Learning gain in higher education

McGrath, Cecile Hoareau; Guerin, Benoit; Harte, Emma; Frearson, Michael; Manville, Catriona

doi:10.7249/rr996

Cited by 71 publications

(46 citation statements)

References 42 publications

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“…Learning gains refer to learning acquired by students at two points in their academic careers (McGrath et al, 2015 ). Satisfaction reflects students’ perception of their learning experience (Kuo et al, 2014 ).…”

Section: Literature Reviewmentioning

confidence: 99%

Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction?

Zhou

Chai

Jong

et al. 2021

Asia-Pacific Edu Res

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The COVID-19 pandemic has moved university teaching and learning activities that conventionally take place in physical classrooms to online platforms. There is an urgent need to investigate university students’ experience and perceptions of online learning during the pandemic so as to optimize online learning strategies in tertiary education during and after the pandemic. Based on self-determination theory and the social cognitive perspective, the present study investigated the relationship between perceived relatedness with instructors and classmates, online self-regulated learning (OSRL), perceived learning gains, and satisfaction of 572 Chinese undergraduate students. Through structural equation modeling (SEM) and bootstrapping, we found: (1) relatedness was positively associated with OSRL; (2) relatedness had no direct effect on either perceived learning gains or satisfaction; (3) OSRL has a full mediating effect on the relationship between relatedness and perceived learning gains; (4) there was a serial mediating effect of OSRL and perceived learning gains on the relationship between relatedness and satisfaction; and (5) task strategies and goal setting contributed most to OSRL’s mediating effects. Our work provides university instructors, online course designers, and online platform providers with new insights into the importance of supporting undergraduate students’ OSRL (particularly task strategies and goal setting) via developing social connections for improving their perceived learning gains and satisfaction in online learning environments.

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Section: Literature Reviewmentioning

confidence: 99%

Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction?

Zhou

Chai

Jong

et al. 2021

Asia-Pacific Edu Res

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show abstract

“…Andragogy scholars take the employability debate a step further and suggest that the HE experience should raise aspiration and stimulate proactive personality behaviours among students to enhance their human capital (Kalfa and Taksa, 2015; Poblete, 2018; Tymon, 2013). Others agree that it is critical for students to develop self-awareness of their own employability and enterprise achievements as key elements towards an improved measurement of HE learning gain (McGrath et al, 2015). Hence, there is an increasing call for educators to emphasize attitude development, reflectiveness and lifelong learning (Caza et al, 2015).…”

Section: Entrepreneurship Gaps In Current Employability Models?mentioning

confidence: 99%

“…With the aid of social computing technologies, a gamified, online platform on which students create their own portfolio of achievements (Hamari et al, 2014), learning gain (McGrath et al, 2015) could be tracked at the personal as well as the group level. Chevalier et al (2009) concur that students’ self-awareness and perception of their achievement in relation to employability and enterprise are key elements of HE learning gain, which could be facilitated by enabling them to competitively review each other’s achievements, using ‘smart learning environments’ (Pesare et al, 2016).…”

Section: Development Opportunitiesmentioning

confidence: 99%

Are employability and entrepreneurial measures for higher education relevant? Introducing AGILE reflection

Clinkard

2018

Industry and Higher Education

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This article considers the relevance of current measures of employability and entrepreneurial (E&E) outcomes for evaluating the longer term value of a course of higher education (HE) study. HE stakeholders continue to discuss whether exit performance metrics engender positive or negative responses, with educators arguing that E&E outcomes should not focus heavily on hard skills, but should take into account a broader range of behavioural, attitudinal and mindset changes, claiming that these provide greater longitudinal value for graduates. Through a critical review of literature and models, the article explores the effectiveness of HE first-destination metrics in capturing E&E outcomes; whether explicit links exist between the metrics and outcomes; and what role students have in developing a narrative of their own E&E outcomes. The discussion examines ‘atheoretical’ perspectives in E&E education and issues of generalizability due to contextual variability, but identifies common key mindset dimensions that are incorporated into a proposed ‘AGILE’ learning tool so that students can reflect and develop a narrative of their E&E-related development against: adaptable, gatherer, identity awareness, life-long learning and enterprising capabilities. Thus, it sets out an approach that HE stakeholders may wish to consider embedding in their own curricula, which places the onus on students to reflect, self-evaluate and record personalized ‘small wins’.

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“…This study provides a mechanism of contextualising and framing learning gain in postgraduate study in terms of the developmental opportunities available to students, which may directly impact on their relative employability and acquired transferable skill sets upon completion of their programmes generally and research specifically. This Rand Report (McGrath et al, 2015) also highlighted that learning gain ought not to be considered in terms of being a sole determinant of the quality of higher education that students experience and that 'quality of learning enhancement', (operationally defined for the purposes of this study as moving to the introduction of additional interventions to intentionally enhance the level of student experience), has to be regarded as relative to missions to improve for example transferable employability, the capacity to be creative or innovative or diverse enough to respond and adapt quickly to change (McGrath et al, 2015). The emphasis of this study is therefore to focus on the potential benefits gained from the implementation of a PASS/SI intervention from both postgraduate and international perspectives.…”

mentioning

confidence: 96%

“…temporality of learning gain, which can be measured between two distinct points in time (McGrath et al, 2015). However, learning gain is only one of many measures or metrics of the overall Higher Education student experience.…”

mentioning

confidence: 99%

A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students

Hayes

Fulton

2019

jldhe

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Using a Participatory Action Research (PAR) approach, this evaluative research study gives an insight into the implementation of a pilot study of a newly implemented Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) Programme. The focus of the study involved six postgraduate PhD students delivering a PASS/SI scheme to cohorts of MSc Public Health, MSc Nursing and MSc Psychosis and Complex Mental Health Interventions students, all undertaking their final dissertations.The study was used to illuminate the degree to which PASS and SI were perceived to impact on the overall student experience as part of a quality enhancement initiative. Findings of the study revealed that the programme had positively impacted on both PASS/SI leaders and participants of the scheme, who reported increased confidence and an increased sense of social inclusion and belonging to the institution respectively. Being facilitated by students who had experienced the same academic pathway was perceived to have widened networking opportunities and to have positively impacted on the capacity of the participants and leaders to build relationships and prepare skills of direct relevance to the requirements of an employer such as teamwork and initiative.

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Learning gain in higher education

Cited by 71 publications

References 42 publications

Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction?

Does Relatedness Matter for Online Self-regulated Learning to Promote Perceived Learning Gains and Satisfaction?

Are employability and entrepreneurial measures for higher education relevant? Introducing AGILE reflection

A Participatory Action Research study on the impact of Peer Assisted Student Support (PASS) and Supplemental Instruction (SI) by international PhD students

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