Objectively measuring learning outcomes of information technology-assisted training courses

Abstract

PurposeThe objective of the presented pilot study was to test the applicability of a metric to specifically measure performance improvement via a hands-on workshop about collaborative robotics.Design/methodology/approachCandidates interested in acquiring basic practical skills in working with a collaborative robot completed a distance learning exercise in preparation for a hands-on training workshop. The candidates executed a test before and after the workshop for recording the parameters compiled in the tested performance index (PI).FindingsThe results reflected the potential of the tested PI for applications in detecting improvement in practical skill acquisition and revealed potential opportunities for integrating additional performance factors.Research limitations/implicationsThe low number of candidates available limited in-depth analyses of the learning outcomes.Practical implicationsThe study outcomes provide the basis for follow-up projects with larger cohorts of candidates and control groups in order to expedite the development of technology-assisted performance measurements.Social implicationsThe study contributes to research on performance improvement and prediction of learning outcomes, which is imperative to this emerging field in learning analytics.Originality/valueThe development of the presented PI addresses a scientific gap in learning analytics, i.e. the objective measurement of performance improvement and prediction along skill-intensive training courses. This paper presents an improved version of the PI, which was published at the 12th Conference on Learning Factories, Singapore, April 2022.

The Impact of Hybrid Quantum Learning Methods on Arabic Language Acquisition Among Students of Islamic Boarding School in Indonesia

“…This approach aligns with liberation learning principles, prioritizing student activity and self-exploration. The implementation of Hybrid Learning, combining face-to-face and online teaching methodologies, offers flexibility and engagement (Abbas et al, 2023;Al-Enzi et al, 2023;Alhusban, 2022;Forbes et al, 2023;Looi, 2022;Nortvig et al, 2018;Schneikart & Mayrhofer, 2022;Souabi et al, 2021;Tan et al, 2023), especially in the face of the COVID-19 pandemic. Hybrid Learning encourages interactive learning experiences, adaptable to various circumstances, thereby stimulating critical thinking skills.…”