Perceived Learning Outcomes Research Articles

Relationships among e-learning systems and e-learning outcomes: A path analysis model1

In this study, path analysis modeling is applied to examine the relationships among e-learning systems, self-efficacy, and students' perceived learning outcomes in the context of university online courses. Independent variables included in the study are e-learning system quality, information quality, computer self-efficacy, system-use, self-regulated learning behavior, and user satisfaction as potential determinants of online learning outcomes. A total of 674 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to fit the path analysis model. The results indicated that system quality, information quality, and computer self-efficacy all affected system use, user satisfaction, and self-managed learning behavior. The findings from the current study have significant implications for the distance educators, students, and administrators. First, university administrators must continuously invest to upgrade the systems so that e-learning systems exhibit faster response time, better systems accessibility, higher system reliability and flexibility, and ease of learning. Second, the instructor in e-learning courses should facilitate, stimulate, guide, and challenge his/her students via empowering them with freedom and responsibility. Third, In order for the e-learning system to be successful, it should provide e-learners with the information and knowledge they need.

Effect of feedback from standardized patients on medical students’ performance and perceptions of the neurological examination

Background: Feedback can have a powerful influence on the performance of learners, and has traditionally been provided by faculty.Aim: This study set out to explore whether feedback from a standardized patient (SP) can improve students’ performance of the neurological examination.Methods: A randomized controlled design was used with final year medical students. The control group did not receive any feedback. The intervention groups received either written feedback or a combination of written and verbal feedback. A written test was given prior to the intervention to assess comparability of the three groups. Pretest and post-test scores on the neurological examination were compared. Attitudinal questionnaires were administered at the time of the posttest, and 6 months later.Results: Students receiving feedback from the SPs had significantly greater scores on the posttest than the control group. In the intervention groups, students receiving both verbal and written feedback scored significantly higher than those who received only written feedback. More positive perceptions of learning outcomes and the value of SP feedback were noted in the intervention groups.Conclusion: SP feedback was associated with a significant increase in student scores on the neurological examination, as well as more favorable perceptions of the experience.

Getting the most out of audience response systems: predicting student reactions

Audience response systems (ARS) are effective tools for improving learning outcomes and student engagement in large undergraduate classes. However, if students do not accept ARS and do not find them to be useful, ARS may be less effective. Predicting and improving student perceptions of ARS may help to ensure positive outcomes. The present study expands on previous work by simultaneously evaluating several student and practice variables that may predict student perceptions of ARS. Perceived learning outcomes, engagement, interaction in class, enjoyment of ARS, attendance, and preparation for class were examined using multivariate regression analysis in two undergraduate samples. Student variables, including gender, grade, and year of program predicted student perceptions of ARS. Practice variables, including the consistency of ARS use, question type, question difficulty, and ease of use also predicted student perceptions. The nature and implications of these findings are discussed.

Situating Student Learning in Rich Contexts: A Constructionist Approach to Digital Archives Education

Objective - This paper sought to determine whether a constructionist pedagogical approach to digital archives education could positively influence student perceptions of their learning. Constructionism is a learning theory that places students in the role of designers and emphasizes creating tangible artifacts in a social environment. This theory was used in the instructional design of the Digital Archive Creation Project (DACP), a major component of a digital archives course offered to students enrolled in a Master’s program in library science at Pratt Institute School of Library and Information Science.
 
 Methods - Participants were the 31 students enrolled in the DACP during the fall and spring semesters of 2010. They were surveyed as to their perceived learning outcomes as a result of their engagement with the DACP. 
 
 Results - Results indicated that students perceived strong increases in their learning following their engagement in the DACP, particularly in terms of their skills, confidence, understanding of topics covered in other courses, and overall understanding. Factors that influenced these increases include the collaborative teamwork, the role of the facilitator or instructor, and individual effort.
 
 Conclusion - The project demonstrated that a constructionist pedagogical approach to digital archives education positively impacted students’ perceptions of their learning.

Learning style as a factor which affects the quality of e-learning

With the aid of the Internet, many organizations and schools have adopted the idea of applying the e-learning system, which is considered as one of the most important services provided by the Internet. The purpose of this paper is to investigate the factors affecting the acceptance and use of e-learning system. There are a number of implicit and explicit frameworks designed to inform e-learning practice. Some of them suggest key components that influence the quality of the e-learning experience: technology, pedagogy, organizational context and creativity. Instructor feedback and student learning styles, significantly affect the perceived learning outcomes of e-learning students. Namely, quality of education will significantly be enhanced if instructors modify their teaching styles to accommodate the learning styles of all students in their classes. When the teacher creates the lesson plan, it is desirable that he or she puts as many activities as possible which will reflect different learning styles. Whereas, students have diverse backgrounds, abilities, and knowledge bases, teachers who are able to use various instructional strategies have been shown to be more effective than those who just use single strategies.

Course-Specific Motivated Learning and Outcomes: The Role of the Perceived Task Value of Course-Specific Assignments

Although the internationalization of curricula has increased steadily over the past 30 years, most universities and business schools have concentrated their efforts on program assessment activities, leaving course-level assessment as a gap in most international business assessment portfolios. To address the gap in aligning course-specific designs with course-specific learning outcomes, the current study focuses on a specific course domain. This study (1) assesses how students' subject-specific motivational beliefs and learning behavior affect their perceived learning outcomes, and (2) examines how students' perceptions of the task value of subject-specific assignments strengthen or weaken the effect of motivated learning on learning outcomes. The results highlight the critical roles of group-based term projects and individual-based IT tasks in strengthening the effect of self-efficacy and deep learning behavior on learning outcomes. International business educators are thus advised to manage students' perceived task value with regard to outcome and effort expectancy. Practicable recommendations are provided for building up students' expectations about desirable learning outcomes in relation to project-specific assignments, and fostering students' beliefs about return-on-efforts through project-specific assessment rubrics.

Teaching post-mortem external examination in undergraduate medical education—The formal and the informal curriculum

In undergraduate medical education, the training of post-mortem external examination on dead bodies might evoke strong emotional reactions in medical students that could counteract the intended learning goals. We evaluated student perception of a forensic medicine course, their perceived learning outcome (via self-assessment) and possible tutor-dependent influences on the overall evaluation of the course by a questionnaire-based survey among 150 medical students in Hamburg, Germany. The majority of students identified post-mortem external examination as an important learning objective in undergraduate medical education and did not feel that the dignity of the deceased was offended by the course procedures. After the course, more than 70% of the students felt able to perform an external examination and to fill in a death certificate. Respectful behavior of course tutors towards the deceased entailed better overall course ratings by students (p<0.001). Our findings highlight the importance of factors such as clearly defined learning goals and course standardization (formal curriculum) as well as tutor behavior (informal curriculum) in undergraduate education in forensic medicine. Furthermore, we suggest embedding teaching in forensic medicine in longitudinal curricula on death and dying and on the health consequences of interpersonal violence.

Predicting Student-Perceived Learning Outcomes and Satisfaction in ERP Courses: An Empirical Investigation

This article uses the Unified Theory of Acceptance and Use of Technology model (UTAUT) as the basis for the research framework to examine factors that influence student-perceived learning outcomes and satisfaction in enterprise resource planning (ERP) courses. Antecedent variables considered are student attitude, performance expectancy, effort expectancy, training (hands-on), course structure, and perceived instructor knowledge. A Structural Equation Model (SEM) using LISREL was employed to test the measurement and structural models using a convenience sample of 102 students enrolled in ERP courses. The results showed that student attitude had the largest significant direct impact on student-perceived learning outcomes and satisfaction. Effort expectancy and performance expectancy had significant direct impacts on attitude. Course structure and training (hands-on) had indirect effects on attitude through effort expectancy and performance expectancy. The findings suggest that, in order to impact student attitude and, thus, impact their perceived learning outcomes and satisfaction, instructors should emphasize the importance of learning about ERP systems and should provide clear directions so that students experience a meaningful interaction with ERP systems. Implications for practitioners and educators are

Perceived learning outcomes in entrepreneurship education

PurposeThis paper aims to address the impact of a person's motivation to study entrepreneurship on their subsequent levels of performance in terms of the generation of business ideas, while taking into account the effect of student team behaviour.Design/methodology/approachThe paper hypothesises that both intrinsic and extrinsic motivation as well as team behaviour influence the learning outcome and that team behaviour moderates the relationship between motivation and learning outcomes. A survey was used to generate data. A total of 117 students, who participated in pre‐programme, and post‐programme surveys, provided the sample data. First, explorative factor analyses were employed to examine the latent variables. Second, hierarchical lineal regression analyses were carried out to test the proposed hypotheses.FindingsIt was found that intrinsic motivation has a negative effect on the learning outcome while extrinsic motivation had a positive one. However, the team (and in particular the resources that become available) positively moderates the relationship between the intrinsic motivation and the outcomes.Research limitations/implicationsThe paper contributes to the evaluation and research practices of different entrepreneurship education initiatives. The data are derived solely from business students, a factor that may cause bias in the results. In addition, the paper relied on self‐assessed perceptions of learning outcomes, since the stakeholder evaluations were team‐level measurements.Practical implicationsStudents on entrepreneurship education programmes have different forms of motivation for studying entrepreneurship, and those tend to affect their satisfaction with the outcome of their studies. Using teams on an entrepreneurship course seems to generate more positive outcomes for students with both low and high intrinsic motivation, but particularly among the latter group. Ultimately, the results suggest the need for greater flexibility in course design.Originality/valueThe paper contributes to the theoretical understanding of how entrepreneurial learning outcomes are affected by student motivation and team behaviour. It makes an original contribution in distinguishing between an extrinsic and an intrinsic motivation to study entrepreneurship, and highlights the effect on learning outcomes of resources acquired through team behaviour. It also illustrates an opportunity to study the impact of entrepreneurship education, particularly when the creation of a new venture is not an immediate objective of the course.

Learning with the arts: what opportunities are there for work‐related adult learning?

What can arts‐based learning offer to adult, work‐related education? A study was undertaken that explored the benefits of learning with the arts for professional development of an adult learner in Australia. The individual experiences of nine adults who participated in arts‐based workshops to build work‐related skills were examined using the contextual model of learning where the personal, socio‐cultural and physical contexts were considered. To determine the potential for professional development, the participants' perceived learning outcomes were examined against the list of the skills valued in the modern workplace. The adult learners who participated in this research found learning with the arts to be engaging, enjoyable and productive. The study highlighted the potential benefits that learning with the arts could bring to the workplace which included increased motivation to learn, creativity, strengthened confidence and improved communication skills.

Implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates’ readiness for professional practice

Aim This paper describes the design, implementation and evaluation of the Structured Observation and Assessment of Practice (SOAP), a model used to assess third year undergraduate nursing students’ clinical competence. Background Competence is a complex concept that is difficult to define and measure. The assessment of nursing students’ clinical competence has confronted universities with problems of validity, reliability, subjectivity and bias for many years. This presents particular problems in nursing as patient outcomes may be compromised by incompetent practice. Too often assessments of nursing students’ competence comprise brief assessments of psychomotor skills, vague global assessment of generic skills/attributes or assessments undertaken in simulated laboratory settings rather than the real world of practice. Methods The Structured Observation and Assessment of Practice (SOAP), is a full day holistic practice-driven clinical competence assessment approach that motivates nursing students’ learning, promotes critical reflection and confirms graduates’ readiness for professional practice. This model was introduced in 2004 and since then 1031 students have been assessed. Quantitative and qualitative data has been collected via an anonymous online evaluation. Results Survey results have been statistically analysed using The Statistical Package for the Social Sciences (SPSS) (Version 13) with exploratory factor analysis employed to ascertain construct validity. This paper will report on the four components that showed acceptable factor loadings and that together accounted for 77.65 per cent of the variance: perceived learning outcomes, consistency with general clinical performance, quality of assessors, and anxiety/stress impact. Conclusion The results of the SOAP approach supports the premise that quality clinical assessment requires nursing students’ exposure to complex challenges undertaken in authentic clinical contexts, observed by registered nurses who are trained as assessors and have a strong educational and clinical background.

Factors related to perceived learning outcomes in e-learning

The purpose of this paper is to report the findings of a research conducted first to assess the way students conceptualise the e-learning variables in the context of the Biggs-Moore model of learning (presage, process and product variables), and second to evaluate the effect of e-learning perceptions of the presage variables on the learning process variables, and their impact on students' perceived learning outcomes. The perceived learning outcomes as regards to the effectiveness, amount and productivity of learning in e-learning context were studied. The participants came from an undergraduate business course. A quantitative and exploratory research approach to interpret the results of this research was used. The results imply that a priori e-learning perceptions of the presage variables have a significant impact on the process variables directly as well as indirectly on perceived learning outcomes. The indirect effects take place via the combined collaboration and critical thinking factor. We provide specific recommendations for the practitioners, discuss the implications for educators, and provide suggestions for further research on e-learning.

Learning through Teaching: Challenges and Opportunities in Facilitating Student Learning in Food Science and Nutrition by Using the Interteaching Approach

ABSTRACT: Interteaching is a new pedagogical strategy for classroom instruction that demonstrates great effective student learning outcomes in the field of psychology. It is a 20 to 30 min student‐to‐student discussion addressing the main points in a specified body of reading materials. Interteaching includes elements such as reciprocal peer tutoring, cooperative learning, and problem‐based learning. These elements have been well theorized and their effectiveness has been empirically documented. To date, little is known about the effects of interteaching on students' perceived learning outcomes in food science and nutrition. This case study describes how the interteach method was employed in an undergraduate nutrition and food science course with specific examples of the tools used, such as interteach preparation guides, the interteach record form, and the peer assessment form. Based on the continuous feedback provided by the students during the course work, several specific modifications were made from the conventional interteaching methods, including 4‐person interteaching instead of one‐on‐one interteaching, as well as the use of in‐class thought‐provoking “synthesis” questions. At the end of the course, we assessed the students' perceptions of interteaching, as well as the students' perceived learning outcomes. The method generally fostered critical thinking and enhanced their motivation, which led to their perceived learning. On the other hand, some of the students expressed challenges in learning from peers due to their peers' varied preparation levels, as well as tackling complex scientific concepts prior to lectures. Further investigation is needed to develop possible strategies for accommodating the challenges among students with different learning styles.

Feeling Supported: Curricular Learning Communities for Basic Skills Courses and Students Who Speak English as a Second Language

This study examined the relationship between enrollment in learning communities and students’ self-reported learning outcomes at 13 community colleges. Students included in the analysis were enrolled in either (a) learning communities that included at least one developmental class or (b) stand-alone developmental courses. Comparisons were made between the perceived learning outcomes for students whose first language was not English and for native English speakers. Results suggest that learning community participation had a positive effect on students’ perceptions of their learning outcomes. Results also showed that for both native- and non-native-English-speaking students, feeling supported by the institution was the greatest predictor of increased self-reported learning outcomes.

The influence of personal response systems on students' perceived learning outcomes and course satisfaction

The impact of technology is evident in our daily life and instructors are also using technology to enhance classroom learning. Personal response systems are used in various institutions to address ...

Interteaching: A New Innovative Approach to Facilitate University Student Learning in the Field of Nutrition

To examine the effects of interteaching on college students' perceived learning outcomes in two upper-division nutrition classes.

Campus Community Involvement in an Experimental Food Research Project Increases Students' Motivation and Improves Perceived Learning Outcomes

ABSTRACT: Although the effects of pedagogical strategies using collaborative learning on students' perceived learning outcomes have been studied, little has been examined about possible benefits and challenges in collaborating with the campus community in a food science research project conducted by nutrition majors. We examined the effects of involving foodservice staff and student consumers on perceived learning outcomes of students in nutrition and food sciences. A survey consisting of both quantitative and qualitative questions regarding the students' perceived learning outcomes was conducted with 58 undergraduate nutrition majors who conducted experimental food research as part of their food science course work. Quantitative data were analyzed using descriptive statistics. The qualitative data were coded and analyzed using Nvivo. Approximately 90% of the study participants perceived that contributing to the health of students/faculty on campus positively enhanced their motivation toward their research project. The practical aspect of the research project, developing food that is/can be offered on campus, was also considered to be an important factor affecting students' motivation. These factors seemed to contribute to the quality of the project and their perceived learning outcomes. On the other hand, some challenges related to collaborating with the campus community, including insufficient communication between the student researchers and panelists, were also identified. Involving the campus community in experimental food research appeared to greatly benefit students' learning. At the same time, a more strategic pedagogical design before, during, and after the course work may be required for successful learning outcomes resulting from collaborating with the campus community.

Problem-based learning: a critical rationalist perspective

Although problem-based learning is being adopted by many institutions around the world as an effective model of learning in higher education, there is a surprising lack of critique in the problem-based learning literature in relation to its philosophical characteristics. This paper explores epistemology as a starting point for investigating the theoretical underpinnings of problem-based learning as a learning model. Criticisms of empiricism are analysed in terms of the perceived learning outcomes of learners undertaking a problem-based learning curriculum. It is argued that models of empiricism theorised by philosophers such as Bacon, Locke and Hume cannot fully account for the learning model found in problem-based learning curricula. It is proposed that an alternative epistemological approach is needed. The work of Karl Popper is discussed, whose critical rationalist epistemology emphasises the generation of bold conjectures and criticism. Popper's work shows a positive contribution to the demands of higher education, characterised by learners who are serious about making professional progress. The paper concludes by critically analysing the tensions and contradictions of problem-based learning in light of Popper's epistemological theory of critical rationalism. It is argued that a critical rationalist perspective has educational benefits for students as it creates an environment rich in critical thinking, reading and writing and values disjunction and challenge.

Is Usage a Missing Link in Explaining the Perceived Learning Outcome of Technology-Mediated Learning?

Information systems (IS) researchers have demonstrated that usage is a key variable in explaining the performance impact of information technology. However, existing technology-mediated learning (TML) studies have not examined the influence of usage on learning outcome and the factors that determine the usage of TML. To address this research gap, our study presents and tests a TML model by drawing insights from two research streams. First, following the IS literature, we incorporate the impact of technology usage on individual performance. Second, building on the social cognitive theory, we study the influences of self-efficacy beliefs (system and subject domain) and affective responses (affect and anxiety) on technology usage. Based on 503 matched responses collected using two-stage questionnaire surveys, our analyses confirm the significance of usage in mediating the effects of system self-efficacy and anxiety on perceived learning outcome, but not in mediating the effects of affect and subject-domain self-efficacy. We find strong support for the influences of self-efficacy beliefs on affective responses. Self-efficacy beliefs of the users are also observed to change over time and perceived learning outcome plays a significant role in explaining this change. Our research enhances the existing TML theory by producing useful insights regarding the influence of social cognitive factors of learners on the usage of TML and how usage mediates the influence of these variables on perceived learning outcome.

Student attitudes toward learning, level of pre-knowledge and instruction type in a computer-simulation: effects on flow experiences and perceived learning outcomes

Attitudes toward learning (ATL) have been shown to influence students’ learning outcomes. However, there is a lack of knowledge about the ways in which the interaction between ATL, the learning situation, and the level of students’ prior knowledge influence affective reactions and conceptual change. In this study, a simulation of acid-base titrations was examined to assess the impact of instruction format, level of prior knowledge and students’ ATL on university-level students, with respect to flow experiences (Csikszentmihalyi, 1990) and perceived conceptual change. Results show that the use of guiding instructions was correlated with a perceived conceptual change and high levels of “Challenge,” “Enjoyment,” and “Concentration,” but low sense of control during the exercise. Students who used the open instructions scored highly on the “Control flow” component, but their perceived learning score was lower than that for the students who used the guiding instructions. In neither case did students’ ATL or their pre-test results contribute strongly to students’ flow experiences or their perceived learning in the two different learning situations.