Set Of Learning Outcomes Research Articles

User Experience of Online Examinations and Proctoring: A Case Based Study

University curriculum all over the world contain a set of learning outcomes to be achieved through different learning and teaching modes. The achievement of the Learning Outcomes is measured using some form of assessment, usually in the form of University examinations. The traditional teaching has been face-to- face, and therefore many examinations have also been conducted in a face to face manner. One of the challenges of any examination setting is cheating amongst University students, which implies that the examinations must be properly invigilated or proctored. Since the introduction of ICT in Education, there have been attempts to introduce Online examinations, although these are yet to gain full traction. In Kenya, the ODEL standards lean more towards blended learning, where each course has to have a face to face element. Many Universities have therefore been conducting their examinations in a traditional setting. The onset of COVID-19 created a different situation as the social distancing and the restricted movement meant that learners could not attend a physical class. The movement to Remote Emergency Teaching created a challenge on how examinations could be conducted and proctored. Several Universities decided to do the teaching but wait for resumption of face to face studies to conduct their exams, and this had a negative impact on the University Almanac. This paper looks at the case of one Private University that decided to complete a whole semester online but also went on to conduct examinations via the Learning Management System. Using a triangulation of Interviews, Observation and Document Reviews, staff and students who had participated in conducting and taking online examinations were interviewed. The online examinations processed was observed and documents and software used in online examinations and proctoring were reviewed. Reorganization of the examination processes, organizational and cultural change management, ICT technical issues, extensive training, software selection and communication were identified as the key requirements for successful online examinations and proctoring to take place. The use of Proctoring Systems that are integrated with the LMS give a shorter learning curve and are easier to learn and use.

Smoothing the path for transfer: Implementing interstate passport at community colleges

AbstractThis article examines how states and community colleges can streamline the transfer process through an innovative national program known as Interstate Passport. The program enables block transfer of lower‐division general education attainment based on a set of learning outcomes rather than on individual courses and credits. The article shows how common transfer is for students in community colleges. It also outlines the challenges students face when they transfer including credit loss and the negative consequences including loss of time and money. These challenges are often exacerbated when students move between states. The article also presents an implementation case study of Interstate Passport at a rural community college and the implications of this program for the community college and its students. Finally, the article provides thoughts and recommendations for community college leaders on transfer policy and practice.

The Accounting Reform in Russia. How to Teach Economists?

Most post-socialist countries harmonize national accounting standards with IFRS. Many countries are also characterized by a simultaneous use of both national and international standards. The same goes for Russia. Deep reform of national standards has entered an active phase: annually, starting from 2018, several new standards harmonized with the international ones have been introduced. At the same time, former standards remain in force. In such conditions, the process of teaching students majoring in accounting must consider these peculiar features. In the article, we analyze the existing teaching methods and conclude that they are generally focused only on the study of the existing national accounting standards. However, working at enterprises requires knowledge and ability to apply both the existing standards and the standards which will be introduced in the coming years. It is also necessary to know international standards as a methodological basis applied when a matter is not regulated by the national standards. The article highlights the experience of South Ural State University. Since 2016, it has been creating a methodology of intensive teaching bachelors of economics majoring in “Accounting, Analysis and Audit”. The methodology is based on the development of a set of professional competencies intoa set of learning outcomes as more appropriate for the tasks of such teaching. It is characterized byan emphasis on the students’ research and analytical work. Its implementation results in the appearance of a specialist who is quickly adapted to work in large companies. The methodology is applicable in all university departments teaching accounting to bachelors.

Bridging the divide between medical school and clinical practice: identification of six key learning outcomes for an undergraduate preparatory course in radiology

BackgroundThere exists a significant divide between what is learnt in medical school and subsequently what is required to practice medicine effectively. Despite multiple strategies to remedy this discordance, the problem persists. Here, we describe the identification of a comprehensive set of learning outcomes for a preparation for practice course in radiology.MethodsAssessment of interns’ readiness to interact with the radiology department was conducted using a national survey of both interns and radiologists. In parallel, group concept mapping (GCM) which involves a combination of qualitative and quantitative techniques was used to identify the shared understanding of participants from a diverse range of medical specialties regarding what topics should be included in an intern preparatory course for interacting with the radiology department.ResultsThe survey demonstrated that most interns and radiologists felt that undergraduate medical training did not prepare interns to interact with the radiology department. GCM identified six learning outcomes that should be targeted when designing a preparatory module: requesting investigations; clinical decision support; radiology department IT and communication; adverse reactions and risks; interpretation of radiology results and urgent imaging. The thematic clusters from the group concept mapping corroborated the deficiencies identified in the national survey.ConclusionWe have identified six key learning outcomes that should be included in a preparation for practice module in radiology. Future courses targeting these thematic clusters may facilitate a smoother transition from theory to practice for newly graduated doctors.

The Anatomical Society's Core Anatomy Syllabus for Dental Undergraduates.

The Anatomical Society has developed a series of learning outcomes in consultation with dentists, dental educators and anatomists delivering anatomical content to undergraduate dental students. A modified Delphi methodology was adopted to select experts within the field that would recommend core anatomical content in undergraduate dental programmes throughout the UK. Utilising the extensive learning outcomes from two UK Dental Schools, and neuroanatomy learning outcomes that remained outside the Anatomical Society's Core Gross Anatomy Syllabus for Medical Students, a modified Delphi technique was utilised to develop dental anatomical learning outcomes relevant to dental graduates. The Delphi panel consisted of 62 individuals (n=62) from a wide pool of educators associated with the majority of undergraduate dental schools in the UK, representing a broad spectrum of UK Higher Education Institutions. The output from this study was 147 anatomical learning outcomes deemed to be applicable to all dental undergraduate programmes in the UK. The new recommended core anatomy syllabus for dental undergraduates, grouped into body regions, offers a comprehensive anatomical framework with which to scaffold clinical practice. The syllabus, presented as a set of learning outcomes, may be used in a variety of pedagogic situations, including where anatomy teaching exists within an integrated dental curriculum (both horizontally in the basic sciences part of the curriculum and vertically within the clinical years).

A set of learning outcomes for transdisciplinary thinking*

A set of learning outcomes for transdisciplinary thinking*

Assessing the Alignment of Pharmacotherapeutics Course Outcomes With Topic Outcomes

Objective. To determine the level of alignment between course and topic outcomes of a third- and fourth-year pharmacotherapy curriculum. Methods. Each topic taught in each course was categorized into subtopics and each subtopic had a set of learning outcomes. The learning outcomes for the courses and subtopics were matched to examine alignment. Cognitive levels were categorized using the Structure of the Observed Learning Outcome (SOLO) taxonomy of prestructural, unistructural, multistructural, relational, or extended abstract. The types of knowledge that the curriculum was intended to instill also were categorized as declarative or functioning. Results. There were eight explicit course outcomes for each course and 140 subtopic outcomes for course 1 and 136 for course 2. Wide variations in alignment between the courses and subtopic outcomes were found. Issues identified included the use of redundant verbs and insufficient alignment and balance of cognitive levels and types of knowledge embedded in each outcome. Conclusion. Alignment between the course and subtopic outcomes was not optimal. Using a constructive alignment analysis, learning outcome issues that need improvement for course alignment were identified. The methodology used here can be applied to other courses to promote effective curriculum design.

On the effects of student interest, self-efficacy, and perceptions of the instructor on flow, satisfaction, and learning outcomes

ABSTRACT This paper examines the relationships between student interest, self-efficacy, and perceptions of the instructor on a set of learning outcomes that include, but are broader than, traditional measures of student learning. Consistent with the focus of positive psychology, the study focuses not only on knowledge gains but also on the flow experience and student satisfaction as important outcomes. Results show learning outcomes are affected by student interest, self-efficacy, and perceptions of the instructor.

The power of the virtual client – using problem-based learning as a tool for integration in a pharmaceutical sciences laboratory course

ABSTRACTThis paper describes the design of a new practical class in pharmaceutical chemistry, which creatively guides the students through the subject area of physical and analytical sciences with the help of a ‘virtual client’. The design focuses on the active integration of knowledge and professional skills in an area which has been seen to be typically least popular with the students. The course is designed for a duration of 20 teaching weeks, categorized into four 5-week blocks, where the same set of learning outcomes are repeatedly approached from different angles. Students are provided with feed-back and feed-forward points after each 5-week block. Evaluation of the design has shown that the students actively learn to integrate knowledge and positively engage with the practical and their ‘virtual client’. Engagement parameters, such as peer observations and marks, grades, and attendance are all very encouraging compared to traditional practical classes.

Development of an Evolutionary Tree Concept Inventory.

Despite the importance of tree-thinking and evolutionary trees to biology, no appropriately developed concept inventory exists to measure student understanding of these important concepts. To address this need, we developed a multiple-choice concept inventory consisting of 24 pairs of items, and we provide evidence to support its use among undergraduate students. A set of learning outcomes was developed to guide the creation of the concept inventory. The learning outcomes, student interviews, and student responses were used to develop and revise inventory items. Supporting evidence was gathered from traditional item analysis, exploratory factor analysis, confirmatory factor analysis, traditional reliability analyses, and comparisons to alternative assessments. Appropriate implementation and utility of the concept inventory are discussed.

An adaptable and personalised E-learning system applied to computer science Programmes design

With the rapid advances in E-learning systems, personalisation and adaptability have now become important features in the education technology. In this paper, we describe the development of an architecture for A Personalised and Adaptable E-Learning System (APELS) that attempts to contribute to advancements in this field. APELS aims to provide a personalised and adaptable learning environment to users from the freely available resources on the Web. An ontology was employed to model a specific learning subject and to extract the relevant learning resources from the Web based on a learner’s model (the learners background, needs and learning styles). The APELS system uses natural language processing techniques to evaluate the content extracted from relevant resources against a set of learning outcomes as defined by standard curricula to enable the appropriate learning of the subject. An application in the computer science field is used to illustrate the working mechanisms of the APELS system and its evaluation based on the ACM/IEEE computing curriculum. An experimental evaluation was conducted with domain experts to evaluate whether APELS can produce the right learning material that suits the learning needs of a learner. The results show that the produced content by APELS is of a good quality and satisfies the learning outcomes for teaching purposes.

FUNCTIONAL ANALYSIS AND FUNCTIONAL MAPS OF QUALIFICATIONS IN ECVET CONTEXT

Introduction. Activation of the process of internationalisation and mobility in Russian Vocational Education and Training (VET) is quite possible by adapting principles and methodology of the European Credit Transfer System for Vocational Education and Training (ECVET). The need to achieve transparency of qualifications, recognition of learning outcomes in view of achieving qualifications, accumulation, comparison and transfer of learning outcomes becomes more apparent and urgent for integration processes of VET systems in Russia and European Union countries and is currently under consideration by the RUECVET project team. The aim is to adjust application of functional analysis to description of an occupation in terms of work functions with the following conversion of the defined functions into sets of learning outcomes necessary for characterizing a qualification. The ECVET principles and technical specifications form the context of the research in order to develop an adequate VET study programme for achieving the correspondent qualification of level 4 or 5 of the European Qualifications Framework (EQF) in the Russian education environment. Methodology and research methods . The methodology is based on the functional analysis of an occupational sector and the functions performed within it in such a manner that the following identification of the correspondent units of learning outcomes for the relevant qualification can be fulfilled. The research has been conducted by means of the content-analysis, modelling and expert estimation method. Results and scientific novelty. Comparative analysis of approaches to the design of occupations and qualifications in both national and European environments is presented in the article. The functional analysis is used for allocation of work functions and creation of units of learning outcomes related to a particular qualification. The procedure of applying functional analysis to an occupation as well as the technology of consequent construction of the functional map for the correspondent qualification taking into account the relevant educational and occupational standards and sectoral preferences have been elaborated. The result of the study is adaptation of methodology of functional analysis and verification of the developed procedure when constructing a functional map of the chosen qualification. The procedures are illustrated on the qualification of a lawyer achieved in the VET study programme “Legislation and Social Protection”, equivalent to level 5 of the European Qualifications Framework (EQF). Successful experiments with occupations of welders, electricians, web designers, hospitality managers and others related to the qualifications of level 4 and 5 of EQF have been also completed in RUECVET project, although are not described in the article due to the restricted volume. Practical significance. The derived procedures are useful for development of a set of detailed learning outcomes from functional mapping by allocating knowledge and skills and using the concept of unit of learning outcomes for compilation of a qualification in accordance with the relevant educational and occupational standards and employers’ understanding how the real work should be performed. The procedures are useful also for identifying units of learning outcomes to build an adequate VET study programme in ECVET context of Russian educational system.

Identity, Values, and Reflection: Shaping (and Being Shaped) through Assessment

AbstractOutlining one program's history of outcomes‐based assessment, the authors examine the relationships among assessment practices, program identity, and program values. Understanding the ways in which past processes of identifying learning outcomes reflected, and failed to reflect, shared values points us toward a new set of strategies for developing a new set of learning outcomes.

Receptions of organizing a competency-oriented lesson with students of pedagogical directions of training

The relevance of this study is determined by the problem of the orientation of higher education on the formation of competences as a set of learning outcomes, which implies the creation of pedagogical conditions, where the student can show himself as an intellectual, actively learning personality, able to express his social position and individuality. The purpose of the research: to describe the methods of organizing competency-oriented classes with students of pedagogical areas of training. The leading methods of research were the generalization and analysis of pedagogical experience and the processing of quantitative data on the dynamics of indicators of the effectiveness of using methods of organizing competency-oriented classes with students of pedagogical areas of training. Results of the study: the advantages of using competency-oriented classes with students of pedagogical areas of training are highlighted; types of competency-oriented classes with students of pedagogical areas of training; the receptions of the organization of lecture, seminar and practical competency-oriented classes were singled out; the interactive methods promoting the formation of the components of the professional competence of the students of pedagogical areas of training in competency-oriented classes; the types of activity for inclusion in the rating indicators. Importance of the research: the materials of the article can be useful for heads of educational structures at various levels, teachers of higher educational institutions, teachers of schools, gymnasiums, lyceums, parents.

Facilitation for professional learning community conversations in Singapore

Professional Learning Community (PLC) has steadily grown in importance over the last decade. The growing importance of PLCs lies in its potential to act as a lever for school-based curriculum development and innovation so as to provide diverse learning experiences to satisfy broader learning outcomes beyond academic achievements (e.g., the twenty-first century skills). The growth in PLCs implies greater time investment for teachers to come together to develop new curricula that engage students to meet these broadened set of learning outcomes. However, this also implies that new competencies need to be acquired to productively participate in PLCs. One essential competency is facilitating PLC conversations. This paper describes key findings drawn from participant observations with three Grade 5 PLC facilitators’ involvement in an intervention to explore how PLC facilitators can support teachers’ collective learning with one another on matters of teaching and learning. The findings from the study served to aid in generating a proposed intervention framework consisting of processes, principles, and practices that facilitators can use in PLC conversations.

Reversing the Logic

Colleges and universities are being pressed to seek innovative ways to measure student learning outcomes and identify the conditions that lead to their development. Understanding how students group according to a multidimensional set of learning outcomes provides information on the extent to which institutions are meeting goals. This study develops a typology based on engineering undergraduates’ array of outcomes. The study also demonstrates variation in personal and educational experiences across outcomes-based student groupings, thus providing insight into “what works” for programs who seek to graduate students who have developed an array of engineering-related outcomes. This outcomes-based approach is readily applicable to any set of student learning outcomes that programs or institutions seek to cultivate.

Training Translators in the European Higher Education Area

The creation of the European Higher Education Area (EHEA) has served as a catalyst of pedagogical change in European tertiary education. The adoption of the ‘meaningful learning model’, articulated around sets of learning outcomes and their corresponding curricular objectives, is a good example. This new model requires reliable assessment instruments to evaluate the students’ attainment of the relevant curricular objectives and provide them with meaningful feedback. This paper reports on the adaptation of the Translation and Interpreting degree programme run by Universitat Autònoma de Barcelona to comply with the requirements of the EHEA framework. After examining the impact that the meaningful learning model has on the assessment of students, this article illustrates the difficulties arising from the shift towards the ‘assessment for learning’ framework. A proposed assessment tool – consisting of a task (commented translation), assessment benchmarks and assessment instruments (rubric) – designed for a specific course unit is then explored in detail. Evidence is provided that the assessment tool fulfils quality criteria for validity and transparency and suggestions are made on how to develop this instrument further.

Parsing The Australian English Curriculum: Grammar, multimodality and cross-cultural texts

The release of The Australian Curriculum: English (ACARA, 2012) has revived debates about the role of grammar as English content knowledge. We consider some of the discussion circulating in the mainstream media vis-à-vis the intent of the national English Curriculum. We demonstrate how the Curriculum draws upon the complementary tenets of traditional Latin-based grammar and systemic functional linguistics across the three Strands of Language, Literature and Literacy, creating scope for teachers to develop students’ knowledge about language in innovative ways. We argue that such an approach is necessary for working with contemporary multimodal and cross-cultural texts. To demonstrate the utility of this new approach, we draw out a set of learning outcomes from Year 6 and then map out a framework for relating the outcomes to the form and function of multimodal language. As a case in point, our analysis is of two Coca-Cola web advertisements, one each from South Korea and Australia.

Using a Learning Management System to Foster Independent Learning in an Outcome-Based University: A Gulf Perspective

Introduction Information and communication technology (ICT) has become a popular tool to facilitate and enhance teaching and learning. Many academic institutions are using ICT to provide support to their curriculum, expand student learning experiences and support the institution's academic program learning outcomes. Moreover, a number of universities are using ICT to be more competitive (Norman, 2007). The Gulf region has seen a major increase in the presence of universities from North America, Europe and Australia. Most of them offer a combination of face to face and distance learning programs. The number of students enrolling in these universities has increase dramatically as people are increasingly moving to the Gulf region for employment (Al-Doub, Goodwin, & Al-Hunaiyyan, 2008; Biju, 2010). Students in the Gulf face difficulties when joining universities offering US and Western style academic programs. One major challenge is the learning habits and styles that students have acquired while in middle and high school. Students are used to the guided teaching and fact based model compared to the independent project based model used in higher academic institutions particularly those offering distance learning programs. The second challenge comes from the fact that students in this part of the world generally graduate from segregated primary and secondary schools that focus on memorization to gain knowledge. Therefore, students have learned to completely depend on their teachers for acquiring knowledge. As a result the concept of problem solving and critical thinking is almost foreign to the majority of the students. This problem seems to be more severe with female students joining higher education institutions. Statistics show that more than two third of the students joining Colleges and Universities in the region are female students. Most public universities in this region are segregated and are trying to find solutions to the dependence of students on teachers. Some academic institutions have identified solutions that include using technology in the classrooms; others have adopted alternative educational models to encourage students to become independent learners and requiring them to own a laptop for an alternative way to learn, communicate, access resources, and share information. A recently established outcome-based university, Zayed University (ZU) has campuses for both female and male students. ZU offers specializations in the fields of business, communication and media sciences, education, information technology and arts and sciences. This segregated university uses an American educational model and has recently achieved accreditation by the Middle States Accreditation Body (http://www.msche.org/). Since its establishment, the University has focused on having a high tech campus that provides the latest technology to facilitate learning. The campus provides students and faculty with wired and wireless connections to various electronic resources. Currently, the University requires every student to purchase a laptop computer. In the year 2000, the University adopted an outcome based Academic Program Model (APM) to provide focus to its curricula and measure student achievement. Two sets of learning outcomes were adopted by the University. University learning outcomes (ULO) are high-level outcomes that focus on life skills, and College specific learning outcomes (CLO) which relate to the abilities needed by students to be successful in their field of study upon graduation. The University provides a technology mediated learning environment where each student and instructor has access to a wide range of ICT tools to communicate, collaborate and share resources. These tools provide anytime anywhere learning opportunities. Currently, more than 5,000 students have access to courses and learning materials on campus and from home via the Blackboard Course Management System (http://www. …

Bridging education and training in ageing and disability: the European Care Certificate (ECC)

Introduction: There has been significant movement of workers between EU countries seeking work in the social care sector, causing problems for workers and employers who cannot easily evaluate the worth of qualifications gained abroad. The European Care Certificate (ECC) helps workers start work in the social care sector by defining basic knowledge and offering recognition for their learning. Development of product: A LEONARDO project involving six countries (BE, UK, AT, DE, RO, PO) established a set of learning outcomes—the BESCLO (Basic European Social Care Learning Outcomes) covering eight key areas of knowledge (not competence). Existing awards and courses become ‘ECC compliant’ by demonstrating coverage of all the BESCLO. Students pass a multi-choice exam to gain the Certificate. There is a developing system of Lead and Delivery Partners spreading the ECC across Europe. Conclusion: The BESCLO covers essential knowledge with a common set of values in social care. The ECC fits within existing training courses, is cheap and easy to operate, is at entry level, covers all client groups, can be made available in any language and is equally useful in recruitment, workplace induction training, or more formal college/university courses as an early achievement marker. Website: http://www.eclicence.eu