Perceived Learning Outcomes Research Articles

A Quantitative Study on Undergraduate Students’ Deeper Learning in Peer-Feedback and Self-Feedback Tasks in an English as a Foreign Language Writing Course

Deeper learning competencies, such as critical thinking, communication, collaboration, and self-management, are receiving increasing attention in education. In writing instruction, feedback-providing tasks have the potential for promoting deeper learning. This study develops and applies a self-report scale to explore the level of deeper learning among undergraduate students in China in providing peer feedback and self-feedback in an English as a Foreign Language (EFL) writing course. The scale includes three dimensions: involvement, use of deeper learning strategies, and deeper learning outcomes. The research found a generally moderate level of deeper learning in various feedback-giving tasks. Significant and positive correlations were found between the three dimensions of deeper learning as well as between deeper learning, anticipation toward feedback-giving tasks and overall course evaluation. At the same time, it was found that students may be more active in deeper learning from the perspectives of their use of deeper learning strategies and the perceived learning outcomes than from the perspectives of participation in discussion as well as time and effort spent on the tasks.

Incorporating Technology in Pharmacy Education: Students' Preferences and Learning Outcomes.

Introduction The integration of technology in pharmacy education has led to significant changes, making it essential to examine its impact on student learning outcomes. With the rise of emerging technologies, such as game-based learning and augmented reality, new pedagogical approaches have been introduced. However, these technologies also bring challenges that necessitate well-thought-out responses from educational institutions, especially considering the effects of the COVID-19 pandemic on learning formats. Methods A cross-sectional study was conducted with pharmacy students in the Kingdom of Saudi Arabia, utilizing stratified random sampling for data collection. The study employed a validated questionnaire to gather information on students' use of technology, their preferences, and their perceived learning outcomes. The analysis was carried out using Statistical Product and Service Solutions (SPSS, version 29) (IBM SPSS Statistics for Windows, Armonk, NY), ensuring adherence to the ethical standards set by the institutional review board. Results The study, involving 508 pharmacy students from Saudi Arabia, revealed that a significant majority regularly use technology in their education, particularly online learning management systems and virtual labs, indicating a shift toward more accessible and efficient learning methods. A notable portion of the students acknowledged the beneficial impact of technology on their learning, with 86.3% reporting improved knowledge retention, 92% noting enhanced skills, and 87.1% observing better academic performance. However, the study also uncovered challenges, with about half of the students facing issues mainly related to distractions while finding technological complexity less problematic. The support from educational institutions in addressing these issues was found to be moderate. These findings underscore the crucial role of technology in enhancing pharmacy education while highlighting the need for more comprehensive institutional support and strategic planning to address the challenges faced by students. Conclusions Technology plays a vital role in the modernization of pharmacy education, significantly aiding in knowledge retention, skill development, and academic performance. Despite the widespread use of technology, the varied experiences and challenges encountered by students underscore the need for increased institutional support and strategic planning. Education must adapt alongside technological advancements to cater to the diverse needs of learners, highlighting the importance of further research into the long-term effects and optimal strategies for technology integration in pharmacy education.

Enhancing students’ learning outcomes through smartphones: A case study of using instagram in higher management education

Social media have become an integral part of people's lives worldwide, particularly for students in higher education, most of whom belong to Generation Z. Hence, there is a need for universities to develop technological content adapted to the preferences of today's students. One of the most popular social media platforms is Instagram (IG); however, studies investigating how it can be used to support learning are scant, especially in the context of higher education institutions. Accordingly, using structural equation modelling (SEM), this study analyses the results of a project using IG as a supporting tool that complements traditional lectures to promote learning in a subject in a Bachelor of Business Administration (BBA) degree. The results show that the perceived usefulness of IG is the main predictor of students' satisfaction and perceived learning outcomes. Additionally, they highlight the value of using this social media platform to support and enhance the user-friendliness of courses to increase student engagement in higher management education contexts.

Explaining the linkage between antecedents’ factors of adopting online classes and perceived learning outcome using extended UTAUT model

The success of rolling out online courses depends on users adopting this technology and understanding the fundamental difficulties confronting the existing online education delivery system. This research delves into the causes and effects of how well students adjust to using an online learning environment. The study also investigates whether gender categories of respondents moderates the relationship between adaption of online classes and perceived learning outcome. Using Smart PLS and SEM the results of a survey taken of 531 Indian students show that students' adaptability to online classrooms has a major impact on the knowledge they gain from these courses, with a slight moderating effect of respondents' gender on the knowledge they gain. The majority of respondents have a positive outlook on taking classes online. However, they also recognize that the digital divide is a significant barrier to their education. The findings are expected to be helpful in increasing awareness and facilitating quicker, more informed decision making by those responsible for shaping educational policy, curriculum, and technology.

"Show me how to use a microscope" - The development and evaluation of certification as direct assessment of practical lab skills.

Practical lab skills are rarely directly assessed. To improve constructive alignment between the described learning outcomes of practical skills and assessment, we developed and tested a certification procedure for microscopy skills. The procedure was embedded into the ordinary learning activity, so no additional time was needed. Three slightly different protocols were developed within the framework of sociocultural learning theory and built like a skill ladder, including direct peer assessment and elements of gamified learning. The protocols varied slightly in the way students were prepared for the certification, the number of steps/levels of achievement, and the consequences of failing. We tested the protocols at three different academic institutions and within 11 courses of varying sizes and academic levels in biology or geology. Feedbacks were collected through online surveys (n = 207) or orally after sessions. One protocol provided instruction videos as preparation material. Instruction videos provided increased understanding of the task, but tactile training was most important for learning. Regardless of institution, type of preparation, and level of former experience, the certification procedure made students clearly more engaged in the exercise. The majority reported that the certification procedure increased their motivation to learn, increased their perceived learning outcome, and was appropriate for assessing practical skills. Students with no or little experience in microscopy before the exercise were more positive about the certification procedure compared to skilled students, and the level of engagement and preparation was higher when there were some consequences of failing. Most students felt comfortable being certified by peers, but some students expressed concern about peers making mistakes. The presented certification procedure can easily be adapted to assess other practical skills and, with some adjustments, be an efficient method for assessment-as-learning, merging formative- and summative assessment.

Study of the Impact of Practical Teaching Methods in Promoting Students' Perceived Learning Outcomes in Moral Education

Practical teaching of ethics class is an important course in China, which can improve students' acquisition of knowledge, ability and emotion. Students' acquisition of perceived results is an important factor in measuring the effectiveness of practical teaching of ethics class, and improving students' acquisition of perceived results in practical teaching of ethics plays an important role for the students themselves, because students' acquisition of perceived results is students' own psychological feelings, which can measure students' satisfaction and happiness with the course, and the students' acquisition of perceived results generally includes knowledge acquisition, ability acquisition and emotion acquisition. Therefore, the use of various teaching methods in the teaching of ethical practice can improve the students' perceived learning outcomes. This paper uses qualitative research methods to investigate the perceived learning results of students in the process of moral education. In this paper, a comprehensive applied university in China is selected as the sample, and 4 students are selected from this university as the sample size. The four students are interviewed to collect data, and then the data is analyzed by ATLAS ti Version 8, and then discussed and summarized.

Households’ level considerations in the vulnerability to potential learning loss among school children in Ghana

Generally, most children became vulnerable to potential learning loss during the COVID-19 pandemic. However, empirical evidence on households as vulnerability factor to children’s potential learning loss in Ghana does not exist to guide policy decisions and scholarly discourse. Through a national household survey underpinned by a disaster risk reduction framework, this paper examines the vulnerability of Ghanaian school children to perceived learning loss during the COVID-9 pandemic school closures. The findings of this study indicate that household efforts to mitigate the COVID-19 pandemic’s impact on the risk of potential learning loss among school children varied disproportionately across wealth quintiles and geographic locations. It is, however, revealing that about 29% of households in the richest wealth quintiles did not take deliberate actions to mitigate the risk of potential learning loss among their children. Against these revealing findings, we conclude that households’ decisions to support their children’s learning during the pandemic-induced school closures may not be based on economic reasons alone. Consistent with this finding, we recommend the exploration of additional factors and dynamics of understanding potential and perceived learning outcomes.

Exploring the Psychological Benefits of Team Sports in Physical Education Programs Eleanore Mitsu S. Delito

This research investigates the impact of technology integration in physical education classes on various educational and physical outcomes. Utilizing a quasi-experimental pre-post design, a sample of 100 students from diverse educational backgrounds participated in the study. Quantitative data was gathered through surveys administered before and after the integration, assessing shifts in attitudes toward technology, engagement levels, and perceived learning outcomes. Additionally, objective measurements were taken to assess changes in physical skill development and fitness levels. The results demonstrate statistically significant and positive transformations in attitudes toward technology, levels of engagement, perceived learning outcomes, physical skill development, and fitness levels following the incorporation of technology. These findings underscore the potential advantages of technology integration in enhancing the overall quality of physical education programs. The study highlights the importance of thoughtful planning and pedagogical strategies when integrating technology, while also emphasizing the necessity for further research to explore optimal practices in technology-enhanced physical education

Impact of Course Learning Factors on Student Interest in Business Analytics Careers

Advancements in internet technology have fundamentally changed how companies conduct their business activities, leading us into a business analytics (BA) era. In this article, the authors aim to investigate factors that could shape students' career choice considerations toward BA jobs after they have been exposed to BA course content in an undergraduate BA course. They investigated various theoretical perspectives, including experiential and active learning theories and social cognitive career theory, and developed a research model. The model testing results show that the organization and logical flow in how the course was designed and delivered, the help offered to manage difficulty of content, and students' individual learning effort could influence perceived learning outcomes, which in turn, had a significant influence on their learning interest. In addition, increases in both learning interest and subjective norm had positive impacts on career choice considerations, with learning interest having a much stronger influence over subjective norm.

Global citizenship online in higher education

Discourses of global education, citizenship and competence have been characterising the higher education literature in recent years. The COVID-19 pandemic has both heightened the relevance of global citizenship education and presented new challenges as educators and students continue to grapple with the lasting impact and implications. This paper presents the findings of a research study which looked at the perceived learning outcomes of a ‘virtual exchange’ project which addressed issues relevant to global citizenship, involving students in European and Southern Mediterranean countries in online dialogue programmes. The study used quantitative and qualitative approaches to the analysis of responses to open survey questions using the quantitative tool IRAMUTEQ (Sbalchiero & Tuzzi, 2016) and focus groups. Participants perceived that their learning was happening above all through their encounters and discussions with people from different backgrounds. They reported learning to listen actively and carefully, to accept and/or respect different opinions and experiences. The findings open up possibilities for how higher education institutions might engage students in online transnational and global learning experiences—which can contribute to thinking about renewing education and societies in a post-pandemic world.

The Impact of Cocurricular Engagement on Doctor of Pharmacy Students’ Personal and Professional Development

ObjectiveTo explore how third-year students in 4-year Doctor of Pharmacy programs make meaning of their participation in cocurricular activities relative to their personal and professional development, and to determine the extent to which any perceived learning outcomes identified by the students align with the personal and professional development skills required for new Doctor of Pharmacy graduates, as identified in Standard 4 of the Accreditation Council for Pharmacy Education Standard 4. MethodsSeventy third-year Doctor of Pharmacy students across 4 schools/colleges of pharmacy were interviewed and completed a preinterview survey to gather demographic data. Data were analyzed through an inductive, iterative process, which was completed multiple times until theoretical ideas were formulated through a deductive process. ResultsEight themes were identified through the interview process, each intersecting with 1 or more of the Key Elements identified in Standard 4 as desired learning outcomes (self-awareness, leadership, innovation, and professionalism), suggesting a strong connection between students’ perception of their cocurricular engagement and their personal and professional development. ConclusionThis study broadens the scope of knowledge relative to students’ perceived learning outcomes resulting from their cocurricular involvement beyond the prior scope of related literature. Results point to multiple action items for educators to better support students in their personal and professional development through cocurricular engagement.

Understanding the impact of self-regulation on perceived learning outcomes based on social cognitive theory

ABSTRACT This study aims to understand how self-regulation can improve perceived e-learning outcomes. We build on social cognitive theory to explore the antecedents and consequences of self-regulation. Self-regulation is captured as IT mindfulness and self-regulated learning. The proposed hypotheses are largely supported, showing that self-regulated learning affects perceived e-learning outcomes and is influenced by IT mindfulness and its antecedents, in terms of individual and contextual factors. This study collected questionnaire data from an e-learning system of university (i.e. Zuvio). This system provides both learning and social interaction features. This study provides a systematic analysis of self-regulation, which integrates social cognitive theory and the monitoring and controlling aspect to analyse how e-learners improve outcomes through self-regulation.

Collaboration, Frustration, and Exhilaration: A Qualitative Exploration of Team Presentation Experiences

Group presentations are commonly used in higher education for developing transferable skills among students. However, the complexities of teamwork also lead to varied challenges. This study aimed to explore students’ experiences of undertaking group presentations using a descriptive qualitative approach. Fifteen reflective accounts of graduate students about a team presentation task were analysed using framework analysis. The findings revealed four major themes–preparation, emotional experiences, perceived learning outcomes, and recommendations. Preparation involved dividing work, planning meetings, and gathering content. Emotions like nervousness, excitement, and frustration were experienced at different phases. Key learning outcomes were presentation skills, research abilities, and appreciating diversity, but time management needed improvement. Better planning, role clarity, and anxiety management were suggested for future presentations. The findings largely resonate with existing literature while also providing contextual insights into the real-world experiences of learners. Results can inform instructional design and learning support for enhancing team-based presentation competencies.

University College Students’ Experiences with Online Teaching One Year after COVID-19 Lockdown in Spring 2020

The aim of this study was to explore university college students’ experiences with online teaching one year after the lockdown in spring 2021.With quantitative cluster analysis, we have identified a “learning gradient” among students, showing that cluster 1 students have the most positive preferences towards online teaching and the highest degree of self-regulation and learning outcome, cluster 2 students are mixed (both positive and negative experiences), and cluster 3 students have the most negative preferences and the lowest self-regulation and learning outcome. In this study, we used 5 focus group interviews with 29 students based on their preferences towards online teaching to discuss and reflect on their own study planning, the shift in the learning environment, their perceived learning outcome, and positive and negative experiences from online teaching. The results from this study have shown that students’ self-regulated learning strategies during online teaching environment are important for their learning outcome. Thus, we demonstrate the disjunction between students’ learning outcome and the classroom as a fixed place for learning.

E-Learning Web-Apps Use Acceptance: A Way to Guide Perceived Learning Outcomes in Blended Learning

This study empirically examines the effects of the acceptance of e-learning Web-apps by student on the learning outcomes achieved with their use. With this objective, two theoretically recognized purposes for use these apps were tested in a blended learning model, as a way to change the traditional face-to-face classrooms activities (apps we called ICTf) and as a virtual evaluation platform in learning (ICTv apps). The data was collected through online surveys from university students of a blended Master’ degree, enrolled in different specialties. PLS-SEM analysis of the data was performed. A proportion of the variance of student learning outcomes was explained by the level of ICTv acceptance. However, the positive effect of the ICTf acceptance on this performance was not significant. Heterogeneity was observed in students’ ratings on the acceptance of the Web-apps by different master’s specialties, and it was higher in ICTf than in ICTv. Our research highlights the important role that the acceptance of use of electronic learning resources plays in boosting their effective learning performance.

Statistical Assessment on Student Engagement in Asynchronous Online Learning Using the k-Means Clustering Algorithm

In this study, statistical assessment was performed on student engagement in online learning using the k-means clustering algorithm, and their differences in attendance, assignment completion, discussion participation and perceived learning outcome were examined. In the clustering process, three features such as the behavioral, emotional and cognitive aspects of student engagement were considered. Data for this study were collected from undergraduate students who enrolled in an asynchronous online course provided by Kyung Hee University in Republic of Korea in the fall semester of 2021. The students enrolled in the asynchronous online course were classified into two clusters with low and high engagement perceptions. In addition, their differences in attendance, assignment completion, discussion participation, interactions and perceived learning outcome were analyzed. The results of this study indicate that quantitative indicators on students’ online behaviors are not sufficient evidence to measure the level of student engagement and the students enrolled in the asynchronous online course were classified into two groups with low and high engagement perceptions. It is recommended that online instructors consider various strategies to facilitate interaction for the students with low engagement perceptions.

How does interactive virtual reality enhance learning outcomes via emotional experiences? A structural equation modeling approach.

Interest in interactive virtual reality (IVR) is increasing due to its potential for embodied learning and group-led teaching. However, few studies have investigated the internal mechanism by which IVR technology features and learning experiences affect learning outcomes in terms of psychological and emotional value. Based on media technology models and the control value theory of achievement emotions (CVTAE), this study uses structural equation modeling (SEM) to investigate the correlations among the internal elements of IVR technology features, learning experiences, and learning outcomes. It also emphasizes the role played by emotional experience in this context. The sample referenced by this study consisted of 480 college students (193 males) who were simultaneously engaged in guided inquiry and learning in an IVR-based COVID-19 pandemic science museum in groups of 10. The findings suggest that presence and perceived enjoyment have a key mediating effect on the relationship between virtual reality (VR) features and perceived learning outcomes in an IVR-based learning simulation. In addition, the results indicate that presence is more strongly correlated with perceived learning effects, while enjoyment is more strongly correlated with learning satisfaction. These findings provide intellectual support and theoretical backing for VR-based instructional design and environmental development. Moreover, this study has practical value with regard to the future large-scale application of IVR to experiential teaching, group-led teaching, and the promotion of the digital transformation and intelligence upgrading in education.

Roblox-based tsunami survival game: A tool to stimulate early childhood disaster preparedness skills

Disaster education for early childhood is crucial, especially in Indonesia, which is located within the Ring of Fire, an area prone to various disasters, including tsunamis. Children are a vulnerable group in disaster situations, as they are susceptible to physical and psychological negative impacts. In this context, a game-based approach becomes an attractive alternative as it combines interactive and enjoyable learning experiences. The objective of this study is to explore the effectiveness of using this game as a means of teaching tsunami preparedness. The Tsunami Survival game has visually appealing, child-friendly graphics and easily understandable elements. This study was conducted at Darul Hikmah Kindergarten in Kajhu Village, Aceh Besar District, focusing on the utilization of a game-based approach, specifically the Roblox-based Tsunami Survival game, to educate and stimulate disaster preparedness skills among 20 children aged 4-6 years. The game has equipped children about the actions to be taken during a tsunami through engaging storytelling and gameplay. It incorporates age-appropriate content, interactive gameplay, and virtual scenarios to engage children in learning about evacuation, emergency response, and survival skills. Pre- and post-intervention assessments were conducted to evaluate the impact of the game-based approach on the children's disaster preparedness skills. At the same time, questionnaires and interviews gathered qualitative data on their engagement and perceived learning outcomes. The expected outcomes include improvement knowledge and awareness of tsunami preparedness, as well as insights into the practical implementation of game-based learning in early childhood education. This research contributes to the development of effective strategies for disaster education and resilience-building among young children, leveraging the popularity and accessibility of gaming platforms.

Usability Evaluation of the Preoperative ISBAR (Identification, Situation, Background, Assessment, and Recommendation) Desktop Virtual Reality Application: Qualitative Observational Study

Systematic communication, such as the ISBAR (identification, situation, background, assessment, recommendation) approach, comprises a generic, transferable nontechnical skill. It can be used during the handover of patients set to undergo surgery and can be practiced in various ways, including virtual reality (VR). VR increasingly has been implemented and valued in nursing education as a positive contribution to teach students about pre- and postoperative nursing. A new nonimmersive 3D learning activity called the Preoperative ISBAR Desktop VR Application has been developed for undergraduate nursing students to learn preoperative handover using the ISBAR approach. However, the usability of this learning activity has not been studied. This study aimed to investigate how second-year undergraduate nursing students evaluated the usability of the Preoperative ISBAR Desktop VR Application. This was a qualitative study with observation and interviews. The inclusion criteria were undergraduate second-year nursing students of varying ages, gender, and anticipated technological competence. The System Usability Scale (SUS) questionnaire was used to get a score on overall usability. A total of 9 second-year nursing students aged 22-29 years participated in the study. The average score on the SUS was 83 (range 0-100), which equals a "B" on the graded scale and is excellent for an adjective-grade rating. The students expressed increased motivation to learn while working in self-instructed desktop VR. Still, a few technical difficulties occurred, and some students reported that they experienced some problems comprehending the instructions provided in the application. Long written instructions and a lack of self-pacing built into the application were considered limitations. The nursing students found the application to be usable overall, giving it an excellent usability score and noting that the application provided opportunities for active participation, which was motivational and facilitated their perceived learning outcomes. The next version of the application, to be used in a randomized controlled trial, will be upgraded to address technological and comprehension issues.

Learning Outcomes Generated through the Collaborative Processing of Expert Peer Feedback

Background. Studies have shown that the collaborative processing of feedback on a jointly produced text facilitates language learning in a traditional classroom. However, it is still unknown whether there are similar learning benefits when the feedback is provided through an online modality from an expert peer during an international virtual exchange (IVE).
 Purpose. The present study fills this gap in the literature by investigating Japanese learners engaged in processing written corrective feedback from expert language users in the United States.
 Methods. Qualitative data concerning students’ perceptions of learning outcomes were collected via retrospective interviews and narrative frames, then triangulated with their first and final drafts of written texts and analyzed using activity theory (AT).
 Results. Findings indicate that learning benefits accrued in areas of language skills such as vocabulary, spelling, and grammar, as well as deepening learners’ reflexive awareness of themselves as language users.
 Conclusion. A discussion of these findings, informed by sociocultural theory and shaped by the categories of AT, brings to light some of the interactional dynamics that contributed to the creation of these outcomes. These interactional dynamics show that the learning benefits of the activity primarily resided in the peer-to-peer interactions rather than interactions with the expert-peer.