Assessing learning outcomes in undergraduate psychology education: Lessons learned from five countries.

2021 ◽  
pp. 179-201
Author(s):  
Jacquelyn Cranney ◽  
Julie A. Hulme ◽  
Julia Suleeman ◽  
Remo Job ◽  
Dana S. Dunn
Keyword(s):  
Learning Outcomes ◽  
Lessons Learned ◽  
Psychology Education ◽  
Undergraduate Psychology

Drawing Circles in the Sand

2011 ◽  
pp. 288-301
Author(s):  
Matt Seeney ◽  
Helen Routledge
Keyword(s):  
Learning Outcomes ◽  
Case Studies ◽  
Subject Matter ◽  
Serious Games ◽  
Subject Matter Expert ◽  
Instructional Designer ◽  
Lessons Learned ◽  
End User ◽  
Fundamental Challenge ◽  
Game Designer

One of the most important differentiators between Commercial Games and Serious Games is content; delivered in a way that is successfully integrated with engaging game play and achieves the desired learning outcomes by delivering skills and knowledge effectively to the end-user. This ability to integrate content effectively is the key to producing “killer” Serious Games that deliver demonstrable learning outcomes, business benefits and overall value. However, achieving this nirvana is not a trivial task. Utilising lessons learned and case studies, this chapter provides an overview of why this process can be so challenging, including the differing experiences from the perspective of three stakeholders (game designer, instructional designer/learning psychologist and subject matter expert), how to manage preconceptions and balance their priorities. The case studies will also show how different methodologies, techniques and technology have been applied to help solve this fundamental challenge of delivering a successful serious game. Advice is provided on how to facilitate this process, capture the correct requirements andcreate a design that meets and exceeds the expectations of all the stakeholders involved, including the client/customer and the end user.

scholarly journals Peningkatan aktivitas dan hasil belajar PKn dengan pembelajaran kooperatif tipe jigsaw di kelas 8c SMP Negeri 3 Berbah

2016 ◽  
Vol 13 (2) ◽  
pp. 151-161
Author(s):  
Sunarta Sunarta
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mastery Learning ◽  
Descriptive Analysis ◽  
Cognitive Structure ◽  
Lessons Learned ◽  
Activity Levels ◽  
Study Results ◽  
Qualitative Descriptive ◽  
Class Viii

Classroom Action Research was conducted in class VIII C SMP Negeri 3 Berbah Academic Year 2013/2014 by using Jigsaw cooperative learning approach. This study aims to implement cooperative learning Jigsaw to improve the activity and learning outcomes of students in the subject of Citizenship Education. The method used in this study is a qualitative descriptive analysis. The results of this study indicate that prior to the implementation of the action no activity learners are categorized very active, the active category 5 (22.73%), fairly active 6 (27.27%) and less active 11 (50.00%). After the first cycle are very active category 5 (27.27%), the active category 11 (50.00%), quite active 4 (18.18%) and less active 1 (4.55). And after the second cycle which is very active category 7 (31.82%), the active category 9 (40.91%), quite active 5 (22.73%) and less active 2 (09,09%)). When viewed in the development of mastery learning it before action 9 learners otherwise completed (40.91%), following which the first cycle were 17 (77.27%) students who otherwise completed and after the second cycle students who achieve mastery learning 19 learners (86.36%). During the implementation of the action has been an increase in both, the level of activity and learning outcomes of students. Student activity levels increased along with the lessons learned in the initial group of experts and grouped. With increasing activity of the learner cognitive structure and his memory be better study results also increased

scholarly journals IMPROVING MOTIVATION, LEARNING EFFICIENCY UTILIZING RINFO AND IME (A CASE STUDY OF HIGHER EDUCATION RAHARJA)

ICIT Journal ◽  
2017 ◽  
Vol 3 (1) ◽  
pp. 121-138
Author(s):  
Sudaryono Sudaryono ◽  
Untung Rahardja ◽  
Bayu Pramono
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Lessons Learned ◽  
Front Page ◽  
Validity And Reliability ◽  
Emotional Symptoms ◽  
Current Application ◽  
Good Learning ◽  
Self Learning

Student learning motivation is one aspect to obtain good learning outcomes. With good learning outcomes, the application of the knowledge gained will be useful for students. the current application of the system of teaching in an evening class Raharja university been computerized for the submission of learned, but it had not been optimal and efficient because of teaching materials that can not be obtained from anywhere and at anytime as well as teaching and learning activities and discussions carried out only in the class so that students tend to be saturated and show the emotional symptoms such as lack of zeal in carrying out lectures, so that suggests a self learning disabilities in students. learning difficulties allegedly closely associated with the motivation to learn owned. Thus the need for a new learning method is applied so that students can termotiviasi and efficiency in learning. In this study the application of the system of learning that will be used is to utilize Rinfo in the adoption of Gmail and iMe in the adoption of Wordpress so that lessons learned are easily digested and fun and will make students more motivated to learn determination of students to be more active. Liveliness characterized by the activity of the post and comment on the iMe so that it can be measured with a dashboard on the front page of an iMe Class which will be a medium for decision support lecturers to give the value of the assignment to students. for the research method used is qualitative, to examine the population or sample data collection using research instruments, analysis of quantitative data which will then be tested for validity and reliability so that we can conclude effect of the use Rinfo and iMe in increasing motivation and efficiency of learning in students. Keywords: Motivation, Rinfo and iMe, Learning Outcome.

scholarly journals Pinpointing Where to Start: A Reflective Analysis on the Introductory Evaluation Course

2021 ◽  
Vol 35 (3) ◽  
Author(s):  
Robyn Thomas Pitts
Keyword(s):  
Learning Outcomes ◽  
Design Process ◽  
Course Design ◽  
Student Learning Outcomes ◽  
Lessons Learned ◽  
Learning Needs ◽  
Theory Theory ◽  
Introductory Course ◽  
Theory To Practice ◽  
Integrated Course Design

Th is reflective analysis details four approaches to an introductory course for evaluation learners within a methodologically focused graduate-level program on statistics, measurement, and research design. Evidence of student learning outcomes, or SLOs, was utilized within Gibbs’ reflective cycles to redesign the course using Fink’s integrated course design process. The purpose of each approach varied along a theory-practice continuum, including theory, theory-to-practice, practice, and evidence building. The purpose, SLOs, and learning experiences of each approach are accompanied by longitudinal reflections on evaluation learners, course purposes, and the creation of a multi-course learning progression. Th is exploration offers perspectives and lessons learned that may assist new and experienced instructors in determining how an introductory course may best fi t the learning needs of their students.

scholarly journals PENGGUNAAN ALAT KOMUNIKASI DARING VIA WHATSAPP GROUP DALAM PEMBELAJARAN SENI TARI PADA KELAS X OTKP SMK KARTIKA 1-2 PADANG

2020 ◽  
Vol 9 (4) ◽  
pp. 9
Author(s):  
Rahmi Syafira ◽  
Susmiarti Susmiarti
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Qualitative Study ◽  
Learning Outcomes ◽  
Online Communication ◽  
Lessons Learned ◽  
Communication Tools ◽  
Descriptive Approach ◽  
Online Communication Tools ◽  
Research Show

This study aims to determine and describe the use of online communication tools via whatsapp group in learning dance in class X OTKP SMK Kartika 1-2 Padang. This research is a qualitative study using a descriptive approach. The object of this research was 29 students of class X OTKP SMK Kartika 1-2 Padang. The research instrument was the researcher itself and was assisted by data collection tools such as dance videos, Whatsapp groups, and direct observation with the teacher doingthe instruction by using online learning communication tools for dance learning. The results of the research show that the use of online communication tools via WhatsApp group runs very well. Students are able to learn from any source in which at this time, the students can learn through technology / mobile phones.Students can access lessons learned such as learning dance practice on YouTube. At the second and third meetings, it can be seen that students understand and can do movements without the help of the teacher, and they can memorize only through YouTube. The last meeting also shows excellent learning outcomes. However, the teacher cannot assess the extent of the students' abilities in learning due to the fact that the teacher cannot monitor directly. Instead, the teacher can only provide direction in the form of solutions through Whatsapp group. Thus, the researcher concludes that the use of online communication tools via Whatsapp group in learning dance in class X OTKP is conducted well, and it can be used in learning dance practice.Keywords: The Use, Online Communication Tools, WhatsApp Group, Dance

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