Use Of Learning Outcomes Research Articles

Application of Bloom’s Taxonomy in Categorization of Cognitive Process Development in Colleges

Bloom’s Taxonomy is crucial in any teaching and learning environment because it determines direction for a course of study. This study assessed application of Bloom’s Taxonomy in courses of study offered in colleges in Lusaka District. Objectives were: Assess the application of Bloom’s Taxonomy in setting learning outcomes for the courses; Assess reflection of Bloom’s Taxonomy in activities set for course participants; Ascertain significance attached to Bloom’s Taxonomy in courses of study designed for participants. The study employed a mixed methodology, in particular employing a descriptive research design to assess application of the Taxonomy in course outcomes/objective. The population comprised college lecturers in Lusaka District. Sample size was 36 lecturers who were conveniently sampled. Data were collected using a questionnaire and analyzed using frequencies and Spearman correlation coefficient. Findings revealed that the majority of the lecturers did not illustrate how to use Bloom’s Taxonomy in planning course of study, setting objectives/outcomes, creating learning activities or create assessment tasks for course participants. However, most of the lecturers demonstrated use of active verbs which they use in objectives/outcomes. Findings revealed that lecturers hardly used Bloom’s Taxonomy. There is no relationship between lecturers’ use of learning outcomes as a basis for preparing class tasks and their assertions that they compared objectives with tasks prepared for students. It is recommended that lecturers should be oriented on use of the learning Taxonomy. Keywords: Bloom’s Taxonomy, Objectives, Outcomes, Lecturers DOI: 10.7176/JEP/14-4-02 Publication date: February 28 th 2023

Analysis of Student Learning Gains in a Biochemistry CURE course during the mandatory COVID‐19 shift to online learning

Due to the ongoing COVID‐19 pandemic, institutions across the world have had to adjust their teaching methods. This shift to emergency remote instruction has resulted in modifications to existing curricula, especially in the experimental science lab. There is a need to better understand student learning in this environment. Using the Participant Perception Indicator (PPI) survey, we measure the students’ knowledge, experience, and confidence (KEC) growth over the course of a fully online biochemistry course. Using a combination of video explanations, experimental procedure documents and sample data students completed the Biochemistry Authentic Scientific Inquiry Lab (BASIL) Course‐based Undergraduate Experience (CURE) in summer 2020. The results and analysis of the survey data gave light to three main findings. We found students learned more about bioinformatic experiments and concepts than about their wet‐lab counterparts. Students were not able to perform the wet lab techniques in person, relying on the virtual experience to learn these skills. Students did report greater gains in learning outcome KEC than in wet lab and computational techniques. Use of learning outcomes can be used to partially fill the gap that loss of a physical interaction with experiments creates. Finally, students report experience and confidence gains lagged behind their knowledge of the techniques. Students are not as confident in their understanding of techniques when unable to perform them in the physical laboratory. Thus even though they had great knowledge and understanding of the structure, protocols, and purpose of the experiments and techniques, their responses indicated that their experience and confidence was not on par with their knowledge.

Engineering learning outcomes:Translations of a policy instrument in a disciplinary context in Nordic higher education

ABSTRACT Learning outcomes have become a central feature in European higher education and are intended to create a plethora of change concerning teaching, relevance, quality and transparency. However, there have been few studies on how learning outcomes have been introduced within disciplines. This article therefore studies the introduction of learning outcomes in Norwegian higher education, in a comparative case study of two engineering programmes. Engineering is often showcased as an example of highly relevant education and has traditions for co-operation with local businesses. Standards are also a common feature in the education and professional work, which suggests that learning outcomes might work well in this context. The article uses translation as theoretical perspective, emphasizing path-dependent change, and draws on the concepts of layering and drift. Empirically, the article is based on qualitative interviews and document material. The findings show learning outcomes as a circulating master idea which was introduced before it became a formal requirement. Learning outcomes were layered onto revisions of the education and adapted to the disciplinary traditions. While the introduction led to structural changes, the cases also show several challenges for the use of learning outcomes for teaching and information purposes.

Learning outcomes and critical thinking – good intentions in conflict

ABSTRACTThe notion of critical thinking and its theoretical complexity are used as a case for an epistemological critique of the model of intended learning outcomes. The conclusion is that three problems of learning outcomes, previously discussed in the literature, become even more challenging when seen in the light of critical thinking. The first problem concerns interpretations, as the use of learning outcomes is dependent on advanced but implicit interpretative frameworks. The second is the problem of educational goals that cannot be expressed through learning outcomes, and the third is the risk that learning outcomes may establish a ceiling for student ambitions. It is argued that the example of critical thinking shows the seriousness of the epistemological critique of learning outcomes and how the use of learning outcomes can divert teachers’ and students’ attention away from important goals.

Pedagoški aspekti primene koncepta ishoda učenja u visokoškolskoj nastavi

U radu se razmatra problematika definisanja, planiranja i upotrebe ishoda učenja u visokoškolskoj nastavi, kao jednog o ključnih aspekata nastavnog rada. Koncept ishoda učenja posebno je aktuelizovan Bolonjskim procesom i predstavlja značajan alat za planiranje nastavnog rada i kreiranje kurikuluma kao i za prepoznavanje stečenih znanja i veština studenata. Analizirani su relevantni dokumenti u okviru reforme visokog obrazovanja kojima se ističe značaj ishoda učenja za usaglašavanje različitih sistema visokog obrazovanja u okviru Evrope. Akcenat je stavljen na pedagoške implikacije upotrebe ishoda učenja i na njihov značaj za nastavni rad, posebno iz perspektive pristupa usmerenog na studenta. Dat je prikaz konkretnih uputstava i smernica za kreiranje i definisanje ishoda učenja. Prikazana je SOLO taksonomija kao jedna od značajnijih taksonomija za pisanje ishoda učenja u visokom obrazovanju i za procenjivanje usvojenih znanja i veština studenata. Rezultati ukazuju na to da ishodi učenja predstavljaju konstrukt koji omogućava nastavnicima efikasno planiranje i organizovanje nastave, kao i procenjivanje stečenog znanja i kompetencija studenata. Sa druge strane, studentima omogućava mobilnost na druge univerzitete, priznavanje stečenih kvalifikacija, priznavanje prethodnog učenja i dr. Zaključuje se da adekvatna implementacija ishoda učenja u nastavnu praksu, studijske programe i predmete u značajnoj meri utiče na kvalitet obrazovanja.

Умови внутрішньої системи забезбечення якості освіти у вищих закладах освіти Польщі

An aim of considerations is to present the selected determinants of functioning of internal systems of ensuring the quality of education related to Polish universities. The author’s attention is focused on the international standards and guidelines concerning elements of the system of quality ensuring connected with the Bologna Process and the selected legal regulations in this respect in force in Poland. The Standards and guidelines for quality assurance in the European Higher Education Area (ESG) were adopted by the Ministers responsible for higher education in 2005 following a proposal prepared by the European Association for Quality Assurance in High-er Education (ENQA) in cooperation with the European Students’ Union (ESU)1, the European Association of Institutions in Higher Education (EURASHE) and the European University Association (EUA). Since 2005, considerable progress has been made in quality assurance as well as in other Bologna action lines such as qualification frameworks, recognition and the promotion of the use of learning outcomes, all these contributing to a paradigm shift towards student-centred learning and teaching. Student-centred learning and teaching plays an important role in stimulating students’ motivation, self-reflection and engagement in the learning process. This means careful consideration of the design and delivery of study programmes and the assess-ment of outcomes. The teacher’s role is essential in creating a high quality student experience and enabling the acquisition of knowledge, competences and skills. The diversifying student population and stronger focus on learning outcomes require student-centred learningand teaching and the role of the teacher is, there-fore, also changing. Providing conditions and support that are necessary for students to make progress in their academic career is in the best interest of the individual students, programmes, institutions and systems. It is vital to have fit-for-purpose admission, recognition and completion procedures, particularly when students are mobile within and across higher education systems. It should be noted that the results of this article can be used to compare the Polish and Ukrainian systems of quality assurance in higher education, as well as the domestic quality assurance procedures It is important that access policies, admission processes and criteria are implemented consistently and in a transparent manner. Induction to the institution and the programme is provided. Institutions need to put in place both processes and tools to collect, monitor and act on information on student progression

RELATIONSHIP BETWEEN LEARNING MOTIVATION, USE OF LEARNING SOURCES AND ATTENTION OF PARENTS WITH MATHEMATICS RESULTS OF STUDENTS MTs NEGERI GODEAN

The low students learning motivation, students do not use learning resources well, and low of parents' attention to children's learning activities were related to students mathematics learning outcomes. This study aims to determine the presence or absence of a positive relationship between and significant relationship between learning motivation, use of learning resources, and parents' attention with the result of mathematics learning outcomes in students class VII on odd semester at MTs Negeri Godean Academic Year of 2015/2016. The population in this study was all students of class VII on odd semester at MTs Negeri Godean Academic Year of 2015/2016 consists of 4 class. While the sample being picked class VII B and test class VII A as a study sample with a random sampling technique to the class. Data were collected by a questionnaire test and methods test. Test research instruments used are the validity test, reliability test, and different power test. The prerequisite test used normally tests, linearity and independent test. Analysis of data using product-moment correlation analysis and linear regression analysis. The result showed that there was a positive and significant correlation between learning motivation, use of learning resources and parent attention with mathematic learning outcomes, multiple correlation coefficient (R) 0,823 with a regression equation Y =-33,384+0,427X_1+0,487X_2+0,288X_3, at the 5% significance level, obtained F_count at 19,716 and F_table at 2,95 means F_count≥F_table. The percentage relative contribution of learning motivation 42,71%, the relative contribution on use of learning 36,33%, and the relative contribution on parents attention 20,97% and then the effective contribution of learning motivation 28,99%, the effective contribution of the use of learning outcomes 24,65%, and the effective contribution of parents attention 14,23 %.

Learning outcomes in higher education: assumptions, positions and the views of early-career staff in the UK system

According to the UK Quality Assurance Agency, the adoption and use of learning outcomes has been complete across UK higher education since 2007, when it declared that ‘most departments and institutions have fully adopted the principles of learning outcomes’. And yet, the evidence from the ground to support this statement is currently lacking. The issue of learning outcomes has been a topic of debate, which runs far deeper than the most recent criticisms. So far there have only been sporadic and limited attempts at researching exactly how learning outcomes are used by both teaching staff and students. Whether they indeed support student learning through the constructive alignment model put forward by Biggs, or whether they are simply another bureaucratic hoop to jump through which has no impact on the learning process. This paper aims to add to the increasing evidence base by presenting the findings of research carried out amongst early career, probationary staff at a research-led institution in the UK, and hopes to contribute to wider debates which will eventually influence policy.

Evaluation criteria for competency-based syllabi: a Chilean case study applying mixed methods

In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design.

Structure and evaluation of flipped chemistry courses: organic & spectroscopy, large and small, first to third year, English and French

Organic chemistry is a traditionally difficult subject with high failure & withdrawal rates and many areas of conceptual difficulty for students. To promote student learning and success, four undergraduate organic chemistry and spectroscopy courses at the first to third year level (17–420 students) were “flipped” in 2013–2014. In the flipped course, content traditionally delivered in lectures is moved online; class time is dedicated to focused learning activities. The three large courses were taught in English, the small one in French. To structure the courses, each course's intended learning outcomes (ILOs) were analyzed to decide which course components would be delivered online and which would be addressed in class. Short (2–15 min), specific videos were created to replace lectures. Online and in-class learning activities were created in alignment with the ILOs; assessment was also aligned with the ILOs. A learning evaluation was undertaken to determine the impact of the new course structure, using Guskey's evaluation model. Analysis of students' grades, withdrawal rates, and failure rates were made between courses that had a flipped model and courses taught in previous years in a lecture format. The results showed a statistically significant improvement in students' grades and decreased withdrawal and failure rates, although a causal link to the new flipped class format cannot be concluded. Student surveys and course evaluations revealed high student satisfaction; this author also had a very positive experience teaching in the new model. The courses' overall design and evaluation method could readily be adapted to other chemistry, science and other courses, including the use of learning outcomes, the weekly course structure, online learning management system design, and instructional strategies for large and small classes.

Learning about learning outcomes: the student perspective

Despite an extensive literature on how to frame learning outcomes, to date, limited attention has been given to understanding whether and how students actually use them. This study employed a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore students' perceptions and use of learning outcomes. The findings suggest that the majority of students find learning outcomes useful and use them to support their studies in various ways. However, the data also indicate that some students struggle to understand from their learning outcomes the level of learning required to cover their topic area or to pass assessments. Additionally, certain respondents reported that learning outcomes can restrict or overfragment their knowledge. Whilst many students wanted learning outcomes to remain a central part of their learning experience, the findings suggest further work is required to establish more effective use of learning outcomes as a learning resource.

Theoretical Background for Learning Outcomes Based Approach to Vocational Education

Due to the rapid development of technologies, changes in labour market and globalization, learning outcomes have become topic of debate in the European education policy. In this context knowledge, skills and competences an individual can demonstrate are more important than particular education programme or institution that has issued qualification. The concept of learning outcomes is seen as a tool for promoting international comparability of qualifications and mobility of labour force. This paper outlines the theoretical ideas that have formed the understanding and use of learning outcomes in vocational upper-secondary education. First, the taxonomy of educational objectives, which consists of three domains arranged in a hierarchical order – cognitive, affective, and psychomotor domain, – is described. This taxonomy is useful when learning outcomes should represent stages of various complexity or mastery. Second, three major learning theories – behaviourism, cognitivism and constructivism – are explored to clarify, which principles suggested by them could be applied in learning outcomes based vocational education. Third, learner-centred approach is explored as its principles may be supported by the use of learning outcomes. Both approaches require that students are active participants who want to learn and manage their own learning.

‘Lost in translation’: learning outcomes and the governance of education

This paper gives a critical assessment of the relationship between learning outcomes and the governance of education and training systems. Learning outcomes are defined as an instrument that might work at different levels with different meanings and different results: at the level of education and training practice, they might obtain pedagogical results, at the level of policy-making they might contribute to the governance of education and training. However, the ways in which governance impacts on pedagogy is called into question; in particular the argument challenges the assumption of a straightforward and successful ‘top-down’-relationship between governance and pedagogy. First, an assessment is undertaken into supportive and critical expectations about learning outcomes: of what they should achieve and of what is deemed necessary to make them work on the one hand and of detrimental effects they might have, on the other. Second, a framework for the analysis of the impact of learning outcomes is proposed; this brings some approaches from the literature together in a systematic fashion and is also used to interpret some developments of the use of learning outcomes in Austria and in other countries. As a result, we conclude that most expectations of the learning outcomes approach are overstated, as are critiques. Evidence shows that there might be pedagogical benefits of learning outcomes if they are properly implemented; however, they appear too weak as an instrument to bring about the desired results as a governance device. They might successfully change policies, however, without having the desired impact on education and training practice.

THE CONCEPT OF LEARNING OUTCOMES IN THE LATVIAN VOCATIONAL EDUCATION

Recently learning outcomes, which are statements of what a learner knows, understands and is able to do after learning, have gained more attention at education policy level in Latvia. International discussions about the terms connected with learning outcomes have been raised by the development of the European Qualifications Framework – an eight level reference system – and consequent elaboration of national frameworks in the Member States. For the referencing process and other reforms to be successful, all stakeholders should share a common understanding of the used terms. This study aimed at exploring the education participants’ views about the concept and use of learning outcomes in the Latvian vocational education. In terms of the study the questionnaire was completed by 577 vocational education students, and five vocational education teachers’ and five employers’ interviews were conducted. The results of the study indicate that the respondents do not have a thorough understanding of learning outcomes. Prior introducing learning outcomes in practice, national informative and educational activities should be arranged for education participants and general public in order to support vocational education stakeholders during the ongoing education reforms initiated by the shift towards learning outcomes based education. Key words: learning outcomes, students’ learning assessment, vocational upper-secondary education.

Editorial

New Directions focuses on new developments by practitioners in the field of learning and teaching.There is a strong outreach theme in this issue with articles covering activities in chemistry and physics, and the effects on all parties involved. Assessment and feedback also feature heavily, with articles on screencasting, delivering audio feedback and designing multiple choice questions (MCQs.) Ever popular topics including undergraduate practical work, transition to university and mathematics support for chemists appear, along with articles on prior knowledge of undergraduates, use of learning outcomes and educational research projects for students.This is the last issue of New Direction that the Centre will produce; we now hand the baton to the Higher Education Academy <www.heacademy.ac.uk> to produce future issues. We would like to take this opportunity to thank all our contributors and reviewers who have made this publication possible, and we hope that you the reader have found value in what we have offered.

9. Improving the Outcomes for College Students Transferring to University

The authors discuss the challenges of transferring from college to university programs. Following consideration of the practices associated with transferring credits and creating articulation agreements, the authors suggest the use of learning outcomes. Noting the challenges, as well as the benefits, they propose using learning outcomes as an alternative to existing transfer practices. Continued collaborative research and planning efforts between colleges and universities are stated as being essential to improving the transfer process.

A quantitative and qualitative study of changes in the use of learning outcomes and distractions by students and tutors during a biology poster assessment

Learning outcomes are statements of intended learning within a module. In practice, students may consider various options when undertaking assessments. They may feel they can meet the stated learning outcomes by demonstrating other aspects of study which are termed distractions. Thirty-three undergraduate students' constructed scientific posters and completed questionnaires prior to and on the day of poster submission. Additionally, ten of these students were interviewed. Analysis of questionnaire data using principle components analysis and interview data by clustering units of relevant meaning revealed that students did not differentiate between learning outcomes and distractions, both of which steered their learning during the assessment. These results are discussed within the context of assessment tasks and implications for practice.

The Uses of Learning Outcomes

This paper argues that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit, and returned to their proper use in aiding good teaching and learning. We require a broader, flexible and more realistic understanding of learning outcomes, better suited to the realities of the classroom and of practical use to those teachers who wish to respond to the enthusiasm of their students. To this end, a new model is produced that starts from the idea of an articulated curriculum, and embraces both intended and emergent learning outcomes. The model employs the distinction between predicted and unpredicted learning outcomes, together with the distinction between those that are desirable and those that are undesirable. The resulting account is intended to aid understanding of the nature and proper use of learning outcomes in teaching and learning.

Easing the Transfer of Students from College to University Programs: How Can Learning Outcomes Help?

Increasingly, students are seeking transfer from college to university educational programs. This challenges universities to assess the effectiveness of transfer policies and also challenges colleges to prepare students for continued education. This paper reviews the various transfer procedures used by Canadian universities, barriers experienced by students seeking transfer, and strategies for improving the transfer process. The authors propose the use of learning outcomes, which identify student knowledge and skills following an educational experience, to develop block transfer strategies that ease student transfer between educational programs.