Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes

2017 ◽  
Vol 114 ◽  
pp. 1-23 ◽  
Author(s):  
Marina Volk ◽  
Mara Cotič ◽  
Matej Zajc ◽  
Andreja Istenic Starcic
Keyword(s):  
Learning Outcomes ◽  
Classroom Practice ◽  
Higher Order ◽  
Higher Order Learning

PBL-GIS in Secondary Geography Education: Does It Result in Higher-Order Learning Outcomes?

2010 ◽  
Vol 109 (4) ◽  
pp. 150-158 ◽  
Author(s):  
Yan Liu ◽  
Elisabeth N. Bui ◽  
Chew-Hung Chang ◽  
Hans G. Lossman
Keyword(s):  
Learning Outcomes ◽  
Higher Order ◽  
Geography Education ◽  
Higher Order Learning

Higher-Order Learning Outcomes in an Undergraduate IT Project Management Course

2019 ◽  
Vol 15 (4) ◽  
pp. 1-11
Author(s):  
Joseph Budu
Keyword(s):  
Developing Countries ◽  
Project Management ◽  
Learning Outcomes ◽  
Developing Country ◽  
Teaching Methods ◽  
Thinking Skills ◽  
Higher Order ◽  
It Project Management ◽  
It Project ◽  
Higher Order Learning

Achieving higher order learning outcomes may be normal in developed country higher-education institutions, but it may not so for most of those in developing countries with resource poverty which manifests in high student-teacher ratios for instance. Lecturers in developing countries tend to use less student-centered teaching methods which hamper the achievement of higher order learning outcomes. Unfortunately, this issue has been ignored in the general information systems education literature. This article therefore explores the relationship between teaching methods and the achievement of higher order learning outcomes by presenting and evaluating evidence of changes a lecturer made in delivering an undergraduate IT Project Management course over two academic years in a developing country context. Two lessons emerge. First, lecturers in developing country contexts should focus on turning out graduates with higher order thinking skills. Second, such educators should consider using contextually relevant teaching methods that lead to higher learning outcomes.

scholarly journals Maintaining Quality While Expanding Our Reach: Using Online Information Literacy Tutorials in the Sciences and Health Sciences

2017 ◽  
Vol 12 (3) ◽  
pp. 95 ◽  
Author(s):  
Talitha Rosa Matlin ◽  
Tricia Lantzy
Keyword(s):  
Learning Outcomes ◽  
Information Literacy ◽  
Literacy Instruction ◽  
Higher Order ◽  
Health Science ◽  
Student Survey ◽  
Science Courses ◽  
Information Literacy Instruction ◽  
Online Tutorials ◽  
Higher Order Learning

Abstract Objective – This article aims to assess student achievement of higher-order information literacy learning outcomes from online tutorials as compared to in-person instruction in science and health science courses. Methods – Information literacy instruction via online tutorials or an in-person one-shot session was implemented in multiple sections of a biology (n=100) and a kinesiology course (n=54). After instruction, students in both instructional environments completed an identical library assignment to measure the achievement of higher-order learning outcomes and an anonymous student survey to measure the student experience of instruction. Results – The data collected from library assignments revealed no statistically significant differences between the two instructional groups in total assignment scores or scores on specific questions related to higher-order learning outcomes. Student survey results indicated the student experience is comparable between instruction groups in terms of clarity of instruction, student confidence in completing the course assignment after library instruction, and comfort in asking a librarian for help after instruction. Conclusions – This study demonstrates that it is possible to replace one-shot information literacy instruction sessions with asynchronous online tutorials with no significant reduction in student learning in undergraduate science and health science courses. Replacing in-person instruction with online tutorials will allow librarians at this university to reach a greater number of students and maintain contact with certain courses that are transitioning to completely online environments. While the creation of online tutorials is initially time-intensive, over time implementing online instruction could free up librarian time to allow for the strategic integration of information literacy instruction into other courses. Additional time savings could be realized by incorporating auto-grading into the online tutorials.

scholarly journals Level of Learning Assessed through Written Examinations in Social Science Courses in Tertiary Education: A Study from Bangladesh

2019 ◽  
Vol 14 (01) ◽  
pp. 09-14
Author(s):  
Bentul Mawa ◽  
M. Mojammel Haque ◽  
M. Mojammel Haque ◽  
M. Mozahar Ali
Keyword(s):  
Social Science ◽  
Learning Outcomes ◽  
Tertiary Education ◽  
Cognitive Learning ◽  
Higher Order ◽  
Analysis Method ◽  
Science Courses ◽  
Content Analysis Method ◽  
Increasing Trend ◽  
Higher Order Learning

This paper examines students’ cognitive learning outcomes assessed through semester final written examinations in Social Science Courses intertiary level education. The study used a content analysis method to analyze 125-semester final written exam papers (tests) of 52 courses of B.Sc.Ag Econ. (Hons) degree program of Bangladesh Agricultural University. The study revealed that written exam papers mostly cover ‘remember'and ‘understanding' (18% and 60%) level of learning while ‘apply-analyze-evaluate and create' levels cover only 22 percent. Year-wise change inlower-order learning assessed (remember) showed a slightly decreasing trend while others showed an increasing trend to adjust that change.Level-wise (L1 to L4) increasing trend in order was observed only for ‘understanding' while all others showed no definite change pattern. Thestudy concludes that the assessment occurs mainly at lower order learning, and it does not progress with the level of studies (L1 to L4). Theexisting written exam strategy is not suitable to assess higher-order learning to satisfy ‘critical thinking and decision making' outcome so thatstudents become better equipped for the existing job market and the rapid changing world. The program requires changing its assessmentstrategy to ensure higher-order learning.Journal of Teacher Education and Research (2019). DOI: 10.36268/JTER/1413

scholarly journals Assessment choices to target higher order learning outcomes: the power of academic empowerment

2012 ◽  
Vol 20 ◽  
Author(s):  
Margot McNeill ◽  
Maree Gosper ◽  
Jing Xu
Keyword(s):  
Learning Outcomes ◽  
Higher Order ◽  
Curriculum Alignment ◽  
Learning Technology ◽  
Assessment Practice ◽  
Assessment Tasks ◽  
Higher Order Learning ◽  
Assessment Strategies ◽  
Social Networking Tools

Assessment of higher order learning outcomes such as critical thinking, problem solving and creativity has remained a challenge for universities. While newer technologies such as social networking tools have the potential to support these intended outcomes, academics’ assessment practice is slow to change. University mission statements and unit outlines may purport the value of higher order skills; however, questions remain about how well academics are equipped to design their curriculum and particularly their assessment strategies accordingly. This paper reports on an investigation of academic practice in assessing higher order learning in their units. Despite their intentions towards higher order learning outcomes for their students, the results suggest academics may make decisions when planning their assessment tasks that inadvertently lead students on the path towards lower order outcomes. Among the themes to emerge from the study is the importance of academics’ confidence and their attitudes towards the role of assessment in learning and how these perspectives, along with the types of learning outcomes they intend for their students, can influence their task design.Keywords: assessment; higher order learning; educational technologies; curriculum alignment; confidence(Published: 24 September 2012)Citation: Research in Learning Technology 2012, 20: 17595 - http://dx.doi.org/10.3402/rlt.v20i0.17595

Flipping & Clicking Your Way to Higher-Order Learning

2013 ◽  
Vol 23 (1) ◽  
pp. 17-22 ◽  
Author(s):  
Michael S. Garver ◽  
Brian A. Roberts
Keyword(s):  
Higher Order ◽  
Higher Order Learning
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