Perceived Learning Outcomes Research Articles

An analysis of factors affecting students´ perceptions of learning outcomes with Moodle

ABSTRACT Learning Management Systems (LMSs) have a strong effect on the teaching-learning process in higher education. However, specific research on the factors that affect students´ satisfaction and their perceptions of learning outcomes derived from Moodle use is still scarce. Therefore, this study uses the theoretical underpinnings of the Technology Acceptance Model and the Information Systems Success model to contribute to the existing literature in two respects, focusing on the Moodle usage context. First, it analyses the relative impact of pre-acceptance and other e-learning quality-related variables as predictors of students´ satisfaction. Second, it investigates whether communicativeness and students’ satisfaction are both determining factors of students´ perceived learning outcomes. The proposed relationships were tested with a partial least squares (PLS) regression technique, using survey data from 151 undergraduate business students at University of Cantabria (Spain). The findings reveal that information quality is the most relevant predictor of students´ satisfaction, while satisfaction is the most relevant determining factor of perceived learning outcomes. Moreover, the effect of communicativeness on perceived learning outcomes could be very dependent on the educational context, e.g. blended versus virtual learning. These findings can help instructors to implement Moodle efficiently, and suggest the need to develop friendly courses with up-to-date and structured learning materials.

SimCity in Infrastructure Management Education

Simulation games offer a safe space to experiment with system models and provide learning experiences about interdependencies and thus, are considered to foster the development of a deeper understanding of systems. This article describes the use of SimCity in the university course Infrastructure Management, which has been in continuous operation since 2002. Methodologically, a total of four events were observed. Students’ motivation, the didactic scenario and the perceived learning outcomes were examined with the help of a focus group discussion and questionnaires. The didactic scenario shows characteristics not described in this combination in the literature to date: (1) the moderated open, simultaneous and competitive play in groups, (2) the used regional planning scenario and (3) the long, regular period of application of more than 15 years. The results show that SimCity 4 can still serve as a platform for exciting learning scenarios more than 15 years after its initial release. It could also be shown that the didactic scenario motivates the students and that SimCity also generates gaming fun. Furthermore, it could be argued that a regional scenario can be implemented by simple means and is perceived as motivating by the students. Furthermore, this study indicates that even a technically complex and fast-moving medium such as a computer game can be used in a didactic scenario over a longer period with limited effort. Nevertheless, the challenge of game aging should be actively addressed. Furthermore, the study revealed that game-based learning still faces challenges with being recognized by students as a serious learning activity.

Flipped classroom pedagogy

PurposeThe purpose of this paper is to illustrate the implementation of the flipped classroom method in teaching the course and to investigate the student’s perceived helpfulness, learning outcomes and satisfaction in respect of the pre-class learning videos.Design/methodology/approachPre-class learning videos were integrated into a course to encourage students to acquire knowledge before lectures and workshops. Having completed the flipped classroom, a delivery questionnaire containing all items was distributed to all of the participants. The data collected were analysed statistically, using a structured equation modelling technique.FindingsFindings indicate that the perceived quality of experience of using videos before lectures and workshops has a positive influence on the perceived helpfulness of the pre-class learning videos. Furthermore, the perceived helpfulness of the pre-class learning videos has a positive effect of the acquisition perceived learning outcomes. The perceived helpfulness of the pre-class learning videos also has a positive impact on the student satisfaction with the course. Finally, there is a positive and causal relationship between the perceived learning outcomes and student’s satisfaction with the course.Originality/valueAnalysis reveals that the learning process and student satisfaction are improved by using pre-class learning videos.

Exploring students’ perceptions of video-guided debates in a game-based basketball setting

ABSTRACTBackground: Digital video has been increasingly adopted as a pedagogical tool in physical education. One implementation is in teaching students’ tactical understanding in games, in which it can promote students’ perceptions and shared understanding in learning tactical situations within a game-based approach.Purpose: The central aim of this study was to explore how mutual agreement and accuracy of students’ perceptions of tactical aspects of a basketball game situation and students’ perceived learning outcomes are influenced by using a debate of ideas (DI) setting that is enriched with video footage from digital tagging the foregoing game play.Participants and setting: Two groups of secondary school students (N = 20, 11–13 years) judged the tactical appropriateness of ‘shooting at the basket’ in modified basketball games during three lessons. In-between two matches, a debate of ideas session was organized. One group of students introduced video-tagged video-clips into the debate, while the second group debated without video-clips. Students’ mutual agreements in identifying and judging a shot on basket was assessed, as well as the accuracy of students’ judgements of shots during the games. In addition, students’ perceived learning outcomes were determined after each lesson.Findings: The results of the study revealed for both groups relatively low percentages of agreement among students with respect to identifying and judging a shot on basket. This shows that students perceived the situations that were debated differently. Similarly, both groups showed low accuracy in their judgements regarding the appropriateness of the shot. No group differences were revealed. However, students of the video-guided group had increased shared understanding regarding their perceived learning outcomes in comparison to students that debated without video.Conclusion: The debate of ideas in a pedagogical game-setting generated a variety of meanings about tactical situations among students, which were weakly dependent of the debate being enriched by digital video. Student-centered debates supplemented with video-clips can support teachers in promoting students’ shared understanding of tactical learning objectives of games.

An empirical investigation of the determinants of student success in online ERP courses

The purpose of this research is to understand the factors that impact students' perceived learning outcomes, satisfaction, and the intention to continue using an online learning platform in enterprise resource planning (ERP)-enabled online courses. The factors considered are online learning platform quality, ERP system quality, information quality, instructor support, and student motivation. We selected SAP as the ERP system that students learn online via any online learning platform, such as Blackboard. We surveyed business students from four mid-sized state universities in the USA. Partial least squares structural equation modelling (PLS-SEM) was used to empirically test the model. The findings indicated that all factors, except instructor support, were significant determinants of learning outcomes. All factors, except information quality, were significant determinants of student satisfaction. Online learning platform quality and SAP quality were significant determinants of students' intention to continue to take online SAP-enabled courses using the current learning platform.

An exploratory study of the relationship between the use of the Learning Commons and students' perceived learning outcomes

This study proposes and empirically tests a model explicating the impact of the Learning Commons on university students' learning behaviors and skills development. Adapting the information literacy instruction model that is based on expectation disconfirmation theory, a series of hypotheses were developed, and data were collected through an online survey at a Hong Kong university. Responses from 388 students were subjected to a partial least squares structural equation modeling analysis. The results suggest that expectation disconfirmation theory can be applied in the domain of the Learning Commons, and that the degree to which students' expectations are confirmed affects their degree of perceived quality of and satisfaction with the Learning Commons. Perceived quality in turn influences satisfaction. Both perceived quality and satisfaction lead to psychological outcomes that produce behavioral changes and possible benefits, including time savings, effort reduction, better grades, advanced problem-solving skills, and improved learning outcomes.

Undergraduates’ satisfaction and perceptions of learning outcomes across teacher- and learner-focused pedagogies

With the marketisation of higher education, student satisfaction and perceived learning outcomes have become popular measures of the quality of education. Significant pressure is placed on faculty to increase these measures by delivering engaging and effective classes. The current study compares four different learner-focused pedagogies (problem based, service learning, flipped classroom, and project based) to lecture (teacher-focused pedagogy) with regard to student satisfaction and perceived learning outcomes. Undergraduate business students from a northeastern university in the U.S. assessed their learning on four outcomes: knowledge acquisition, problem solving, critical thinking, and self-directed learning, as well as their overall satisfaction with a particular pedagogy. Of the four learner-focused pedagogies, only project based learning was perceived to have a significant impact on problem solving and knowledge acquisition as compared to lecture. Project based learning did not significantly impact critical thinking or self-directed learning compared to lecture. There were no significant differences in perceived learning outcomes between all other pedagogies compared to lecture. Additionally, students indicated no significant differences in satisfaction across lecture, problem based learning, service learning, and flipped classroom. Student satisfaction was significantly higher with project based learning.

Re-Modernization of Dissection Hall Based on FAIR Principles of Learning – Evaluating the Perceived Learning Outcomes of First Year Medical Students

Re-Modernization of Dissection Hall Based on FAIR Principles of Learning – Evaluating the Perceived Learning Outcomes of First Year Medical Students

Developing new “Professionals”: Service learning in marketing as an opportunity to innovate in higher education

The European Higher Education Area (EHEA) promotes the use of student-centered participatory methodologies and the design of curricula focused on the acquisition of competences. The objective of this paper is to identify the categories of competence that contribute the most to achieving learning outcomes through the practice of Service Learning (SL) in the teaching of marketing. Using the categories described in the Tuning model, we design a model to analyze the relationships between perceived learning outcomes and competences. The main findings are: 1) there is no evidence of any relationship between perceived interpersonal and systemic competences and perceived learning outcomes, 2) there is a relationship between perceived instrumental competences and perceived learning outcomes and, 3) students do not perceive that achievement of learning outcomes is the cause of the grades they obtain. These findings have important theoretical and practical implications.

“More Like a Real Human Being”: Humanizing Historical Artists Through Remote Service-Learning

Background: In a digital age, service-learning partner organizations can expand beyond geographical locations accessible to the students. Particularly within fields digitizing archival sources, including art history, many learning outcomes achieved in traditional on-site service-learning programs can also result from remote access to staff and materials at non-local partner organizations. Purpose: This study analyzed the impact of a remote service-learning project between an upper division contemporary art history course at a regional university in Ohio and the Archives of American Art in Washington, D.C. Methodology/Approach: Over 3 consecutive years, the students used digitized visual and audio archival materials to edit transcripts of oral histories for web publication. At the conclusion of the project, the students conducted focus group interviews to analyze their perceptions of learning outcomes. Findings/Conclusions: Qualitative analysis of the interview transcripts yielded four primary themes in the data: disciplinary understanding, transferrable skill development, critical decision making, and emotional knowledge. Implications: Remote service-learning can facilitate many of the same learning outcomes as on-site experiences.

Game-construction students experiences of educational games - gaming outcomes and learning outcomes

Abstract Game-based learning has been a rapidly expanding field in the 21th century, with research reports praising the motivational effects and learning outcomes of games. At the same time there have been doubts on the learning outcomes of even the most seriously designed learning games. The generation that today enrols for university programmes is in general a gaming generation, and game construction students are often so called hard core gamers. What are the game construction students’ experiences of educational games, and what are their perceived learning outcomes? This study is based on student essays on gaming habits and game-based learning outcomes, written by students taking a course on game-based learning. Essays from four course batches have been thematically analysed to answer the two research questions. Findings show that students have a rich experience of various kinds of games, but that they do not make any clear distinction between games developed for educational purposes, and other games. Students also perceive that there are cognitive, behavioural as well as affective learning outcomes from both standard entertainment games, and more serious learning games.

Blending Digital and Face-to-Face Interaction Using a Co-Located Social Media App in Class

Improving face-to-face (f2f) interaction in large classrooms is a challenging task as student participation can be hard to initiate. Thanks to the wide adoption of personal mobile devices, it is possible to blend digital and face-to-face interaction and integrate co-located social media applications in the classroom. To better understand how such applications can interweave digital and f2f interaction, we performed a detailed analysis of real-world use cases of a particular co-located social media app: SpeakUp. In a nutshell, SpeakUp allows the creation of temporary location-bound chat rooms that are accessible by nearby users who can post and rate messages anonymously. We find that the use of co-located social media is associated with an increase in content-related interaction in the class. Furthermore, it is associated with an increase in the perceived learning outcomes of students compared to a control group. We further provide design guidelines to blend digital and f2f interaction using co-located social media in the classroom based on 11 case studies covering over 2,000 students.

Study guidance experiences, study progress, and perceived learning outcomes of Finnish university students

ABSTRACTIn recent decades, the massification and diversification of higher education have generated new challenges for the guidance of university students. The present study focuses on students’ experiences of guidance in relation to their study progress and perceptions of their learning outcomes. The data (n = 4916) were collected from 2010–2013 through yearly Internet surveys whose targeted respondents were the students of a Finnish University. According to the results, general study guidance was a very strong predictor of students’ self-assessed development of their academic and generic skills as well as working life orientation. It also decreased the probability of slow progress in studies. Significant differences between disciplines were found: the Faculty of Education outperformed other faculties in regard to students’ satisfaction with the guidance and the students’ evaluations of their own learning outcomes. The main result of the study is that guidance can play a significant role in students’ academic success.

The Sociology Literacy Framework and Students’ Views of Learning in Introductory Sociology

Discussions of the core in sociology have focused on faculty members’ perspectives regarding what should be taught in introductory sociology courses. Because the development of curricula is and should be a social process, we argue that students’ perceptions of learning outcomes also should be considered when curricula are developed. This study utilizes a content analysis of 461 student-authored, end-of-semester reflective essays concerning the most memorable learning that occurred in an introductory sociology course. Collected between 2006 and 2015, the assignment was utilized in each of 12 introductory sociology course sections taught by the same instructor at two universities. We then map student essay topics onto the Sociological Literacy Framework (SLF) to identify the themes most memorable to students, comparing responses of online, regional campus students with residential campus students. Results suggest the instructor placed the greatest emphasis on the SLF Sociological Eye theme and the least emphasis on the SLF Social Change and Reproduction theme. Students found topics within the SLF Socialization theme most memorable and rarely cited the SLF Social Change and Reproduction theme.

Effect of Using PC Tablets on Perceived Learning Outcomes of Generation Z Trainees

This study aims at analyzing the effects of using PC Tabs on perceived learning outcomes of Generation Z trainees in a vocational training institute. Generation Z is the name given to youth born around mid 90s. Having born in and grown up in an era of internet and worldwide web, this generation has become accustomed to e-technology. Their learning preferences have also been conditioned by the e-environment. Resultantly, learning and development experts are focusing on designs and tools matching their learning preferences; adoption of e-learning using PC Tabs for teaching and training is one such step in this direction. This is a correlational study, adopting a mixed method approach, conducted in a Vocational Training Institute in UAE. Sampling frame comprised 100 trainees and their 20 instructors. Purposive sampling technique was used to select 50% instructors (N=10) who had experience of delivering training using PC Tabs. Random sampling technique was used to select 60% of the trainees (N=60). Data was gathered using informal discussions and a questionnaire. Cronbac’s Alpha for the questionnaire was 0.834. Data was analyzed using SPSS 16. A moderate positive correlation (Pearson’s r= 0.565; p < 0.01) was found between use of PC Tabs and better understanding of lecture. Regression analysis indicated that 30.8% of the variance in better understanding of lecture can be explained by use of PC Tabs by trainees. A moderate positive correlation (Pearson’s r= 0.515; p < 0.01), was found between use of PC Tabs and trainees’ perceived learning. Regression analysis indicated that 25.3% of the variance in trainees’ perceived learning can be explained by use of PC Tabs by trainees. This study concludes that use of PC Tabs have moderate positive effects on better understanding of lecture and trainees’ perceived learning outcomes, however, the Generation Z trainees are tilted more towards interactive learning rather than non-interactive content on PC Tabs. The study recommends that the curriculum must be tailored into an interactive format otherwise it may not accrue desired results in enhancing learning outcomes. This study contributes to the body of practical applied knowledge and has significance for training industry, in general, and vocational training, in specific, which are dealing with Generation Z trainees.

Undergraduate business students’ perceptions of learning outcomes in problem based and faculty centered courses

This article compares undergraduate business students' perception of the effectiveness of faculty centric pedagogy and problem based learning (PBL) pedagogy. The 303 participating students had experienced both methodologies. The survey measured the students' perceptions of five learning outcomes: knowledge acquisition, problem solving, critical thinking, teamwork, and self-directed learning. Three areas were measured asking the students to assess their experiences using the rubric's designed by the American Association of Colleges and Universities' Values Project (Sullivan, 2015). The content knowledge gain was measured based on Blooms Taxonomy (Krathwohl, 2002), and the self-directed learning by Knowles definition 1975. The scales were tested for validity and reliability in a pre-test with a different student group. No significant difference based on students' perception of learning outcomes in undergraduate business courses is found between PBL taught classes and faculty lead classes across all five perceptions of learning outcomes. There is also no significant relationship between demographic characteristics of the subjects and learning outcomes. The research results opens the questions the effects of individual course based implementations of PBL, differences in the effects of PBL for undergraduate and graduate students, and the effectiveness of PBL pedagogy in a single course in a degree program.

A System's View of E‐Learning Success Model

ABSTRACTThe past several decades of e‐learning empirical research have advanced our understanding of the effective management of critical success factors (CSFs) of e‐learning. Meanwhile, the proliferation of measures of dependent and independent variables has been overelaborated. We argue that a significant reduction in dependent and independent variables and their measures is necessary for building an e‐learning success model, and such a model should incorporate the interdependent (not independent) process nature of e‐learning success. We applied structural equation modeling to empirically validate a comprehensive model of e‐learning success at the university level. Our research advances existing literature on CSFs of e‐learning and provides a basis for comparing existing research results as well as guiding future empirical research to build robust e‐learning theories. A total of 372 valid unduplicated responses from students who have completed at least one online course at a university in the Midwestern United States were used to examine the structural model. Findings indicated that the e‐learning success model satisfactorily explains and predicts the interdependency of six CSFs of e‐learning systems (course design quality, instructor, motivation, student‐student dialog, student‐instructor dialog, and self‐regulated learning) and perceived learning outcomes.

Analysis of the Structural Relationship among Learner Interaction, Learning flow, Learning Satisfaction, and Perceived Learning Outcomes in SNSbased Instruction

Analysis of the Structural Relationship among Learner Interaction, Learning flow, Learning Satisfaction, and Perceived Learning Outcomes in SNSbased Instruction

Nursing as universal and recognisable: Nursing students'perceptions of learning outcomes from intercultural peer learning webinars: A qualitative study

BackgroundNursing students need to be prepared for the increasingly culturally diverse health care. Therefore, providing students with international perspectives remains the mission of higher education. However, given the logistic and financial constraints, not all students will be able to travel overseas for their international experiences. A feasible alternative to study abroad is internationalisation-at-home where intercultural dimensions are incorporated into curriculum, without students leaving their home universities. This paper presents findings from a collaboration between nursing programmes in Sweden and Hong Kong. The aim of the project was to explore how undergraduate nursing students' perceived achieved learning outcomes after participating in a web-based intercultural peer-learning intervention.

Group learning activities and perceived learning outcomes

ABSTRACTGroup learning activities (GLAs) are commonly used curriculum activities in teacher education. The aim of this study was to determine which components of GLAs students perceive as significant for their learning. Student teachers from six Dutch universities of applied sciences completed a survey about GLAs they participated in. Findings show that students’ evaluations of task characteristics and group constellation are related to their perceived increase in domain knowledge. Furthermore task characteristics and guidance are related to students’ perceived development as primary school teachers. Verbal interaction and engagement partially and fully mediate several relationships between GLA components and learning outcomes.