The return of behaviourist epistemology: A review of learning outcomes studies

Murtonen, Mari; Gruber, Hans; Lehtinen, Erno

doi:10.1016/j.edurev.2017.08.001

Cited by 76 publications

(57 citation statements)

References 79 publications

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“…Kuh 2009). There are critics of applications of behaviourist approaches in general (Zepke 2014) and this type of survey can lead to potential confusion and disagreement by both staff and students (Payne et al 2005) and, in a wider sense, the use of educational learning outcomes in general (Murtonen et al 2017).…”

Section: Introductionmentioning

confidence: 99%

National student survey metrics: where is the room for improvement?

Langan

Harris

2019

High Educ

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The purpose of this study is to use machine learning and exploratory data analysis to interrogate patterns of metrics from a national-level student survey. Analysis of over 1.8 million returns detected long-term stability of the predictors of student satisfaction, with survey items relating to course management and teaching being consistently most influential. All metric outputs increased over the survey period; however, the rates of increase of several dimensions including Overall Satisfaction decreased markedly in the most recent years to a point of levelling off. There was also a growing similarity in an institution of outcomes at a national level. This study contributes new insights into the influential survey instrument, through rigorous determination of the most influential survey items, descriptions of the changes in variability between institutions, and exploration of the importance of patterns of outliers at the extremes of the metric outputs. We also identify a rapidly growing spike in total satisfaction at a broad course level and highlight how this is inconsistent with a customer satisfaction model. We conclude by considering the challenges of the use of national-level student surveys for the management of student satisfaction in higher education.

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Section: Introductionmentioning

confidence: 99%

National student survey metrics: where is the room for improvement?

Langan

Harris

2019

High Educ

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“…Learning outcomes are often used as a measure to find out how far students receive or master the subjects (Sugiono and Rohayati, 2017). Murtonen et al (2017) states the main purpose of learning outcomes is to help assure the quality of the learning that has been implemented.…”

Section: Introductionmentioning

confidence: 99%

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

Sari¹,

Marwan²,

Dwita³

2018

Proceedings of the First Padang International Conference on Economics Education, Economics, Business and Management, Accounting

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Learning outcomes is students' academic achievement after the completion of learning process. A preliminary survey and prior research show that a large number of students failed to pass basic accounting subject because they do not achieve the minimum learning outcomes required by the schools. This research aims to empirically examine the influence of teachers' role and motivation on students' learning outcomes. This study is expected to facilitate students' success in basic accounting subject through the role of teachers in learning, especially as the appraiser. The role of teachers is expected to improve students' motivation in learning. This study selected sample using proportional random sampling which resulted with 131 students class X at business management vocational high school (Sekolah Menengah Kejuruan-SMK) in city of Solok and Solok regency. The data were collected using a survey questionnaire. The data then were analyzed using path analysis with IBM Amos 21 program. The results show that the teachers' role in learning has a significant and positive influence on learning motivation. The role of teachers in learning has a positive and significant impact on learning outcomes. Moreover, students' learning motivation also has a positive and significant influence on learning outcomes.

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“…With the combination of two dimensions, educators could change from passive views of learning towards active engagement in meaningful learning [26]. Bloom's taxonomy and its revised version became the standard for designing educational curricula [27]. For example, Thambyah et al [28] recommended twenty four learning outcomes based on the revised Bloom's taxonomy for the final year project of undergraduate engineering.…”

Section: Bloom's Taxonomy For Construction Hazard Educationmentioning

confidence: 99%

Construction Hazard Investigation Leveraging Object Anatomization on an Augmented Photoreality Platform

et al. 2019

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Hazard investigation education plays a crucial role in equipping students with adequate knowledge and skills to avoid or eliminate construction hazards at workplaces. With the emergence of various visualization technologies, virtual photoreality as well as 3D virtual reality have been adopted and proved advantageous to various educational disciplines. Despite the significant benefits of providing an engaging and immersive learning environment to promote construction education, recent research has also pointed out that virtual photoreality lacks a 3D object anatomization tools to support learning, while 3D-virtual reality cannot provide a real-world environment. In recent years, research efforts have studied virtual reality applications separately, and there is a lack of research integrating these technologies to overcome limitations and maximize advantages for enhancing learning outcomes. In this regard, the paper develops a construction hazard investigation system leveraging object anatomization on an Interactive Augmented Photoreality platform (iAPR). The proposed iAPR system integrates virtual photoreality with 3D-virtual reality. The iAPR consists of three key learning modules, namely Hazard Understanding Module (HUM), Hazard Recognition Module (HRM), and Safety Performance Module (SPM), which adopt the revised Bloom's taxonomy theory. A prototype is developed and evaluated objectively through interactive system trials with educators, construction professionals, and learners. The findings demonstrate that the iAPR platform has significant pedagogic methods to improve learner's construction hazard investigation knowledge and skills, which improve safety performance.

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The return of behaviourist epistemology: A review of learning outcomes studies

Cited by 76 publications

References 79 publications

National student survey metrics: where is the room for improvement?

National student survey metrics: where is the room for improvement?

The Influence of Teachersr Role and Motivation on Basic Accounting Learning Outcomes at Vocational High Schools

Construction Hazard Investigation Leveraging Object Anatomization on an Augmented Photoreality Platform

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