable (3.608 > 2.048) or (sig.) < 0.05 (0.000 < 0.05), then H0 is rejected and H1 is accepted, which means there is a positive and significant influence from the cooperative learning model. jigsaw type on student learning outcomes in relation and function material. The contribution of variance of variable X (jigsaw type cooperative learning model) to variable Y (student learning outcomes) is 32%.

Exploring the effects of digital technology on deep learning: a meta-analysis

AbstractThe impact of digital technology on learning outcomes, specifically deep learning, has been a subject of considerable debate and scrutiny in educational settings. This study aims to provide clarity by conducting a meta-analysis of empirical publications that examine students' deep learning outcomes in relation to digital technology. A comprehensive search of databases and a thorough literature review yielded 60 high-quality, peer-reviewed journal articles that met the inclusion criteria. Using Review Manager 5.4.1 software, a meta-analysis was conducted to assess the overall effectiveness of digital technology. The calculated effect size indicates a positive influence of digital technology on students' deep learning outcomes. Furthermore, a moderator variable analysis revealed several significant findings: 1. Different categories of digital technology tools have a favorable impact on deep learning outcomes; 2. The duration of digital technology treatment does not significantly affect deep learning outcomes; 3. Digital technology demonstrates a highly positive influence on deep learning within the humanities and social sciences disciplines; 4. Combining online and offline utilization of digital technology in education leads to a substantially greater enhancement in deep learning compared to relying solely on online methods; 5. The effectiveness of digital technology on deep learning is enhanced when accompanied by appropriate instructional guidance; 6. Utilizing digital technology in a systematic manner produces different outcomes compared to fragmented approaches, highlighting the importance of a cohesive implementation; 7. Integrating digital technology with collaborative learning has a more pronounced effect on deep learning compared to independent learning. These findings contribute to our understanding of the impact of digital technology on deep learning outcomes and underscore the importance of thoughtful integration and instructional support in educational contexts.

Digital storytelling in a digital environment: a case study for social work education

ABSTRACT The aim of this study was to explore students’ learning experiences from an online workshop focusing on digital storytelling: an active learning method in which students create a digital story. At Oslo Metropolitan University, the learning method is implemented for training in reflection after a period of placement. However, the methodology is resource-intensive, and there is little research on resources combined with the pedagogic potentials. An online workshop with large classes requires fewer resources than a face-to-face workshop. We have studied the students’ experiences and what we can learn from this case to adapt the methodology to online teaching, with minimal compromise on quality. The data are derived from 122 evaluation forms and focus group interviews with 15 students who had taken an online workshop, as well as 94 evaluation forms from the subsequent year, when the workshop was carried out face-to-face. This article is based on a descriptive case study and thematic analysis. Our findings indicate that, although the conditions for learning are different, there is no indication of lower learning outcomes in relation to reflection. The article illustrates how digitalization and the downscaling of resources bring about new opportunities for learning, but also new potential risks.

Examining the implementations related to teaching science to students with disabilities

This study presents a systematic review of research on teaching science to children with disabilities, highlighting the significance of providing a high-quality science education to promote equity and inclusion. Science education enables students to investigate the natural world, cultivate critical thinking, and solve problems. Teaching science to children with disabilities presents unique challenges, including diverse learning requirements, the availability of resources, and effective teaching practices. This review seeks to investigate the Scopus database’s literature, identify patterns, trends, and knowledge gaps, and identify potential areas for future research, ultimately contributing to a more inclusive, scientifically driven society. Initial screening of 420 publications based on predetermined criteria resulted in the selection of 50 publications. 18 publications were declared appropriate for inclusion in the study after a thorough review of their full texts. This qualitative research study conducted an in-depth examination and content analysis of selected articles to identify research-relevant themes. The studies were categorized under four major headings based on their interventions and practices, allowing for a thorough comprehension and comparison of the various approaches and strategies utilized. Various studies have examined the effectiveness of technological tools, approaches, and strategies to improve science and related subject learning outcomes for children with disabilities, according to their findings. The research highlights the significance of adapting pedagogical strategies and materials to the unique circumstances of each student and employing a variety of research methodologies to gain insight into diverse educational settings. Researchers can refine educational practices by customizing educational interventions and employing multiple data collection instruments, thereby ensuring inclusive and productive learning experiences for all students.

Have The European Union Guidelines been a Driving Force in the Inclusion of Children’s Rights into the German “Sachunterricht” Course Curriculum?

It is observed that efforts are made to benefit from the perspective of the Universal Convention on the Rights of the Child and to undertake the protection and promotion of children’s rights more effectively in countries that are members of the European Union/membership process with the European Union Agreement (Lisbon Treaty) which came into force in 2009. In this direction, the European Union Guidelines on the Promotion and Protection of Children’s Rights were published to guide the EU member countries and their countries in the process of membership in their work on children’s rights. So, the research purposed primarily to examine the status of children’s rights in the official Sachunterricht course curriculum used in the German education system in line with the EU Guidelines. In the research, a holistic multiple-state pattern was adopted from the qualitative research approach patterns. In the process of obtaining research data, the document review method was used. The official Sachunterricht course curriculum in sixteen states in the Federal Republic of Germany was examined in this scope. As a consequence of the research, it was concluded that the content included in the curriculum in most states is in line with the EU Guidelines. However, we saw just a few curricula have that there are statements of attainment and study examples regarding children’s right to protection and participation. At this point, studies can be put forward to make all education curricula more compatible with EU Guiding Principles. These studies should ensure that the teaching curricula that countries will use address children’s rights and related learning outcomes and teaching activities aimed at recognizing children’s rights, preventing discrimination against them, building a culture of universal peace, and preparing children for responsible lives in a free society.

What do patients think about the Hungarian health care system and medical students’ learning outcomes? A cross-sectional study on the patients’ perspective in Hungary

BackgroundThe doctor-patient relationship has changed a lot in the 21st century and the varying expectations of the patients play an important role in future professional medical care. The knowledge of patients’ needs is crucial in determining the learning outcomes in medical education. The objective of this study was to examine the expectations of the patients regarding professional and soft skills (e.g. communicational skills, empathy) of doctors and to get a deeper view.MethodsFace-to face data collection through self-reported questionnaire in accredited health care institutions (GPs, hospitals, outpatient care) in Hungary was carried out in 2019. Descriptive statistics, independent sample t-tests, k-means cluster and gap matrices were performed to analyze the data.ResultsIn total 1115 patients (male-female: 50–50%, age groups: between 18 and 30: 20%, between 31 and 60: 40% above 60: 40%) participated in the survey. They rated sixteen learning outcomes along with two dimensions: importance and satisfaction. Except for one learning outcome, patients rated the outcomes more important than they were satisfied with them (negative gap). Positive gap was registered only in the case of respecting individual specialty during patient care.ConclusionsThe results suggest the importance of learning outcomes in relation to the rate of satisfaction from the patients’ perspectives. In addition, the results support that patients’ need are not met in medical care. Patients’ ratings also make an emphasis on the fact that besides professional knowledge other learning outcomes are also important in health care which should have been emphasized as a basis in medical education.

Integrative nursing in Europe - A competency profile for nursing students validated in a Delphi-study

BackgroundIntegrative nursing is a framework for providing holistic care and includes complementary therapies and non-pharmacological interventions. There is no common European approach on how to educate healthcare professionals on complementary therapies and non-pharmacological interventions for symptom management. Nurses report a lack of formal education as the main barrier to applying integrative nursing. ObjectivesThe aim of this study is to develop and validate integrative nursing learning outcomes in a competency profile for bachelor nursing students. MethodsA two-round Delphi study was conducted with experts on integrative nursing and/or nurse education from eight European countries. The expert panelists rated their level of agreement with learning outcomes in relation to “Knowledge, Skills, Responsibility and Autonomy” on a nine-point Likert scale (1 = strongly disagree/9 = strongly agree) and were invited to add comments in an open text field. The Rand manual's description of levels of appropriateness was used, and experts' suggestions were analyzed thematically and used for reformulating or adding learning outcomes. ResultsIn the first round, 19 out of 23 experts participated, versus 18 in the second round. In all, thirty-five learning outcomes within the three areas Knowledge, Skills and Responsibility/Autonomy were rated. After two Delphi rounds, twenty-four included learning outcomes were classified as appropriate, with median levels of appropriateness between 7 and 9; none had been classified as inappropriate. The learning outcomes include general knowledge about selected complementary therapies and non-pharmacological interventions, safety, national rules and regulations, communication and ethical skills and competencies for self-care actions and for applying simple evidence-based complementary therapies and non-pharmacological interventions in nursing practice. ConclusionsThe competency profile consist of validated competencies; the high degree of consensus from the expert panelists makes the learning outcomes relevant for structuring a teaching module for nursing students about integrative nursing.

A review of Turkish science course curriculum in terms of sustainable development goals

"The aim of this research is to determine whether or not there is a consistent approach to science education with the correlation of sustainable development goals (SDG). Document review method is used in this study. In this study, 2018 curriculums learning outcomes are used as a resource. 58 of 302 learning outcomes in the curriculum are found to be related to SDGs. SDG related learning outcomes are reviewed by their distribution according to grade levels, curriculum’s learning fields, lecture duration, related goals, and goal groups. As a summary science course curriculum have a deficiency in containing sufficient SDGs. Learning outcomes related to the low number of goals suggest that students are directed to specific goals. In order to achieve sustainable development, it can be recommended that these learning outcomes should be revised to fill the deficiencies of the curriculum. Studies can be conducted to determine whether the goals that are not included in the science course are found in other courses."

The Dynamics Between Self-Regulated Learning and Learning Outcomes: an Exploratory Approach and Implications

Self-regulated learning (SRL) has been linked to improved learning and corresponding learning outcomes. However, there is a need for more precise insights into how SRL during learning contributes to specific learning outcomes. We operationalised four learning outcomes that varied on two dimensions: structure/connectedness and level/deepness of knowledge. Specifically, we assessed how surface knowledge measured with a domain knowledge test (independent concepts) and a concept map (connected concepts), and deep knowledge measured with a transfer test (independent concepts) and an essay (connected concepts) were associated with frequencies of SRL activities during learning, assessed by concurrent think aloud, while taking into account students’ metacognitive and prior knowledge. Forty-four university students performed a 45-minute problem-solving task integrating information about three topics to write a vision essay on the future of education. Results of the pre-/post-test analysis revealed a learning gain in domain knowledge and concept maps. Low cognitive activities were associated with all knowledge measures, except the concept maps and transfer. Furthermore, specific low cognitive activities showed either a positive or negative association; for example, processing showed a positive association with essay, but a negative association with domain knowledge. High cognitive activities were associated with the essay (connected concepts), but not with the concept map. Both metacognitive activities and knowledge were related to transfer. To conclude, taking the level and structure of knowledge into account helps specify the association between SRL activities during learning and the related learning outcomes.

Petting bees or building bee boxes? Strategies for transformative learning

This paper presents findings from a research study exploring the effectiveness of three environmental education programs. The first was an interpretive program where visitors learned to safely interact with and ‘pet’ bees (control group), the second was the same interpretive program with the addition of post-visit action resources (interactive treatment group), and the third was a contributory citizen science bee box building project (citizen science treatment group). Using personal meaning maps, interviews, and participatory observations we explored learning outcomes in relation to Transformative Learning Theory. This study found that the interpretive program facilitated a more complex learning experience across all transformative learning domains. The participants who engaged in a contributory citizen science bee box project demonstrated a narrower, albeit more focused learning experience where their knowledge increased specifically in relation to understanding the issues native bees face and actions related to native bee conservation. These findings have important implications for experiential learning where action outcomes and transformative learning are interrelated goals.

Tools for Embedding and Assessing Sustainable Development Goals in Engineering Education

This paper presents three tools developed within the framework of the project EDINSOST2-SDG, aimed at embedding and assessing the Education for Sustainable Development (ESD) in Engineering curricula. ESD is promoted through the introduction into engineering curricula of learning outcomes related to sustainability and, specifically, to the Sustainable Development Goals (SDG). The first tool, the “Engineering Sustainability Map”, contains ESD-related learning outcomes that any engineering student should have acquired upon completion of their studies. These learning outcomes are described according to four sustainability competencies: (1) Critical contextualization of knowledge, (2) Sustainable use of resources, (3) Participation in community processes, and (4) Application of ethical principles. The second tool, the “Sustainability Presence Map” of a degree, shows the percentage of the presence in the curriculum of each sustainability competency. The calculation of the presence of each competency is based on the effective integration of the related learning outcomes into a specific curriculum. Respective data are provided by teachers responsible for the coordination of the different subjects of the degree, collected by means of a questionnaire. The third tool presented is a questionnaire aimed at measuring the level of ESD that students perceive they have acquired through each competency. The comparison of data resulting from the Sustainability Presence Map with the data from the student questionnaire is the first step that allows the effectiveness of embedding ESD in a degree to be determined, a proper learning assessment will confirm such effectiveness. The three tools presented in this work have undergone a validation process and are currently being used in a set of engineering degrees related to the EDINSOST2-SDG project. The results of the application of these tools are part of the future research work of the authors.

Analysis of Gap between Expected and Achieved Levels of Skills related Learning Outcomes of Graduates

Analysis of Gap between Expected and Achieved Levels of Skills related Learning Outcomes of Graduates

Developing graduate employability for a challenging labour market: the validation of the graduate capital scale

PurposeThis article provides empirical validation of the Graduate Capital Model, adopted at a UK Russell Group University as a tool to analyse and support the career preparedness of both undergraduates and postgraduate students. An overview of employability capitals and how the development of these will potentially result in positive employment outcomes is explored. We describe the development of a psychometric tool “the Graduate Capital Scale” that seeks to operationalize these capitals. We then draw on data to establish the factor structure, reliability and validity of the tool.Design/methodology/approachThis paper introduces a new psychometric instrument, called the “Graduate Capital Scale”; this self-reflective tool aligns closely with the five capitals within the Graduate Capital Model (Tomlinson, 2017) and has been designed for higher education students to self-assess their confidence in transitioning to the graduate labour market.FindingsBased on a sample of 1,501 students across data collection waves, the findings from the psychometric scale show good factor reliability and validity for the constructs central to the overarching Graduate Capital Model. Within each of the component of the model, high factors loading emerged for a range of scale items, including subject-related skills, social networking, perceived job market fit and engagement with extra-curricula activities. Few gender differences emerged across the constructs.Research limitations/implicationsThe research was confined to a specific English university comprised of mainly academically high-achieving and higher socio-economic students. However, there is significant scope for the model and related scale tool to be applied to diverse student groups given its wholistic nature.Practical implicationsThe scale has considerable potential to be incorporated into careers practices and also embedded into course programmes as it aligns with a range of related learning outcomes. There is significant scope for this approach to complement a range of pedagogical and practical career interventions, including: self-reflective tools within tutorials; measures of learning gain for specific interventions such as careers coaching and mentoring; and as a personal reflective tool in careers guidance.Social implicationsThe approach developed through this employability tool has scope to be used for diverse graduate groups, including those with lower levels of career confidence, preparedness and insight and including those from lower socio-economic backgrounds.Originality/valueThis paper has introduced and demonstrated the validity of a practical careers and employability development tool that has significant practical applicability for students, graduates and practitioners. Moreover, this scale supports a pre-existing conceptually driven model and has demonstrated a clear alignment between theory and practice in the area of graduate employability.

Which Tools in Multimedia Are Best for Learning Outcomes? A Study Grounded in Cognitive Load Structures.

The main objective of this study is to investigate the importance of three compositions in multimedia for learning outcomes (LOs) in relation to individual differences in short-term memory (STM) capacity. The study is based on a survey of 378 individuals at the bachelor level (military officers, teachers, and psychology students). The LOs of three different multimedia compositions (means) were tested. This applied to individuals with low, medium, and high STM capacity. The results show that the successive presentation (Type II) of learning materials through multiple representation forms/channels (speech, pictures, and screen text/labels) provides a better LO than just speech (Type I) and simultaneous presentation (Type III). Overall, visual and verbal channel capacities did not contribute to the LO in any of the three tools tested, but some specific STM capacity types or substructures (visual and verbal progressive capacities) and non-verbal (RAPM) types have significance, particularly in exploiting successive presentation (Type II) for learning. Although the tools used in the multimedia educational material had a low cognitive load, the individuals with low capacity learned relatively less than the individuals with higher capacity. A symbolic form of expression was introduced concerning the relationship between cognitive load structure (CLS) and LOs through various tools in multimedia as an aid in the theoretical and empirical analyses. This is referred to as the CLS-LO formula. The main assumption of this study, based on previous empirical and theoretical ones, is that the relationship between CLS and LO is expressed with the following CLS-LO formula: . Based on this study, the relationship became: . This basic research study is primarily a contribution to understanding underlying cognitive processes in STM and their importance for learning in multimodal forms compared with analogue text. The findings will also be relevant as a basis for performance analysis and decision-making under high information pressure, risk, and unpredictable conditions.

Making Podcasts in the Collegiate French Writing Course

This study argues for grounding the teaching of presentational communication in a foreign language (FL) in Making- and Design-related concepts. We use the example of creating personal narrative podcasts in an advanced collegiate FL course to demonstrate how these concepts facilitate student learning outcomes in relation to genre awareness, digital literacy, and student engagement in presentational writing and speaking. A description is provided of the process of gaining understanding and carrying out thematic, generic, linguistic, and technical components of podcasting—a task that student self-reflections revealed as challenging yet ultimately rewarding.

ICTs and Project-Based Learning (PBL) in EFL: Pre-service Teachers’ Attitudes and Digital Skills

Although there is a rich body of literature about the implementation of ICTs in foreign language learning, none has investigated the technological attitudes and digital skills of pre-service teachers thanks to the adoption of a Project-Based Learning (PBL) methodology. This study analyses the attitudes and digital skills of pre-service teachers through the implementation of ICT-based projects in the EFL classroom. For this purpose, 120 teacher candidates at the University of Alicante (Spain) participated in this experiment. First, all students were administered a pretest to measure the degree of technological affinity and digital skills. Then, they were divided into smaller groups (cooperative learning) in order to design and create several ICT-based projects aimed at teaching English as a foreign language to children and young learners. All the participants later presented their projects and evaluated the results (peer-evaluation) from a technical and pedagogical perspective. Finally, they completed a post-test based on their self-perceived learning outcomes in relation to ICT integration. The results revealed significant learning gains in digital and higher-order thinking skills (create, analyse, evaluate). Teaching candidates show a positive attitude towards the integration of ICTs in the EFL classroom but demand better training as regards the adoption of new technologies, particularly given the current situation and the need for increased on-line teaching.