Student activity and learning outcomes in a virtual learning environment

Romanov, Kalle; Nevgi, Anne

doi:10.1007/s10984-008-9038-3

Cited by 5 publications

(3 citation statements)

References 9 publications

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“…A constructive learning environment, whether physical or virtual, supports effective collaboration between the participants and enables them to better digest the information in a collaborative manner (Romanov & Nevgi, 2008). This self-reflective style of learning results in purposeful learning outcomes, and this is what we mean by the cognitive aspect of learning (Kraiger et al, 1993).…”

Section: Learning Outcomes and Knowledge Sharingmentioning

confidence: 99%

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

Xia

Rekola

2013

E-Learning and Digital Media

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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.

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Section: Learning Outcomes and Knowledge Sharingmentioning

confidence: 99%

“…Learning outcomes can be defined as classifying results from an educational experience at a point in time (Romanov & Nevgi, 2008). From an educational point of view, the concept of learning outcomes has been studied before by researchers like Jackson (2000) and Entwistle (2005).…”

Section: Introductionmentioning

confidence: 99%

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

Xia

Rekola

2013

E-Learning and Digital Media

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“…Background in that research is student activities in responding to e-learning learning. Results of that study stated that more frequent learning responses were associated with higher learning outcomes [11]. Good discussion performance requires good preparation in terms of tracing various literature sources and making conclusions.…”

Section: Discussionmentioning

confidence: 93%

Relationship Between Discussion Activity and Try-Out on Learning Outcomes of Medical Students

Putra¹,

Giri²

2021

Proceedings of the 4th International Conference on Innovative Research Across Disciplines (ICIRAD 2021)

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This study aimed to examine the relationship between the level of discussion activity and the results of try-out with learning outcomes in medical students. The research design used was quantitative observational cross-sectional research. The subjects were students in semesters 1, 3, and 5 from Study Program of Medicine Universitas Pendidikan Ganesha Academic Year 2021/2022. Level of discussion activity was assessed by the discussion score determined by number of responses and questions asked. Try-out variable was taken from the results of try-out carried out by student's organization. Learning outcomes were obtained from final exam score. Data were analysed descriptively. Next step data of learning outcomes on status of try-out (took or didn't take) were compared. On final analysis correlation and regression analysis were determined. About 56 out of 151 subjects were excluded from final step of analysis because they didn't take try-out program. The results showed that the discussion score and try-out score have an effect of 20.1% (p<0.001) on learning outcomes. Other results also showed that the final exam scores of students who took the try-out were higher than the students who did not take the try-out (average score=76.37, SD=13.28 vs. average score=68.78, SD=16.33; p<0.01). It can be concluded that discussion process and try-out correlate with learning outcomes.

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Work in progress — Assessing cognitive skills in asynchronous online discussion: A case study of Student Centered E-Learning Environment in Indonesia

Santoso

Lawanto

Hasibuan

et al. 2011

2011 Frontiers in Education Conference (FIE)

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Student activity and learning outcomes in a virtual learning environment

Cited by 5 publications

References 9 publications

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

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

Relationship Between Discussion Activity and Try-Out on Learning Outcomes of Medical Students

Work in progress — Assessing cognitive skills in asynchronous online discussion: A case study of Student Centered E-Learning Environment in Indonesia

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Student activity and learning outcomes in a virtual learning environment

Cited by 5 publications

References 9 publications

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

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

Relationship Between Discussion Activity and Try-Out on Learning Outcomes of Medical Students

Work in progress &#x2014; Assessing cognitive skills in asynchronous online discussion: A case study of Student Centered E-Learning Environment in Indonesia

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Work in progress — Assessing cognitive skills in asynchronous online discussion: A case study of Student Centered E-Learning Environment in Indonesia