Learning about learning outcomes: the student perspective

Brooks, Sara; Dobbins, Kerry; Scott, Jon; Rawlinson, Mark; Norman, Robert I.

doi:10.1080/13562517.2014.901964

Cited by 64 publications

(46 citation statements)

References 11 publications

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“…To some extent, the variation and local interpretations of LOs found here is in line with other recent studies of LO implementation, describing variety and local translation of LOs in diverse countries (Sin 2014;Lassnigg 2012) as well as confusion and mixed reactions among the actors tasked with using them (Brooks et al,2014). LOs do not seem to offer immediate answers to university actors pursuing a balance between clarity and over-simplification.…”

Section: Discussionsupporting

confidence: 85%

“…Sin (2014) identifies considerable variations in the interpretation and impact of LOs in England, Portugal and Denmark, and finds they lack relevance to students. Brooks et al (2014) find students' perceptions and use of LOs is typified by confusion and mixed reactions regarding their influence on learning. LOs influence on planning, teaching and management within degree-level education remains under-evidenced, and initial research suggests significant ambiguity and variation in how they are received, raising questions about what might explain or drive this apparent variety.…”

Section: Learning Outcomes As a Central Reform In European Higher Edumentioning

confidence: 97%

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Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

Sweetman

2018

Teaching in Higher Education

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Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object Proliferating claims have been made for Learning Outcomes (LOs) potential to reshape higher education: as forces for transparency and harmonisation, new forms for measurement or a format that fundamentally challenges traditional teaching and learning. Evidence of their actual influence remains sparse, however. This analysis of 45 interviews with university teachers, students and leaders from England and Norway investigates their experiences of LOs. The results suggest LOs are received as an ambiguous policy object, resulting in varied interpretations and uses. However, two persistent tendencies emerge. While LOs have been introduced in relatively flexible 'process' forms, which can support reflection and communication around teaching practices, respondents describe pressures to develop more high-level, standardised and measureable 'product' LOs. Tensions between the forms seem likely to reduce the scope for LOs to play a role in support teaching and learning practices.

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Section: Discussionsupporting

confidence: 85%

Section: Learning Outcomes As a Central Reform In European Higher Edumentioning

confidence: 97%

Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

Sweetman

2018

Teaching in Higher Education

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“…Students in an upper-division microbiology course valued learning objectives for highlighting what they needed to know ( 17 ). Undergraduates studying biology, English, and medicine in the United Kingdom found learning objectives helpful, but they were unsure about the level of detail required to satisfy each objective ( 18 ). While these studies provide a sense of how students view learning objectives, less is known about how students are actually using learning objectives and what instructors are telling students about how to use them.…”

Section: Introductionmentioning

confidence: 99%

How Undergraduate Science Students Use Learning Objectives to Study

Osueke

Mekonnen

Stanton

2018

J Microbiol Biol Educ.

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Learning objectives communicate the knowledge and skills that instructors intend for students to acquire in a course. Student performance can be enhanced when learning objectives align with instruction and assessment. We understand how instructors should use learning objectives, but we know less about how students should use them. We investigated students’ use and perceptions of learning objectives in an undergraduate science course at a public research university. In this exploratory study, students (n = 185) completed two open-ended assignments regarding learning objectives and we analyzed the content of their answers. We found that students used learning objectives in ways that reflected the recommendations of past and present instructors, suggesting that students are receptive to instruction on how to use learning objectives. Students generally found learning objectives to be useful because the objectives helped them to narrow their focus and organize their studying, suggesting that students may need additional help from instructors in order to self-direct their learning. Students who chose not to use learning objectives often found other resources, such as case studies covered in class, to be more helpful for their learning. Some of these students recognized that the concepts included in case studies and learning objectives overlapped, pointing to a benefit of alignment between instructional activities and learning objectives. These qualitative results provide the data necessary for designing a quantitative instrument to test the extent to which students’ use of learning objectives affects their performance.

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“…In addition to the continuity between learning methods with multimedia animation, to maximize the knowledge and understanding gained by students, the improvement of students' ability is identical to the learning outcomes at school. Learning outcomes are the abilities that students have after receive learning experience [12], this is supported by the results of previous studies on the quality of Indonesian education, learning outcomes is one aspect that needs to be improved in Indonesia [13].…”

Section: Introductionmentioning

confidence: 65%

Using Animated Multimedia in Computer and Basic Network Subject

Wahyudin¹,

Munir²,

Nursalman³

et al. 2020

Proceedings of the Proceedings of the 7th Mathematics, Science, and Computer Science Education International Seminar, MSCEIS 20

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This research aims to determine how the application of demonstration teaching methods based on multimedia animation can improve learning outcomes on subjects Computer and Basic Network at Vocational High School 11 Bandung. The method used in this research is a quasi-experimental method with a nonequivalent control group design that uses 2 classes as the research object with 70 students. The results show that demonstration teaching methods based on multimedia animation can improve learning outcomes in subjects Computers and Basic Network higher by 27% compared to without using multimedia that is equal to 13%. In addition, this multimedia also has a high influence on students' interest in learning. While the results of the assessment in the form of student questionnaires to the multimedia show in the category very well by obtaining the average value of 83.73%.

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Learning about learning outcomes: the student perspective

Cited by 64 publications

References 11 publications

Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

Incompatible enactments of learning outcomes? Leader, teacher and student experiences of an ambiguous policy object

How Undergraduate Science Students Use Learning Objectives to Study

Using Animated Multimedia in Computer and Basic Network Subject

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