Student learning opportunities in traditional and computer-mediated internships

2018 ◽  
Vol 60 (1) ◽  
pp. 27-38 ◽  
Author(s):  
Leopold Bayerlein ◽  
Debora Jeske
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Empirical Evaluation ◽  
Learning Outcome ◽  
Student Perspective ◽  
Future Research ◽  
Content Type ◽  
Computer Mediated ◽  
Student Learning Outcome

Purpose The purpose of this paper is to provide a student learning outcome focussed assessment of the benefits and limitations of traditional internships, e-internships, and simulated internships to evaluate the potential of computer-mediated internships (CMIs) (e-internships and simulated internships) within higher education from a student perspective. Design/methodology/approach The paper undertakes a systematic conceptually based assessment of the extent to which CMIs are able to replicate the cognitive, skill-based and affective learning outcomes of traditional internships. In addition, the key limitations of traditional internships from a student perspective are identified, and the potential ability of CMIs to address these limitations is assessed. Findings The findings of this paper highlight that CMIs are able to replicate most of the benefits of traditional internships, whilst concurrently addressing many of their limitations. However, the current paper also identifies a number of important limitations for student learning in CMIs, and provides advice that aims to assist students in maximising their learning outcomes in these situations. Originality/value The paper is the first to provide a systematic student learning outcome focussed comparison of traditional internships and CMIs. In addition, the paper establishes the high potential of simulated internships for student learning in higher education, and provides students, higher education providers and researcher with learning outcome focussed criteria sets that enable the empirical evaluation of CMIs in future research.

A thematic analysis of the quality audit reports in developing a framework for assessing the achievement of the graduate attributes

2020 ◽  
Vol 34 (5) ◽  
pp. 917-935 ◽  
Author(s):  
Alrence Santiago Halibas ◽  
Shameena Mehtab ◽  
Alaa Al-Attili ◽  
Benjamin Alo ◽  
Ronald Cordova ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Learning Outcomes ◽  
Thematic Analysis ◽  
Content Type ◽  
Quality Audit ◽  
Graduate Attributes ◽  
Student Learning Outcome ◽  
Critical Issues ◽  
Audit Reports

PurposeGraduates are expected to possess the knowledge and right skillset, commonly known as graduate attributes, which they need to become employable and work-ready. This study describes the approaches that were employed by an academic institution in developing an assessment framework for measuring the student achievement of the graduate attributes and learning outcomes.Design/methodology/approachIt used thematic analysis in analyzing the 43 audit reports of higher educational institutions (HEIs) in Oman which have undergone the regional quality audit as well as the outcomes of the institutional standards assessment.FindingsThe analysis exposed the critical issues necessary for embedding graduate attributes and learning outcomes in higher education. Likewise, the study revealed that the assessment of the graduate attributes (GAs) and learning outcomes (LOs) is the area that garnered the most number of comments from the audit panel, and 69 per cent of the HEIs are still problematic in this area. Moreover, most of the HEIs in Oman lack the mechanisms to assess student learning as evidenced in the regional accreditation outcomes. Only 43.8 per cent of the HEIs, which have undergone the institutional accreditation process, have garnered a Met Rating in the Graduate Attributes and Student Learning Outcome criterion. Hence, this study presupposes its high relevance and usefulness to the work in this area, drawing from the experience of an HEI in Oman.Practical implicationsThis study will present the relevant and meaningful content, especially good practices and potential gaps that inform HEIs regarding the current trends, policies, and practices relevant to the assessment of graduate attributes and learning outcomes in higher education.Originality/valueThis study extends the limited literature on the assessment of graduate attributes and learning outcomes, especially among the HEIs in Oman.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY (TSTS) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV B SDN 21 SITORAJO KECAMATAN KUANTAN TENGAH

2017 ◽  
Vol 6 (2) ◽  
pp. 555
Author(s):  
Arlinda Arlinda
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Learning Model ◽  
Model Type ◽  
Student Activity ◽  
Student Learning Outcome ◽  
Class Iv

The background of this study is the low learning outcomes of students' IPS, from 22 students only 10 (45.45%) reaching the determined KKM, in addition the average student learning outcome is 62.50. The study aims to improve the learning outcomes of IPS Through the application of TSTS learning model. This research is a classroom action research, this research is conducted in SDN 21 Sitorajo Kecamatan Kuantan Tengah. Subjects in this study were students of class IV B with a total of 22 students. This research is conducted two cycles with four stages, namely: planning, implementation, observation and reflection. The result of research stated that after applied cooperative learning model type TSTS can improve learning result of IPS. This is evidenced by: (a) teacher activity in cycle I is 62,50, in cycle II equal to 82,81. Student activity in cycle I earn 65,62, in cycle II equal to 85,93; (b) result of student learning on prasiklus equal to 62,50, at cycle I equal to 72,50 and at second cycle equal to 82,18.

THE EFFECT OF LEARNING OUTCOMES USING THE CONTEXTUAL TEACHING AND LEARNING MODEL ON MATEMATICS

2020 ◽  
Vol 1 (1) ◽  
pp. 18-24
Author(s):  
Khusnul Tri Hartanti ◽  
Udjang Pairin M. Basir ◽  
Claudya Zahrani Susilo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Surrounding Environment ◽  
Student Learning Outcome ◽  
Contextual Teaching ◽  
The One

Many students find it difficult to accept fraction material from the teacher because student are more receptive to material through the surrounding environment such as fruit, bread, marbles, stones, etc. The purpose of this researchs to determine student learning outcome whether thereis influence when use the Contextual Teaching and Learning (CTL) model of mathematics subject matter in the 4th grade SDN Jombatan IV Jombang. This type of research is PreExperimental Design, the design used is one-group pretest -posttest design. The study focus on student learning outcomes in fraction material with the CTL model. Based on research that has been done, it can seen than more than 90% of students can achieve KKM value. In testing the test-t if the value of t is greater than t table then the hypothesis is accepted. It is evident from the results of the study that tcount = 5.344219271 and ttable = 2.178812827, which means that it has a strong signification shows that there is an influencer on student learning outcomes. The one-party test, it turns out that tcount falls in the area of acceptance of Ha, which the result test shows menunjukkan thitung ˃ ttabel so that the conclusion are Ha is accepted and Ho is rejected. So it can be said that learning uses Contextual Teaching and Learning (CTL) can affect of student learning outcomes.

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

scholarly journals PENERAPAN MODEL PEMBELAJARAN WORD SQUARE UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN AKUNTANSI PERUSAHAAN JASA DI SMK PASUNDAN 1 KOTA SERANG

2018 ◽  
Vol 1 (1) ◽  
pp. 80-94
Author(s):  
Reni Febriani ◽  
Selvi Lucyana
Keyword(s):  
Action Research ◽  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Learning Outcome ◽  
Learning Model ◽  
Student Learning Outcome ◽  
Classroom Action Research

This study was aimed to find out how the application of Word Square learning model in class X SMK Pasundan 1 Serang City and to find out how the learning outcomes of students of class X SMK Pasundan 1 Serang City.This research used classroom action research method consisted of two cycles. Each cycle consists of four stages: planning, execution, observation and reflection. The subjects of this study were students of class X SMK Pasundan 1 Serang City consisted of 44 students and subject teachers as a team of collaborator.The results of this study indicated that the Word Square learning model could improve the student learning outcome because in the first cycle, there were 72.73% students who could reach score above KKM. While in the second cycle all students could reach score above KKM.  

scholarly journals ANALISIS KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR SISWA PADA PEMBELAJARAN BIOLOGI DI KELAS X MADRASAH ALIYAH NEGERI 1 MEDAN

2018 ◽  
Vol 5 (3) ◽  
Author(s):  
Nova Yunita Manik ◽  
Zulkifli Simatupang
Keyword(s):  
Critical Thinking ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Learning Outcome ◽  
Critical Thinking Skills ◽  
Range Limit ◽  
Student Learning Outcome ◽  
The Relationship

                This research aims to determine how critical thinking skills and student learning outcome in biology subject (Ecosystem Chapter) and how the relationship between both of them in 1st Grade Madrasah Aliyah Negeri 1 Medan Learning Year 2015/2016. The population in this study is all of 1st grade student in Madrasah Aliyah Negeri 1 Medan Learning Year 2015/2016 totaling 390 student. The sampel method is purposive sampling with a sample 40 student. This research is a descriptive study, with a instrument (questionnaire) totaling 31 item about critical thinking skills and 36 item about student learning outcome with data collecting tools. From the analysis of student critical thinking data are categorized enough with 61-76 range limit by 22 student (55%) and student learning outcomes are also categorized enough with (62-77) range limit by 19 students (47,5%). Base on data requirement test known that there is a siqnificant positive relationship between critical thinking with student learning outcomes, but it have low correlation shown by the correlation coefficient percentage where the contribution percentage of 0,014% for critical thinking with student learning outcomes.Keywords:  Critical Thinking, Learning Outcomes, Ecosystem

The relationships between student engagement and learning outcome in the undergraduate sports science program in Ethiopia

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Tefera Tadesse ◽  
Beshir Edo
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Student Engagement ◽  
Learning Outcomes ◽  
Undergraduate Students ◽  
Learning Outcome ◽  
Science Program ◽  
Content Type ◽  
Sports Science ◽  
Science Major

PurposeWhereas the influence of engagement on learning outcomes has been extensively investigated, this has not been studied for undergraduate students of sports science major field. The objective of this study was to measure the extent of student engagement and learning outcomes and further examine their relationships in the context of a sports science program in the Ethiopian public higher education system.Design/methodology/approachThe study used a cross-sectional survey design collecting quantitative data from a random sample (n=83) of volunteered undergraduate sports science students from four public universities in Ethiopia. The student engagement theories were used as guiding frameworks.FindingsFindings reveal above-average levels of engagement and learning outcome scores and low to moderate relations between the scores of engagement and outcomes measured. Both independently and interdependently, the student engagement factors reveal statistically significant relationships with all the measured outcomes, adjusted R2 ranging between 17 and 50 percent (p < 0.001).Research limitations/implicationsBecause of disciplinary focus on sports science and small sample size, generalization is limited in scope.Practical implicationsHigher education teachers and administrators who work with undergraduates of sports science major should take into consideration the contexts and the relevance of student engagement for greater learning outcomes, especially student-teacher relationships. Hence, mandating instructional interventions to promote engagement through authentic faculty development and increasing academic rigor should be serious concerns.Originality/valueUndergraduate students of sports science major field have received little attention in the higher education research literature, and discipline-based education research is a growing field of inquiry. This study addresses this gap.

scholarly journals Pengaruh strategi pembelajaran dan gaya kognitif spasial terhadap hasil belajar ikatan kimia sma

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Intan Rosari
Keyword(s):  
High School ◽  
Student Learning ◽  
Cognitive Style ◽  
Learning Outcomes ◽  
Chemical Bond ◽  
Concept Formation ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Senior High School ◽  
Student Learning Outcome

Abstract: The Effect of Instructional Organizing Strategi with Spatial Cognitive Style on Learning Outcomes of Student Class Eleven science of Chemical Bond. This thesis aims to determine the effect the different micro strategis on organizing instruction to improve students learning outcomes in Chemical Bond. A 2x2 factorial design is used for this experiment conducted at the Global Islamic Senior High school and PB Sudirman Senior High School in Jakarta. A sample of 56 student was taken using multi stage sampling. Based on their spatial cognitive style the sample is then divided into two groups, high and low spatial cognitive style.The instruments were use for this research are two kinds, is it (1) Test for predict Chemistry learning Outcomes; (2) Instrumen for predict Spatial Cognitive Style. For Analysis Test include Normality Test with Liliefors Test and Homogenity with Bartlett Test; for Hypotesist test we use Varians analysis two path (2x2)In order to avoid contamination of treatment, the defferent micro strategis are implemented differently in the each school. The result of this research are as follows: (1) In general, to improve learning outcome in Chemical Bond, it is better to use the Merrill model micro strategi on organizing the Component Display Theory (CDT) than to use the Taba Model Strategy on organizing instruction the Concept Formation; (2) Spatial Cognitive style of the student affect student learning outcomes in Chemical Bond. Student who have high spatial cognitive style get better learning outcomes in Chemical Bond the student who have low spatial cognitive style; (3) There is an interaction between micro strategy on organizing instrustion with student spatial cognitive style, Merrill Model Strategy on organizing instruction instruction using Component Display Theory (CDT) implementation is more effective in increasing student learning outcome in Chemical Bond than Taba model strategy on organizing instruction Concept Formation; For student with high spatial cognitive style, both strategies can be implemented because there are no differences obtained in student learning outcomes in Chemical Bond using both of the organizing strategies.Keyword: Instructional Organizing Strategy, Spatial Cognitive Style, Chemical Bond, Learning Outcomes Abstrak: Pengaruh Strategi Pembelajaran Dan Gaya Kognitif Spasial Terhadap Hasil Belajar Ikatan KimiaTesis ini bertujuan untuk menentukan pengaruh variabel-variabel bebas yaitu strategi pengorganisasian isi pembelajaran dan gaya kognitif spasial terhadap hasil belajar siswa sebagai variabel terikat pada pokok bahasan Ikatan Kimia. Penelitian ini dilaksanakan di SMA Global Islamic School Jakarta dan SMA PB Sudirman Jakarta. Dengan total sampel yang diambil adalah 56 orang siswa untuk menentukan gaya kognitif spasial kemudian dibagi menjadi gaya kognitif spasial tinggi dan gaya kognitif spasial rendah.Instrumen yang digunakan dua macam yaitu (1) tes pengukur hasil belajar Ikatan Kimia; (2) instrumen pengukur gaya kognitif spasial. Dalam uji persayaratan analisis meliputi Uji Normalitas dengan Uji Liliefors dan Homogenitas dengan Uji Bartlett;untuk uji hipotesis digunakan analisis varians dua jalur (2x2).Secara keseluruhan untuk meningkatkan hasil belajar Ikatan Kimia siswa, lebih baik digunakan Strategi Pengorganisasian Pembelajaran Model Component Display Theory Merrill dibandingkan dengan Strategi Pengorganisasian Pembelajaran Model Pembentukan Konsep; (1) gaya kognitif spasial merupakan salah satu karakteristik siswa yang berpengaruh terhadap tingkat pencapaian hasil belajar Ikatan Kimia; (2)Siswa yang memiliki Gaya Kognitif Spasial Tinggi memberikan hasil belajar Ikatan Kimia yang lebih baik dibandingkan dengan siswa yang memiliki Gay Kognitif Spasial Rendah;(3)terdapat interaksi antara strategi pembelajaran dengan gaya kognitif spasial siswa. Bagi siswa yang memiliki Gaya Kognitif Spasial Rendah, penerapan Strategi Pembelajaran CDT Merrill lebih efektif dalam meningkatkan hasil belajar Ikatan Kimia, dibandingkan dengan Strategi Pembelajaran PK Taba; (4) bagi siswa yang memiliki Gaya Kognitif Spasial Tinggi, kedua strategi pembelajaran dapat diterapkan, karena memberikan hasil belajar yang sama baiknya.

scholarly journals The Influence of Creativity and Learning Innovation on Entrepreneurial Mentality and its Implications for Learning Outcomes

2018 ◽  
Vol 12 (2) ◽  
pp. 148-158
Author(s):  
Asep Sjamsul Bachri ◽  
Ani Setiani
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Research Method ◽  
Student Learning Outcomes ◽  
Learning Outcome ◽  
Economic Education ◽  
Average Score ◽  
Student Learning Outcome ◽  
Total Influence ◽  
Mental Effect

This research aims to analyze the influence of creativity and learning innovation on entrepreneurial mentality and its implications on student learning outcomes. The research was carried out in the Economic Education Program of Universitas Pasundan Bandung with 43 students as the sample of the research. The research method used descriptive quantitative method with path analysis. The results of this study are: 1) Creativity variable is in good category, with an average score of 4.06; 2) Learning innovation variable is in good category, with the score of 4,17; 3) Entrepreneurial mental variable is in good category, with an average score of 4,14; 4) Student learning outcome variables are good, with an average score of 3.94; 5) There is influence of creativity (X1) to entrepreneurial mentality (Y) with total influence of 32,8%. Learning innovation (X2) to entrepreneurial mentality (y) with total influence of 30,47%. There is an influence of creativity (X1), and learning innovation (X2), simultaneously to entrepreneurial mentality (Y) with total influence of 63,3%; 6) There is an entrepreneurial mental effect (Y) on student learning outcomes (Z) of 67.7%. It can be concluded that there are influences between creativity and learning innovation towards entrepreneurship mentality and its implication for the student learning outcomes.

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