Visible Learning Research Articles

Visible Learning and synchronous online lesson in higher education: a study in engineering education

ABSTRACT The Visible Learning (VL) approach to learning processes stems from Hattie’s work based on synthesising meta-analyses regarding achievement in education. Although the model is used at many levels of instruction, its performance has been less studied in higher education, engineering education, and in the context of synchronous online learning in distance education. This study implements VL features and analyzes their ability to improve learning outcomes and teaching quality. To this end, a synchronous online lesson in a Fluid Dynamics course was implemented with 39 mechanical engineering students. The research method is a one-group pretest-posttest design and data were collected through a test and a 5-point Likert scale questionnaire. The learning achievement is measured using Cohen's d. The relevant effect size value obtained (d = 2.32) stands out from those in the literature where meta-meta-analyses report an impact on learning close to that of a traditional lecture (d = 0.08). Regarding the learning experience, students’ ratings of both the lesson and the teacher's teaching quality are clearly positive. It can be concluded that the VL approach can produce significant learning gains and positive perceptions of instructional quality among students in the context of synchronous online instruction in engineering education.

Evaluating visible learning: Mathematics teachers’ practices in technology-enhanced classrooms

The present study examined the extent to which mathematics teachers’ practices reflect visible learning (VL) at their schools and in their technology-enhanced classrooms. A number of determining fa...

An evaluation of practitioner based enquiry (PBE) as a method of building teacher capacity and self-efficacy

The project aimed to evaluate practitioner based enquiry (PBE) as an approach to build Senior Management Team (SMT) capacity and self-efficacy when implementing a visible learning (VL) framework to raise attainment. Quantitative research was conducted through an online questionnaire (n = 14), which was analysed through measures of central tendency and correlations. Qualitative data was collected through semi-structured interviews (n = 2) and thematic analysis was utilised (Braun & Clarke, 2006). The results from the quantitative analyses showed that the PBE sessions increased SMT capacity and ability to support staff when implementing a VL approach. The qualitative analysis revealed the final organising theme of reflective practice, and sub-themes of collaboration, implementation and impact. The sub-themes are discussed in relation to relevant literature, including adult learning and concepts of collaborative working, capacity and self-efficacy. Implications for educational psychology practice include: building capacity for schools to use PBE; supporting successful implementation; and evaluating the impact of evidence-based approaches.