Perceived Learning Outcomes Research Articles

A psychological model of transparent communication effectiveness

PurposeWhen it comes to tactics that organizational communicators can undertake to elicit positive gains with stakeholders, transparent communication ranks high on lists proposed by both the scholarly and trade literatures. However, little is known about why such communication tactics are effective on a psychological level. Thus, this study aims to propose and test a psychological model of transparent communication effectiveness in the context of proactive, socially responsible brand communication. The model was based on three propositions: (1) transparent communication offers audiences an important opportunity to learn more about organizational functioning, (2) learning elicits an organizationally relevant positive affective state and (3) positive affect facilitates a robust relationship between perceived learning outcomes and positive evaluation of the organization.Design/methodology/approachThis study used an experiment to test the hypothesized model.FindingsSupport was found for the proposed model. Specifically, the data indicated that the use of transparent massaging elicited higher levels of perceived learning. Perceived learning was associated with positive brand-relevant affect. Finally, positive brand relevant-affect predicted positive summary brand evaluation.Originality/valueTaken as a whole, the current findings inform theorizing on transparent organizational and brand communication by describing the foundational roles played by perceived knowledge gain and positive affect in encouraging positive message-related outcomes.

Correction to: A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

Correction to: A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

A scoping review of Critical Predictive Factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments

Over the past few decades, e-Learning has been implemented to account for the challenges of twenty-first-century learning propelled by the spread of the internet and the use of internet-based technologies. These dynamic changes informed research interests in the academia, from awareness and adoption studies, researchers are now focused on post-adoption factors to evaluate the effectiveness of the e-Learning systems using student satisfaction and perceived learning criterion. However, studies have shown a mixed grill of factors in predicting the effectiveness of the e-Learning systems. This study conducted a scoping review on the predictors of satisfaction and perceived learning to provide an extensive overview of these factors drawn from paradigms, research methods, limitations and opportunities for further research. Results from 53 articles included in the review show that the DeLone & McLean Information Systems Success (D&MISS) model is the most utilized paradigm in satisfaction and perceived learning studies, while the quantitative research approach is the most deployed research method. In addition, the most prevalent limitations are methodological, potential self-reporting bias, and the cross-sectional limitations based on the inability to generalize the findings. The study provides a trajectory for further research on e-Learning environments by identifying a taxonomy of predictive factors of satisfaction that may guide policy and curriculum design.

Speech pathology students’ perceived learning outcomes following participation in a fluency booster program

Introduction: Intensive fluency programs are a service delivery option for adults and adolescents who stutter and can act as clinical education opportunities for speech pathology students. Previous research established that student participation in a five day intensive fluency program resulted in increased student confidence, knowledge and interest while decreasing student anxiety. Though effective, this service delivery model is time and resource intensive for students and clients alike. The aim of this study was to investigate students’ levels of confidence, knowledge, interest and anxiety pre- and post-participation in a shorter, two day intensive fluency booster program.Methods: Participants in this study were speech pathology students at an XXXX university. This mixed methods study used pre- and post-program Likert scale surveys to explore students’ perceptions of their learning. In addition, students’ general perceptions of the program were examined through responses to open-ended questions. Quantitative results were analysed using the Wilcoxon Signed Ranks Test and results of the qualitative data were analysed using content analysis.Results: Data was obtained from 68 students. Statistically significant changes (p.001) were observed on all surveyed items of confidence, knowledge, interest and anxiety. In their responses to open-ended questions, students reported that the booster program was well-structured, offered supported learning opportunities and a valued means to interact with clients who stutter. Recommendations for program improvements were noted. Conclusion: Results from this study indicate that a two day fluency booster program may be an appropriate clinical learning opportunity for speech pathology students.

Exploring the outcomes of group reflective learning for school leaders

ABSTRACT Research on school leaders’ professional development is scarce. Knowledge about school leaders’ professional development is important with regard to keeping the position of school leaders attractive and pupils’ achievement. The current article explores the outcomes of a group reflective learning programme for school leaders. The programme focused on one of the school leaders’ prioritised professional development needs: coaching teachers. Nineteen school leaders participated in the programme and were interviewed after the programme. The interviews gauged school leaders’ perceptions of learning outcomes and impact on their professional behaviour. The transcriptions of the interviews were analysed using a coding tree. The school leaders indicated that they gained theoretical knowledge, that they developed their coaching skills and their way of providing feedback. The school leaders stated that they valued group reflective learning because they learned to approach situations from various angles. Moreover, the school leaders reported increased levels of self-confidence and no longer feeling responsible for solving all problems by themselves.

Research Guidance Experiences, Expectations and Perceived Learning Outcomes of University Students in Pakistan

Research Guidance Experiences, Expectations and Perceived Learning Outcomes of University Students in Pakistan

Comparison of Students' Perceived Learning in Two Similar Lab Courses with Different Teaching Staffs

At the Norwegian University of Science and Technology (NTN), two subjects with similar chemistry laboratory exercises have different practices with respect to the use of permanent and temporary staffs. In an ever-increasing focus on costs related to this type of teaching, we have investigated this difference and examined the students' perceived learning outcomes in two similar courses with different teaching practices. The results show that the students in both courses find the lab exercises relevant to the subjects and that they receive good guidance during the practical work. The most important findings reported by the students are related to the feedback students receive on their reports and most importantly how they choose to use this feedback. The students in the lab courses with permanent employees seem to use feedback more actively compared to the students in the courses with temporary employees. This might also be related to how much they engage in their own written reports. While one student group is given an allocated time to complete their report forms and hand them in during the lab hours; the other student group complete their reports in their own pace outside of the mandatory lab hours. This difference in how the written reports are completed might have an impact on the degree of reflection and learning outcome for the students. These findings further emphasize the importance of well-structured laboratory sessions with clearly communicated learning objectives as key to obtain the wanted learning outcomes for all STEM subjects with practical training. In conclusion, the use of permanent teaching assistants in laboratory teaching enhances the students' perceived learning in chemistry laboratory exercises and the present study further accentuates the need for motivated laboratory teaching assistants for the given feedback to be productive.

Perceptions of Learning Outcomes of Students who Participated in the Spanish FFA Creed Speaking Event

The Hispanic population in the U.S. is growing at a rapid rate and Spanish has become a predominant language, which could pose problems if more students are enrolling in school with limited English proficiency. In 2010, the Texas FFA Association implemented the Spanish Creed speaking event in order to help Spanish-speaking FFA members realize the goals of premier leadership, personal growth, and career success. However, no research exists examining the perceptions of students involved in this event. Therefore, the purpose of this study was to examine the perceived learning outcomes of students who have participated in the Texas FFA Spanish Creed speaking event. Results revealed that the majority of participants were U. S. born who reported English as their first language. Responsibility was reported as the learning outcome most realized by participants. Additionally, results showed that females were associated with higher levels of responsibility, communication skills, and listening skills. Respondents whose first language was Spanish reported higher levels of responsibility. Additionally, the longer participants were in FFA, the higher their scores were for the various learning outcomes. Results suggest that using culturally responsive teaching in the form of the Spanish FFA Creed can have positive benefits for student learning outcomes.

Predictors of Perceived Learning Outcomes, Satisfaction, and Continued Use Intention in SAP ERP-Enabled Courses

Enterprise resource planning (ERP) systems allow businesses to achieve high performance through distinctive capabilities and are one of the fastest growing areas within information systems. Many universities have adopted ERP in their management information systems (MIS) curriculum to increase the marketability of their students. Drawing on the IS success model and several constructive learning theories, this study develops a model that is predictive of students' continued ERP software use intention, satisfaction, and perceived learning outcomes. SAP is the ERP system used in this study. Business students at four mid-sized state universities in the United States were surveyed. The universities are members of the SAP University Alliance. There were 373 usable responses. Partial least squares structural equation modeling (PLS-SEM) was used to empirically test the model. The findings indicate that student motivation, perceived instructor support, and ERP system quality are strong predictors of student satisfaction, and learning outcomes. Student motivation and ERP system quality, but not perceived instructor support, are also significant predictors of continued use intention.

PROCRASTINATING TOGETHER: FLOCKING GRADUATE STUDENTS INTO GROUPS BASED ON A SHARED PROCLIVITY TO PROCRASTINATE

ABSTRACT Marketing instructors have long struggled with the issue of free-riding in groups. “Flocking” students based on shared motivation levels has been found to reduce free-riding among undergraduates, but this method may be less effective in graduate courses where student motivation is often more homogeneous. This article presents a modified flocking method whereby graduate students are flocked into groups according to their proclivity to procrastinate, such that students with a high (low) proclivity are matched with similar others. The results of a quasi-experiment show that graduate students flocked by procrastination proclivity (vs. motivation) report less free-riding and better perceived learning outcomes.

Determinants of Students’ Perceived Learning Outcome and Satisfaction in Online Learning during the Pandemic of COVID19

The COVID19 pandemic has disrupted the normal functioning of various activities across the world, including learning and education. The shift towards online education during the pandemic of COVID19 has led many studies to focus on perceived learning outcomes and student satisfaction in this new learning environment. This study aims to examine the determinants resulting in students’ perceived learning outcomes and their influence on student satisfaction. The data was collected from undergraduate students in both South Korea and India to gain a cross-country study. The study found that the factors–interaction in the classroom, student motivation, course structure, instructor knowledge, and facilitation–are positively influencing students’ perceived learning outcome and student satisfaction. There is no significant difference in the students’ perceived learning outcome and student satisfaction in the two countries. The study will be helpful for the educationists and academics to identify the factors which will enhance student learning outcome and satisfaction level in online classes during the coronavirus pandemic.

Innovative Use of the ERPsim Game in A Management Decision Making Class: An Empirical Study

Aim/Purpose: Enterprise Resource Planning (ERP) simulation (ERPsim) games have been used in Information Systems courses to teach students ERP systems and business processes. This study investigates whether the use of ERPsim games can be extended to other management disciplines. More specifically, this study reports on using the ERPsim games innovatively in a new context, in an undergraduate managerial decision making course, to enhance student perceived learning outcomes and satisfaction. Background: In this study, the ERPsim games were used to provide students with practical experience about using information in tactical and operational decision making and to illustrate important course concepts such as anchoring, bias, and bounded awareness, among others. The theoretical framework leveraged in this study was derived from the literature on technology acceptance in educational settings and the studies on virtual learning environment effectiveness. Methodology: Survey methodology was used to collect the data and test the research model. One sample t-tests and partial least squares (PLS) were used for empirical analysis. 138 students participated in the study. Contribution: By developing and testing a sound research model, we conclude that the use of ERPsim games can be successfully extended from their current domain of Information Systems to management courses that are not technical to enhance student understanding of managerial concepts in a fun and enjoyable way while enabling students to gain realistic practical experience in using information for decision making. While, the ERPsim games have been used in IS education; this paper presents an opportunity to use them in a different context. Findings: The study confirms that the ERPsim games are useful in improving student perceived learning outcomes and the level of satisfaction in management courses. It also identifies the factors that directly or indirectly shape student learning outcomes and satisfaction in such courses. Recommendations for Practitioners: The use of the simulations has relevance to the new Association to Advance Collegiate Schools of Business (AACSB) guidelines that emphasize the need to incorporate evidence based, technology and data-driven decision making to solve real-world business problems into business curriculum. The study should also encourage educators to innovate in their own courses by experimenting with this particular simulation or similar simulations. Recommendation for Researchers: Researchers should use additional samples to increase the generalizability of the findings. They should also extend the current research model by incorporating additional factors. Impact on Society: The study provides support for the use of a simulation game to improve students’ learning experiences and to help them better understand managerial decision making, which would allow graduates to more effectively transition into managerial roles. Future Research: Future research should include establishing and validating the best practices surrounding the use of these simulations in the classroom.

Assessing the learning outcomes and perceptions of focused didactic training workshop in micrometry skills

Context: Micrometry skills, a combination of visual, cognitive, technical, and spatial expertise, are useful for ascertaining the quantitative research outcomes with concreteness. We conducted a workshop, based on modified Peyton's approach, which is aimed at transferring these skills for optimal research practice. Aims: Our principal aim was to document the perceived learning outcomes and knowledge gained from the focused didactic training workshop on micrometry skills. Settings and Design: In the 1-day hands-on workshop, basic concepts of micrometry skills were taught using ImageJ software. The learning gains of workshop were evaluated using Moore's expanded outcomes framework. Subjects and Methods: To achieve this, we administered pre- and post-tests along with a postworkshop evaluation survey form. Statistical Analysis Used: Descriptive statistical analysis was used to estimate the measures of central tendency. Results: Significant knowledge transfer could be demonstrated by increase in posttest scores. The feedback responses of the participants were overtly positive. Conclusions: To the best of our knowledge, this is the first documentation of the focused didactic micrometry skills training workshop using modified Peyton's approach. The framework might serve as a formidable base for conducting similar workshops in other medical schools.

Virtual Simulations: Cultivating Self-Efficacy among Undergraduate Students to Manage Obstetric Emergencies in Nursing

Virtual Simulations: Cultivating Self-Efficacy among Undergraduate Students to Manage Obstetric Emergencies in Nursing Nisha Nair, DNP, WHNP-BC, CNE Abstract Quality clinical education is a core requirement in the nursing curriculum. Pre-licensure nursing students rarely have opportunities to manage obstetric emergencies in nursing even though lack of this exposure to situations may lead to poor patient outcomes. This paper explores integrating virtual simulation into an existing curriculum to manage obstetric emergencies in nursing and offer ways to develop and enhance current teaching strategies. The study also reported the preference and perceived learning outcomes of undergraduate students who engaged in a virtual simulation experience. Results from the survey and student evaluation indicated that students had an overall positive experience. The virtual simulation sessions provided a flexible, engaging experience to develop critical thinking skills and were evaluated as highly satisfactory and easy to navigate. A more massive, multisite repetition of the study would be helpful. Surveying various programs, including graduate studies and RN to BSN programs, might yield different results. Full Text: PDF DOI: 10.15640/jehd.v9n3a4

Investigating the Alignment of Intended, Enacted, and Perceived Learning Outcomes in an Authentic Research-Based Science Program

This study investigates the intended, enacted, and perceived curriculum in an authentic research-based science program using curriculum mapping as a tool for analysis. The main research inquiry guiding this study is: How do the students’ perceptions on their achieved learning outcomes in an authentic research-based learning environment align with the intended and enacted outcomes? A mixed method approach was adopted, where the program and its core-courses were mapped from different perspectives. Data on the learning outcomes and perceptions of students learning were collected through questionnaires, focus groups, and interviews from multiple perspectives. Results of the curriculum mapping showed consistency and cogency of program and course-level learning outcomes. Students’ perceptions of their authentic research experiences were well-aligned with the intended and enacted learning outcomes. The results of this study could be used to help other programs implement similar curriculum review approaches in their context.

The Effects of Student Motivation and Self-regulated Learning Strategies on Student’s Perceived E-learning Outcomes and Satisfaction

Structural equation modeling is applied to examine the effects of intrinsic motivation, extrinsic motivation, and self-regulated learning strategies on e-learners’ satisfaction and their perceived learning outcomes. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwest were used to examine the structural model. The results indicated that intrinsic motivation, self-regulated learning strategies affect e-learners’ learning outcomes. However, extrinsic student motivation had no significant relationship with learning outcomes. Nevertheless, it affected the self-regulated learning. The findings suggest that intrinsic motivation was the strongest predictors of e- learning outcomes.

Increasing Physician Assistant Students' Team Communication Skills and Confidence Throughout Clinical Training.

An intervention was designed to increase physician assistant students' team communication skills using the Situation-Background-Assessment-Recommendation (SBAR) tool. A variety of learning activities were implemented longitudinally over 9 months of clinical education. Instructional activities included an interactive lecture, deliberate practice of SBAR at clinical training sites, self-assessment, and small group discussion. Evaluation involved survey of students' perceived learning outcomes and direct observation of students' proficiency using SBAR during a simulated patient encounter. At the beginning of their clinical training, many students (75%) did not have a structured tool for communicating on health care teams. The SBAR tool was readily understood by students following a lecture (89%) and increased their confidence in communicating with preceptors (62%-83%) and nonpreceptors (62%-79%). A majority of students proficiently demonstrated the SBAR components (82%-86%) at the conclusion of the program. This approach can be adopted and adapted by other programs aiming to teach and evaluate SBAR and other team skills to better prepare new health professionals to effectively communicate on health care teams.

Perceived Learning Outcomes of Children's Library Instruction Programs: A Case of Parent-child Doctors' Mailbox in National Library

Perceived Learning Outcomes of Children's Library Instruction Programs: A Case of Parent-child Doctors' Mailbox in National Library

STUDENT’S EXPERIENCE OF E-LEARNING, LEARNING PROCESS AND PERCEIVED LEARNING OUTCOMES IN ECONOMIC MATH COURSE

This paper reveals research findings about the effect of E-learning experiences on student learning outcomes felt for Mathematics Economics courses. This study examines perceived learning outcomes in terms of effectiveness, number and productivity of learning in the context of E-learning. The participants were undergraduate students at the School of Economis EKUITAS. The results are interpreted using quantitative and verification research approaches. The results show that the E-learning experience of students is significantly correlated with learning process, and have indirect effect on perceived learning outcomes. This study uses a learning model developed by Biggs and Moore. Specific recommendations for practitioners are also given, and their implications for educators are discussed. Finally, suggestions for further research on E-learning are provided.

High-fidelity simulation training programme for final-year medical students: implications from the perceived learning outcomes.

We designed a session of high-fidelity simulation training course for final-year medical students in their emergency medicine specialty clerkship. This was a new initiative with clearly defined learning outcomes. We aimed to evaluate the learning outcomes. Students completed an evaluation form at the end of the session focusing on their perceived learning outcomes. Thematic analysis was conducted for data processing. We collected responses from 149 students. In addition to the intended outcomes of the course, students gained unexpected learning outcomes from the training and some of them matched a few identified learning gaps between undergraduate medical education and their subsequent transition to early clinical practice that have been described in the literature. High-fidelity simulation training in medical school could be an effective tool to address some of the identified gaps in the transition between undergraduate medical education and postgraduate practice.