Learning Outcomes and Knowledge Sharing Using Web-Based Technologies in Finnish Forest Education from an Educational Experience Point of View

Abstract

Learning outcomes, as a conceptual base, are a recognised phenomenon in higher education. Advances in technology, such as web-based technologies in teaching, have facilitated learning efficiency, while such technologies relation to learning outcomes remains a popular topic of research. In this article, we have employed the feedback of 312 Finnish university and polytechnic students in forest study programmes in order to assess alternative modes of learning using content analysis. In addition, we will evaluate learning outcomes and the level of knowledge sharing using web-based technologies in teaching under different educational experiences based on the interview results from the selected samples. Consequently, we aim to consolidate the concept of learning outcomes through a discussion of a virtual learning environment and the role of a facilitator in an optimal educational experience. We conclude that the concept of learning outcomes is multifaceted and the benefits of using web-based technologies in teaching are potentially great in Finnish forest education.

Chances and Challenges of Digital-Based Education

“…Using interactive digital media can support collaborative learning [26]. Blended learning and virtual learning are very good for individual learning and can improve critical thinking skills [20,23,27]. Electronic learning can improve group learning outcomes better than face to face learning [22].…”

“…In the post-pandemic era, not all schools return to face-to-face learning, and however, we still need learning innovation to realize a more advanced 4.0 education. Digital applications, such as games, have proven to be the right and effective alternative in improving student competence [27]. Application features that are more attractive and following learning objectives still need to be developed in the future [18,30].…”

Knowledge sharing mechanisms in the education

“…So, new technologies are exemplified by Web 2.0, by which businesses and people's dynamic interactions are provided (Schutz, 2016;Usman and Oyefolahan, 2014b). Students use technologies of Web 2.0 in knowledge sharing, teaching and learning (Niño et al, 2015;Usman and Oyefolahan, 2014a), and have facilitated learning efficiency (Xia and Rekola, 2013). Therefore, it is essential for the educational organizations to recognize the various ways leading to knowledge sharing among students using Web 2.0 tools (Usman andyefolahan, 2014a).…”

An in-depth analysis of learning goals in higher education: Evidence from the programming education

“…In some cases, learning goals are used interchangeably with performance goals and learning outcomes. Research results show that the student's age, prior experiences and attitude towards learning, preference in the course delivery format and the average study period are the main explanatory factors behind different learning outcomes (Lim & Morris, 2009;Xia, 2013;Xia & Liitiäinen, 2016).…”

“…In programming education, having clearly defined goals motivates learning and thus enables successful learning outcomes. (Locke & Latham, 2006) As a matter of fact, learning outcomes can be defined in general as acting as a benchmark for ensuring teaching quality (Maher, 2004;Xia, 2013). Bruse et al (2004) defined learning as deepening one's personal experience of a given phenomenon and teaching as enhancing the students' experience of the given phenomenon through the alignment of critical dimensions in these experiences.…”