Relevant bibliographies by topics / Learning outcomes

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Learning outcomes'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Learning outcomes"

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Kulsum, Umi. "HYBRID LEARNING TIME MODIFICATION CAN IMPROVE LEARNING ACTIVITY AND LEARNING OUTCOMES." SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED 11, no. 3 (December 23, 2021): 263–68. http://dx.doi.org/10.24114/sejpgsd.v11i3.27922.

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The purpose of this study was to determine the effectiveness of hybrid learning time modification in terms of learning outcomes; knowing the relationship between learning activities and learning outcomes and knowing the effect of hybrid and one other group is the conventional group (face-to-face only), this group is the control group.Collecting data using a learning activity questionnaire and a knowledge test to determine learning outcomes. Data analysis technique with Ancova. The results of the study: (1) hybrid learning time modification is effective in improving learning outcomes (2) significant relationship between learning activity and learning outcomes, significance 0.000; (3) there is a significant difference in the effect of variations in hybrid learning time modification on learning activity and learning outcomes, the significance of 0.037 Keywords: Time Modification, Hybrid Learning, Active Learning, Learning Outcomes
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Zitar, Raed Abu, Ammar EL-Hassan, and Oraib AL-Sahlee. "Deep Learning Recommendation System for Course Learning Outcomes Assessment." Journal of Advanced Research in Dynamical and Control Systems 11, no. 10-SPECIAL ISSUE (October 31, 2019): 1491–78. http://dx.doi.org/10.5373/jardcs/v11sp10/20192993.

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Murray, J. J., and C. J. Smith. "Learning outcomes." British Dental Journal 197, no. 2 (July 2004): 60–61. http://dx.doi.org/10.1038/sj.bdj.4811497.

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Walsh, Kieran. "Learning outcomes." BMJ 332, no. 7544 (March 30, 2006): 771. http://dx.doi.org/10.1136/bmj.332.7544.771.

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Prata, David N., Patrick Letouze, Stefano Cerri, and Evandro Costa. "A Game Approach to Assessing Learning Outcomes." International Journal of Information and Education Technology 6, no. 2 (2016): 137–42. http://dx.doi.org/10.7763/ijiet.2016.v6.673.

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Hadi Saputro, Suyatno. "The Impact of Problem Based Learning on Learning Outcomes in Nursing Students." International Journal of Multidisciplinary Research and Analysis 05, no. 10 (October 17, 2022): 2784–88. http://dx.doi.org/10.47191/ijmra/v5-i10-29.

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This study aims to determine the impact of problem-based learning on nursing student learning outcomes. The research method used is quasi-experimental by comparing the two groups, namely the group treated with problem-based learning and conventional learning. The research subjects were 7th semester nursing students, totaling 68 students who were divided into two groups, experiment with problem-based learning and control with conventional learning. Analysis of the data in this study by comparing learning outcomes in the two groups, experimental and control. The results of data analysis showed that students who were treated with problem-based learning obtained better learning outcomes compared to the control group or conventional learning. This research can be concluded that there is an impact of problem-based learning on nursing student learning outcomes
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Allgood, Sam, and Amanda Bayer. "Learning Outcomes for Economists." American Economic Review 107, no. 5 (May 1, 2017): 660–64. http://dx.doi.org/10.1257/aer.p20171070.

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Articulating thoughtful learning outcome statements for courses and majors improves teaching and learning and satisfies accreditation requirements. After reading this paper, economists will be able to construct learning outcome statements that guide and enhance teaching and learning in their courses and programs. We present a framework for developing learning outcomes based on a set of five fundamental competencies in economics. We then provide another public good, offering a complete set of learning outcomes for an introductory microeconomics course, which instructors can include in their syllabi. For additional guidance, we construct examples of lesson-specific learning outcomes as well.
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Minanlarat, Bropson, Leony Sanga Lamsari Purba, and St Fatimah Azzahra. "Improving chemical learning outcomes with explicit instruction learning models with quizizz evaluation media." Jurnal Pendidikan Kimia 13, no. 2 (August 1, 2021): 94–102. http://dx.doi.org/10.24114/jpkim.v13i2.26977.

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This study aims to determine the effect of explicit instruction learning models and the percentage of student learning outcomes improvement in chemistry. Explicit instruction learning model is the free variable while the dependent variable is learning outcomes. This research method is a quasi experiment with the research design nonequivalent control group design. The population of this study were students of Senior High School 42 Jakarta, the sample was selected by purposive sampling technique, consisting of two classes, namely class XI MIA 1 as the experimental class and XI MIA 2 as the control class. The results of the ttest show that the sig. (2-tailed) is smaller than the α value, namely sig 0.000 < sig 0.05, so learning using the explicit instruction model has a significant effect on improving chemistry learning outcomes on hydrocarbon compound material. In addition, the use of explicit instruction learning models can improve student learning outcomes by 19% when compared with the use of conventional learning models (TCL). Keywords: Explicit instruction, Quizizz, Chemistry learning, Learning outcomes
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Jdaitawi, Malek, Belal Sadiq, Ayat Al Sharoa, Ahmed Elkilany, Marwa Kholif, and Yasser Rady. "Does Flipped Learning Success in Enhancing Education Outcomes." International Journal of Early Childhood Special Education 14, no. 1 (March 17, 2022): 1201–6. http://dx.doi.org/10.9756/int-jecse/v14i1.221137.

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Although, flipped learning has existed for more than a decade, few reviewed studies were highlighted in the literature. Flipped learning has the potential to enhance the learning outcomes in the educational settings. Therefore, this paper presented a literature review on the flipped learning from several fields and settings. A total 51 studies published from 2015 to 2020 were included in the analysis. The results indicated that the majority of the studies were conducted using quantitative method and in higher education setting. Based on the results, limitations and recommendations were identified.
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Morin, Karen H., and Janis P. Bellack. "Student Learning Outcomes." Journal of Nursing Education 54, no. 3 (March 1, 2015): S3—S4. http://dx.doi.org/10.3928/01484834-20150217-10.

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Dissertations / Theses on the topic "Learning outcomes"

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Yik, Ping-chui. "Learning styles and language learning outcomes." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38598073.

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Yik, Ping-chui, and 易平璀. "Learning styles and language learning outcomes." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38598073.

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Haho, P. (Päivi). "Learning enablers, learning outcomes, learning paths, and their relationships in organizational learning and change." Doctoral thesis, Oulun yliopisto, 2014. http://urn.fi/urn:isbn:9789526203584.

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Abstract The purpose of this thesis is to examine the role of learning and the constituents of learning in creating process innovations and realizing organizational change. Organizational learning was studied and the data was collected in process development projects, in which process simulations were used as a development method for process innovations and change. The empirical research was carried out mainly in 1988–2001. In this thesis, the results of those studies are reflected on, together with the recent literature related to organizational learning theories in the context of process innovations and management of change. Specifically, the concepts of learning enablers, learning outcomes (intangible/tangible), learning paths, and their relationships are studied. Qualitative longitudinal action research with case studies and abductive reasoning are used as the research methods throughout this thesis. The data consists of 34 cases and 99 process simulations in 12 different industries and varies from large core processes to support processes. The case organizations were mainly Finnish companies with Finns as the majority of participants. One case organization was from Switzerland, and in five cases, multicultural groups participated in the process simulations. In each project, process simulations were used at least once during a change project, in some cases even five to eight times. The data analysis proceeded in an abductive manner throughout the included five articles, and the findings are summarized based on the research questions. The theoretical contribution of this thesis is fourfold. The findings give new understanding 1) about learning enablers, their relationships to each other and influence on learning and process innovations, 2) about the role of intangible and tangible learning outcomes in individual and organizational learning processes and 3) about learning paths in process innovations and related change processes. The thesis also defines 4) a model for effective learning processes in change projects concerning process innovations. The contribution in the practical and managerial context should be applicable field of North and West European commercial organizations. This thesis highlights individual and organizational learning in the creation of process innovations, and it also defines the features of an effective development method for creating and implementing process innovations
Tiivistelmä Tämän väitöskirjan tarkoituksena on tutkia organisaation oppimisen ja sen eri osatekijöiden roolia prosessi-innovaatioiden luomisessa ja muutoksen aikaansaamisessa organisaatiossa. Organisaation oppimista tutkittiin ja aineisto kerättiin prosessien kehittämisprojekteissa, joissa prosessisimulaatioita käytettiin prosessi-innovaatioiden menetelmänä. Tutkimuksen aineisto kerättiin pääsiassa vuosien 1988–2001 aikana. Tässä väitöskirjassa näitä tuloksia analysoidaan vallitsevien organisaatio-oppimisen teorioiden valossa prosessi-innovaatioiden ja muutoksen johtamisen asiayhteydessä. Erityisesti tutkitaan oppimisen mahdollistajia, oppimisen tuloksia (aineettomia/aineellisia), oppimisen polkuja ja kaikkien näiden keskinäisiä suhteita. Tutkimusmenetelmänä on käytetty laadullista pitkittäistä toimintatutkimusta tapaustutkimuksineen ja abduktiivisine päättelyineen. Aineisto koostuu 34 tapaustutkimuksesta ja 99 prosessisimulaatiosta, jotka toteutettiin 12 eri toimialalla, ja vaihtelevat ydinprosesseista tukiprosesseihin. Suurimmaksi osaksi tapausorganisaatiot olivat suomalaisia yrityksiä, ja yksi tapausorganisaatio oli sveitsiläinen. Projektiryhmät olivat pääasiassa suomalaisia, mutta monikulttuurinen ryhmä osallistui prosessisimulointiin viidessä tapaustutkimuksessa. Jokaisessa projektissa prosessisimulointia käytettiin ainakin kerran muutosprojektin aikana, joissakin tapauksissa jopa viidestä kahdeksaan kertaan. Väitöskirjan viiden artikkelin aineiston analysointi suoritettiin abduktiivisen päättelyn periaattein, ja tutkimuksen tulokset esitetään tutkimuskysymysten mukaisesti. Tutkimuksen teoreettinen tulos kohdistuu neljään osa-alueeseen. Tulokset lisäävät ymmärrystä 1) oppimisen mahdollistajista, niiden suhteesta toisiinsa ja vaikutuksesta oppimiseen ja prosessi-innovaatioihin, 2) aineettomien ja aineellisten oppimistulosten roolista yksilön ja organisaation oppimisprosesseissa, ja 3) prosessi-innovaatioiden ja niihin liittyvien muutosprosessien oppimisen poluista. Tutkimus myös määrittelee 4) prosessi-innovaatioita koskevien muutosprojektien oppimista korostavan mallin. Tutkimuksen tuloksia voitaneen soveltaa Pohjois- ja Länsi-Euroopan yritysmaailmassa. Tutkimus korostaa yksilön ja organisaation oppimisen merkitystä prosessi-innovaatioiden luomisessa ja lisäksi se määrittelee vaikuttavan prosessi-innovaatioiden kehittämisen ja käyttöönoton menetelmän piirteet
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Poon, Wai-cheong Alex. "Factors affecting learning attitudes and learning outcomes of secondary students." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B40039912.

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Poon, Wai-cheong Alex, and 潘維醹. "Factors affecting learning attitudes and learning outcomes of secondary students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40039912.

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Slimani, A. "The teaching/learning relationship : Learning opportunities and learning outcomes an Algerian case study." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381067.

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The major thrust of the study was to explore the relationships between what a group of Algerian learners claimed to have learned from lessons and the interactive work in which, together with their Algerian teacher, they have participated. This opportunity is taken to examine, in the light of our data, some variables, claimed by classroom centered and second language acquisition studies to be, in some strong sense, relevant to second language development. These variables are: the impact of frequency of language use, the effect of the use of conversational adjustments (CAs) in the discourse, and the role of participation in the classroom. The analysis of the learners' responses has led also to the examination of the importance of the participants' topicalisation. Besides the investigation of the claims, the data was used to test the limits of direct classroom observation to provide answers as to how second language learning develops in the classroom. Two types of data were necessary for the investigation of the issue: Learners' specific claims collected through questionnaires, and detailed accounts of the learning opportunities obtained through systematic observation of 11 hours of audio- recorded naturally occurring classroom data. The latter set was supplemented with field notes taken by the observer and author of this study. The numerical information obtained through the analysis of the data was used in combination with a qualitative analysis of the classroom interaction to derive the following suggestive findings. The relationship between interaction and uptake was seen, in this study, to be far more complicated and indirect than the claims made by others in the field might have led us to believe. Frequency of the ttl teacher's use of language presented a rather low correlation with the students' learning outcomes. The use of CAs did not show an overall significant correlation with the learners' claims. Most of the coding schemes used to quantify learner input generation failed to show a correlation between interaction and progress. A weak correlation appeared between interaction and achievement. The examination of the theme of topicalisation has shown the learners, as discourse initiators, to be more influential than the teacher on what gets claimed to be learned in this specific instructional setting.
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Cheltuitor, Alexandru, and Niklas Jones-Quartey. "Predicting Multimodal Rehabilitation Outcomes using Machine Learning." Thesis, Uppsala universitet, Institutionen för informatik och media, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-413568.

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Chronic pain is a complex health issue and a major cause of disability worldwide. Although multimodal rehabilitation (MMR) has been recognized as an effective form of treatment for chronic pain, some patients do not benefit from it. If treatment outcomes could be reliably predicted, then patients who would benefit more from MMR could be prioritized over others. Machine learning has been proven capable of accurately predicting outcomes in other healthcare related domains. Therefore, this study aims to investigate the use of it to predict outcomes of MMR, using data from the Swedish Quality Registry for Pain Rehabilitation (SQRP). XGBoost regression was used for this purpose, and its predictive performance was compared to Ridge regression. 12 models were trained on SQRP data for each algorithm, in order to predict pain and quality of life related outcomes. The results show similar performances for both algorithms, with mean cross-validated R² values of 0.323 and 0.321 for the XGBoost and Ridge models respectively. The average root mean squared errors of 6.744 for XGBoost and 6.743 for Ridge were similar as well. Since XGBoost performed similarly to a less computationally expensive method, the use of this method for MMR outcome prediction was not supported by the results of this study. However, machine learning has the potential to be more effective for this purpose, through the use of different hyperparameter values, correlation-based feature selection or other machine learning algorithms.
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Hartman, Stacey Lynn. "Postsecondary learning strategy instruction and student outcomes." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280183.

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With a pronounced move toward student-centered learning and academic self-regulation, the responsibility of learning is shifting from teacher to student. As a result, students are now being asked to take more responsibility for their learning. Research has made clear that strategic behavior and the use of learning strategies enhances teaming. Effective learners are able to self-regulate in order to evaluate when and how to use the appropriate strategies as well as evaluate their success relative to their actions. Students often enter postsecondary education without the knowledge and skills to self-regulate; therefore, learning strategy instruction becomes a key instrument in students' pursuit of academic success. Quantitative examination of the students' outcomes associated with this type of instruction is limited at best. This study examines student outcomes associated with the attendance of learning strategies workshops at the postsecondary level. Findings indicated that participants reported using some, if not all, of the strategies discussed. Additionally the largest percentage of strategies reported were strategies that were supported instructionally by modeling, practice, and feedback. This study did not uncover particular student traits that would lead to students' use of strategies. Strengths and weaknesses of this study are discussed, as are directions for future research.
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Lash, Michael Timothy. "Optimizing outcomes via inverse classification." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6602.

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In many circumstances, predictions elicited from induced classification models are useful to a certain extent, as such predictions provide insight into what the future may hold. Such models, in and of themselves, hold little value beyond making such predictions, as they are unable to inform their user as to how to change a predicted outcome. Consider, for example, a health care domain where a classification model has been induced to learn the mapping from patient characteristics to disease outcome. A patient may want to know how to lessen their probability of developing such a disease. In this document, four different approaches to inverse classification, the process of turning predictions into prescriptions by working backwards through an induced classification model to optimize for a particular outcome of interest, are explored. The first study develops an inverse classification framework, which is created to produce instance-specific, real-world feasible recommendations that optimally improve the probability of a good outcome, while being as classifier-permissive as possible. Real-world feasible recommendations are obtained by imposition of constraints that specify which features can be optimized over and accounts for user-specific preferences. Assumptions are made as to the differentiability of the classification function, permitting the use of classifiers with exploitable gradient information, such as support vector machines (SVMs) and logistic regression. Our results show that the framework produces real-world recommendations that successfully reduce the probability of a negative outcome. In the second study, we further relax our assumptions as to the differentiability of the classifier, allowing virtually any classification function to be used. Correspondingly, we adjust our optimization methodology. To such an end, three heuristic-based optimization methods are devised. Furthermore, non-linear (quadratic) relationships between feature changes and so-called cost, which accounts for user preferences, are explored. The results suggest that non-differentiable classifiers, such as random forests, can be successfully navigated using the specified framework and updated, heuristic-based optimization methodology. Furthermore, findings suggest that regularizers, encouraging sparse solutions, should be used when quadratic/non-linear cost-change relationships are specified. The third study takes a longitudinal approach to the problem, exploring the effects of applying the inverse classification process to instances across time. Furthermore, we explore the use of added temporal linkages, in the form of features representing past predicted outcome probability (i.e., risk), on the inverse classification results. We further explore and propose a solution to a missing data subproblem that frequently arises in longitudinal data settings. In the fourth and final study, a causal formulation of the inverse classification framework is provided and explored. The formulation encompasses a Gaussian Process-based method of inducing causal classifiers, which is subsequently leveraged when the inverse classification process is applied. Furthermore, exploration of the addition of certain dependencies is explored. The results suggest the importance of including such dependencies and the benefits of taking a causal approach to the problem.
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Carnell, Eileen. "Understanding teachers' professional development : an investigation of teachers' learning and their learning contexts." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10018906/.

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The focus of my research is teachers' planned professional development experience and the effect of context on teachers' learning and changes to practice. It seeks to understand effective approaches to teachers' learning, contribute to knowledge and identify implications for practitioners and policy makers. The research begins with an investigation into young people's and teachers' perceptions of effective classroom work. A significant mis-match is found between what is experienced and what they perceive is effective . This is analysed in terms of inhibiting forces and contradictions influencing teachers' practice. An in-service programme is designed as a change strategy for the teachers involved. The research findings suggest this is only partially successful in bringing about change. From a critique of theoretical perspectives of professional development an expanded approach is created. This approach forms the basis of another programme for teachers which includes working collaboratively and integrating personal and professional learning. The research findings demonstrate that this in itself is not enough to bring about changes to professional practice. A typology of teachers' planned development experiences is created and a set of hypotheses used to investigate teachers' personal constructs of the effectiveness of professional experiences for change to professional practice . The significance of the learning context and subjective experiences emerge. This leads to the redesign of the programme to include an explicit focus on learning and the use of action research to bring about change within teachers' own contexts. The research continues to focus on contextual influences in organisational learning. It analyses the effects of a change that contributes to organisational learning by tracking one organisation's revision of its appraisal scheme. Key conclusions emerge: teachers' learning, the processes of learning and the organisational context have strong influences on one other. Effective professional learning for positive outcomes requires both a multi-dimensional and context specific view of learning.
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Books on the topic "Learning outcomes"

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Ecclestone, Kathryn. Learning outcomes. Sheffield: Sheffield Hallam University, School of Education, Centre for Further and Higher Education, 1990.

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Slope, Nick. Evaluating learning outcomes. (Oxford): Pergamon Open Learning, 1994.

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Humber College of Applied Arts and Technology. and Learning Exchange Networks (Project), eds. Developing learning outcomes. [Toronto]: Humber College of Applied Arts and Technology, 1995.

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International Symposium of Improving Student Learning (6th 1998). Improving student learning outcomes. Oxford: Oxford Centre for Staff and Learning Development, 1999.

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Christidou, Dimitra. Implementing heritage learning outcomes. Östersund: Jamtli Förlag, 2014.

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Education, Ottawa Board of, ed. Learning outcomes for mathematics. Ottawa: Ottawa Board of Education, 1994.

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Improving students' learning outcomes. Portland, OR: Copenhagen Business School Press, 2009.

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Smith, Lones A. Pathological outcomes of observational learning. Cambridge, Mass: Dept. of Economics, Massachusetts Institute of Technology, 1996.

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Society of College, National and University Libraries., ed. Learning outcomes and information literacy. London: SCONUL, 2004.

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Boyne, Roy. Adopting a learning outcomes approach. Newcastle upon Tyne: MARCET, 1993.

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Book chapters on the topic "Learning outcomes"

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Strauss, Rebecca, Austin Volz, and William Lidwell. "Learning Outcomes." In The Elements of Education for Curriculum Designers, 56–57. New York: Routledge, 2022. http://dx.doi.org/10.4324/9780429321283-28.

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Eckstein, Grant, Norman W. Evans, K. James Hartshorn, and Benjamin L. McMurry. "Learning Outcomes." In Curriculum Development for Intensive English Programs, 127–52. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003306122-7.

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Gruber, Susan, and Mark J. van der Laan. "Bounded Continuous Outcomes." In Targeted Learning, 121–32. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4419-9782-1_7.

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Phillips, Birgit. "Final Learning Outcomes." In Learning by Going: Transformative Learning through Long-term Independent Travel, 327–40. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-25773-6_10.

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Leppink, Jimmie. "Quantifiable Learning Outcomes." In Springer Texts in Education, 121–32. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-43082-5_8.

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Davies, Randall. "Assessing Learning Outcomes." In Handbook of Research in Educational Communications and Technology, 521–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-36119-8_25.

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Simmons, Nicola. "Outcomes of Learning." In Critical Issues in Higher Education, 85–96. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-046-0_7.

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Caspersen, Joakim, and Nicoline Frølich. "Managing Learning Outcomes." In The Transformation of University Institutional and Organizational Boundaries, 187–202. Rotterdam: SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-178-6_9.

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Gogus, Aytac. "Outcomes of Learning." In Encyclopedia of the Sciences of Learning, 2534–39. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_145.

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Goldberg, Jay R. "Desired Learning Outcomes." In Capstone Design Courses, 7–8. Cham: Springer International Publishing, 2007. http://dx.doi.org/10.1007/978-3-031-01619-6_3.

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Conference papers on the topic "Learning outcomes"

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Sigurgeirsson, Daniel Brur, Marta Larusdottir, Mohammad Hamdaga, Mats Daniel, and Bjorn Tor Jonsson. "Learning Outcome Outcomes: An Evaluation of Quality." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8659342.

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Crespo, Raquel M., Jad Najjar, Michael Derntl, Derick Leony, Susanne Neumann, Petra Oberhuemer, Michael Totschnig, Bernd Simon, Israel Gutierrez, and Carlos Delgado Kloos. "Aligning assessment with learning outcomes in outcome-based education." In 2010 IEEE Education Engineering 2010 - The Future of Global Learning Engineering Education (EDUCON 2010). IEEE, 2010. http://dx.doi.org/10.1109/educon.2010.5492385.

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Toyama, Michiko, and Yoshitaka Yamazaki. "LANGUAGE LEARNING AMOTIVATION AND LEARNING OUTCOMES." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0371.

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Fitri, Mustika, Dian Budiana, and Adang Suherman. "Inductive Learning Methods towards Learning Outcomes." In Proceedings of the 3rd International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshpe-18.2019.63.

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L Anderson, Derrick. "Improving Information Technology Curriculum Learning Outcomes." In InSITE 2017: Informing Science + IT Education Conferences: Vietnam. Informing Science Institute, 2017. http://dx.doi.org/10.28945/3690.

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[This Proceedings paper was revised and published in Informing Science: the International Journal of an Emerging Transdiscipline (InfoSci)] Aim/Purpose: Information Technology students’ learning outcomes improve when teaching methodology moves away from didactic behaviorist-based pedagogy toward a more heuristic constructivist-based version of andragogy. Background: There is a distinctive difference, a notable gap, between the academic community and the business community in their views of the level of preparedness of recent information technology program graduates. An understanding of how Information Technology curriculum is developed and taught along with the underpinning learning theory is needed to address the deficient attainment of learning outcomes which lies at the heart of this matter. Methodology : The case study research methodology has been selected to conduct this empirical inquiry facilitating an in depth exploration within its real-life context. The subject of analysis is two Information Technology classes which are composed of a combination of second year and third year students; both classes have six students, the same six students. Contribution: It is the purpose of this research to show that the use of improved approaches to learning will produce more desirable learning outcomes. Findings: The results of this inquiry clearly show that the use of the traditional behaviorist based pedagogic model to achieve college and university IT program learning outcomes is not as effective as a more constructivist based andragogic model. Recommendations for Practitioners : Instruction based purely on behaviorism or constructivism does a disservice to the typical college and university level learner. The correct approach lies somewhere in between; the most successful outcome attainment will be the product of incorporating the best of both. Impact on Society: Instructional strategies produce learning outcomes; learning outcomes demonstrate what knowledge has been acquired. Acquired knowledge is used by students as they pursue professional careers and other ventures in life. Future Research: Learning and teaching approaches are not “one-size-fits-all” propositions; different strategies are appropriate for different circumstances and situations. Additional research should seek to introduce vehicles that will move learners away from one the traditional methodology that has been used throughout much of their educational careers to an approach that is better suited to equip them with the skills necessary to meet the challenges awaiting them in the professional world.
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Bälter, Olle, Richard Glassey, and Mattias Wiggberg. "Reduced Learning Time with Maintained Learning Outcomes." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432382.

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Falcao, Rita. "Assessment of Learning Outcomes through E-learning." In 12th World Conference on Continuing Engineering Education (WCCEE 2010). Singapore: Research Publishing Services, 2010. http://dx.doi.org/10.3850/978-981-08-7156-7_p165.

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Lansari, Azzedine, Abdallah Tubaishat, and Akram Al-Rawi. "Using an Outcome-Based Information Technology Curriculum and an E-Learning Platform to Facilitate Student Learning." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3122.

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A recently established university in the United Arab Emirates has shifted from an input-based teaching model to an outcome-based learning model. The outcome based academic model is new in the Gulf region and is designed to allow students and faculty members to work together to foster learning. This model is a dramatic departure from the traditional input model where students in the Gulf have learned to mainly accept and retain information. Using the university’s learning outcomes model, the College of Information Technology (CIT) has identified five learning outcomes and used them to develop its curriculum. All learning outcomes are integrated into all CIT courses. All students own a laptop and have wired and wireless access to various university resources such as the library, Blackboard, IT labs and the Internet. Currently, the CIT is moving to a web-based learning environment. Under this environment, the outcome-based academic model requires faculty members to shift their efforts from teaching or lecturing to facilitating student learning. CIT faculty are reshaping their course contents and refocusing their courses to clearly show all the steps needed to learn various concepts and skills as well as how students can achieve a particular learning outcome. This study proposes an outcome-based IT curriculum for delivery in an e-learning environment. Such an environment is ideal for female students who prefer to have limited interaction with male faculty and who typically need more time to understand IT concepts in English. It is anticipated that this e-learning environment will facilitate the delivery of course content and also improve the discussion and communication between students and faculty.
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Pape, D. A. "Differential Assessment of the ABET “a-k” Program Outcomes Based on Learning Domains." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-79994.

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In this paper each of the eleven EC 2000 “a-k” program outcomes are investigated in terms of Bloom’s three domains of learning. It is found that most of the published work in engineering assessment is focused on outcomes related to the cognitive domain. Some difficulties in assessing the outcomes involving the professional skills, which tend to fall in the affective domain, are addressed. Since some outcomes fall in a single domain and others encompass multiple domains, there is a need to use different, and possibly multiple, types of assessment techniques for each outcome. Specific methods for developing assessable performance criteria for these outcomes are described. The result is a clearer picture of assessment needs and methods related to each outcome, and an understanding of remaining work in this area.
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Chit Siang Soh, Kia Hock Tan, Kim Ho Yeap, Vooi Voon Yap, and Yun Thung Yong. "Measuring learning outcomes of Bachelor degree program in outcome-based education." In 2010 2nd International Congress on Engineering Education (ICEED 2010). IEEE, 2010. http://dx.doi.org/10.1109/iceed.2010.5940786.

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Reports on the topic "Learning outcomes"

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Shute, Valerie J. Learning Processes and Learning Outcomes. Fort Belvoir, VA: Defense Technical Information Center, June 1992. http://dx.doi.org/10.21236/ada252149.

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Rada, Gabriel, and Lilian Dudley. Does Internet based learning in the health professions improve learning outcomes? SUPPORT, 2016. http://dx.doi.org/10.30846/1608083.

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Internet based learning is increasingly used in the training and ongoing education of health professionals. Concerns about the effects of this medium of teaching and learning have stimulated a large body of research. This summary describes a review and meta-analysis of research on the effectiveness of internet based learning by health professions.
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Pritchett, Lant. Creating Education Systems Coherent for Learning Outcomes. Research on Improving Systems of Education (RISE), December 2015. http://dx.doi.org/10.35489/bsg-rise-wp_2015/005.

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De, Anuradha. Raising Learning Outcomes in Diverse Indian Contexts. REAL Centre, University of Cambridge and The Impact Initiative, December 2019. http://dx.doi.org/10.35648/20.500.12413/11781/ii344.

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Schady, Norbert, Yyannú Cruz-Aguayo, Pedro Carneiro, and M. Caridad Araujo. Teacher Quality and Learning Outcomes in Kindergarten. The Institute for Fiscal Studies, March 2016. http://dx.doi.org/10.1920/wp.ifs.2016.0916.

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Yang, Jung-ha, Bernard C. Jones, and Nora M. MacDonald. Student Learning Outcomes of an Interdisciplinary Fashion Event. Ames: Iowa State University, Digital Repository, November 2016. http://dx.doi.org/10.31274/itaa_proceedings-180814-1686.

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Levy, Brian. How ‘Soft Governance’ Can Help Improve Learning Outcomes. Research on Improving Systems of Education (RISE), February 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/053.

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On the surface, global gains in educating children have been remarkable. Access has expanded enormously. So, too, has knowledge about ‘best practices’—both education-sector-specific knowledge about how students learn and successful teachers teach, and knowledge about ‘best practice’ arrangements for governing education systems. Yet the combination of access and knowledge has not translated into broad-based gains in learning outcomes. Why? In seeking to address this question, a useful point of departure is the 2018 Learning World Development Report’s distinction between proximate and underlying causes of learning shortfalls. Proximate causes include the skills and motivations of teachers, the quality of school management, the available of other inputs used in schools, and the extent to which learners come to school prepared to learn. Underlying these are the governance arrangements through which these inputs are deployed. Specialist knowledge on the proximate drivers of learning outcomes can straightforwardly be applied in countries where governance works well. However, in countries where the broader governance context is less supportive, specialist sector-specific interventions to support learning are less likely to add value. In these messy governance contexts, knowledge about the governance and political drivers of policymaking and implementation can be an important complement to sector-specific expertise. To help uncover new ways of improving learning outcomes (including in messy governance contexts), the Research on Improving Systems of Education (RISE) Programme has championed a broad-ranging, interdisciplinary agenda of research. RISE was organised around a variety of thematic and country-focused research teams that probed both proximate and underlying determinants of learning. As part of the RISE work programme, a political economy team commissioned studies on the politics of education policy adoption (the PET-A studies) for twelve countries (Chile, Egypt, Ethiopia, India, Indonesia, Kenya, Nigeria, Pakistan, Peru, South Africa, Tanzania and Vietnam). A December 2022 RISE synthesis of the individual country studies1 laid out and applied a framework for systematically assessing how political and institutional context influences learning outcomes—and used the results to suggest some ‘good fit’ soft governance entry points for improving learning outcomes across a variety of different contexts. This insight note elaborates on the synthesis paper’s argument and its practical implications.
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Hoffman, Lee M., Clifford P. Hahn, Diane M. Hoffman, and Robin A. Dean. Evaluation of the Job Skills Education Program: Learning Outcomes. Fort Belvoir, VA: Defense Technical Information Center, November 1988. http://dx.doi.org/10.21236/ada205352.

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Campoli, Ayana, and Linda Darling-Hammond. Principal learning opportunities and school outcomes: Evidence from California. Learning Policy Institute, August 2022. http://dx.doi.org/10.54300/438.376.

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This study looks at the relationship between principals’ learning opportunities (both preservice preparation and in-service professional development) and key outcomes for the teachers and students in their schools. It examines both teacher retention and student achievement gains in English language arts and mathematics. It offers a new perspective on the efficacy of professional learning by using detailed data from a large, representative sample of principals directly linked to individual-level information from the teachers and students in their schools.
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Gustafsson, Martin, and Nick Taylor. The Politics of Improving Learning Outcomes in South Africa. Research on Improving Systems of Education (RISE), October 2022. http://dx.doi.org/10.35489/bsg-rise-2022/pe03.

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This paper examines the political economy and the ideology, two important determinants of educational development, in the South African context, using an approach which is in part dialogical, while paying special attention to the acquisition of foundational skills in the early grades.
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