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1 – 10 of over 87000Heidi Julien, Brian Detlor and Alexander Serenko
This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and…
Abstract
This chapter addresses information literacy instruction (ILI) in business schools, where learning outcomes receive considerable emphasis due to accreditation requirements, and where information literacy outcomes are increasingly being recognized as critical to graduates’ success in the workplace. We report a study examining ILI practices and program components against the background of student demographics and factors in the learning environment. The outcomes of those instructional experiences for students are analyzed, including psychological, behavioral and benefit outcomes. Data were collected via student skills testing; interviews with students, teaching faculty, librarians, and school administrators; and a web survey of students. Taken together, the results convincingly demonstrate that ILI is a complex undertaking with diverse perceived outcomes. Some success is evident, and verifiable outcomes include increased student self-efficacy; positive perceptions of libraries, librarians, and online library resources; improved and increased use of librarians and online library resources; and increased efficiency and effectiveness of conducting information research. The results demonstrate the value of pedagogical approaches such as active learning, just-in-time instruction, and integration of information literacy instruction with course curricula, as well as the importance of marketing efforts to manage students’ expectations of instructional benefits. Although instruction remains uneven and complex due to divergent expectations and assumptions by different stakeholders (students, librarians, and administrators), successful learning outcomes are possible.
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The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high…
Abstract
Purpose
The purpose of this paper is to contribute to the literature on student trust and to examine the relationship between student trust, behavior, and academic outcomes in high school. It asks, first, does trust have a positive effect on high school outcomes? Second, does trust influence student behavior, exerting an indirect effect on schooling outcomes? Third, are school size and student socioeconomic status (SES) antecedents of trust?
Design/methodology/approach
A nationally representative sample of students attending public high schools in the USA (n=10,585) is drawn from the Educational Longitudinal Study. Structural equation modeling is used to examine the relationship between student trust, behavior and high school outcomes, controlling for SES, school size and prior achievement. Multiple measures of academic achievement are considered.
Findings
There is a significant relationship between student trust, behavior and high school outcomes. Students who trust have fewer behavioral incidents and better academic outcomes with results suggesting that trust functions through behavior. This is true regardless of SES, school size or prior achievement.
Practical implications
School leaders cannot change parental income or education, but can build trust. Developing and attending to student trust may not only mean that students are better behaved but, more importantly, are more successful academically.
Social implications
In spite of decades of policy and legislation intended to improve schools, closing the achievement gap has proven elusive. One reason may be the relentless focus on physical artifacts of schooling, such as school organization, curriculum, testing and accountability, and a concomitant lack of attention to sociocognitive factors key to learning. Schools are social systems, and high levels of learning are unlikely to occur without a nurturing environment that includes trust.
Originality/value
This research makes a valuable contribution by focussing on student trust in high schools and by illuminating the relationship between trust, behavior, and academic outcomes. Results suggest that trust impacts a broad range of high school outcomes but functions indirectly through behavior.
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Rose Moroz and Russell F. Waugh
Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom…
Abstract
Focuses on the receptivity of Western Australian government teachers towards a system‐wide educational change, the use of Student Outcome Statements, that help teachers’ classroom planning, student learning and assessment. The dependent variable, teacher receptivity, is measured in four aspects: overall feelings, attitudes, behaviour intentions and behaviour. The group 1 independent variables are non‐monetary cost benefits, alleviation of fears and concerns, significant‐other support, and feelings compared to the previous system. The group 2 independent variables are shared goals, collaboration and teacher learning opportunities. Data relating to all the variables were collected in 1997 from a sample of 126 teachers some of whom had been involved in the official trial of Student Outcome Statements and analysed using correlation and regression techniques. The group 1 and group 2 independent variables accounted for 59 per cent of the variance in overall feelings, 49 per cent in attitudes, 50 per cent in behaviour intentions and 40 per cent in behaviour.
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This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or…
Abstract
Purpose
This paper aims to investigate the relationship between the student’s class attendance and learning strategies that will influence Bloom et al. (1956) learning outcome or performance.
Design/methodology/approach
Data were collected from undergraduate students in their final year. Student identification number was subsequently matched to observe initial, final assessments and responses from questionnaire using parts of MSLQ (Pintrich et al., 1991). Hypotheses were tested, and data were analyzed using multiple regression analysis and multinomial logistic regression analysis.
Findings
Students’ learning strategies and class attendance are in fact related. Thus, class attendance, students’ study time and the mid-semester exams could explain more than 34.0 per cent of the variance. The results show that class attendance, mid-semester exams and study time had a significant positive influence on the learning outcome.
Research limitations/implications
This study used undergraduate students in a university in Ghana, and may not necessarily be applicable universally. Also, teachers’ expectancies were not controlled. Another potential limitation was that TQM was the only subject area used for this study.
Practical implications
This study will recommend teachers to work individually with students in setting appropriate goals for each exam and frequently offer feedback. The results may influence on-line teaching and the student’s role in teaching and learning in the class.
Originality/value
This paper contributes to literature by examining how the student’s learning strategies, class attendances, study time, gender, status (part time student or full time student) influence the learning outcome or performance. This paper findings will provide educators new ways to understand student behavior and to assist them in achieving learning success.
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Halia C. Silins and Rosalind Murray‐Harvey
Recent preliminary research in secondary schools suggests that indicators other than the traditional performance outcome measures of school achievement can be used to…
Abstract
Recent preliminary research in secondary schools suggests that indicators other than the traditional performance outcome measures of school achievement can be used to differentiate between school performance. These indicators are student factors that have been associated with accepted notions of quality schooling outcomes, such as student attitude to school, their approaches to learning and their academic self‐concept. This study examined student survey data collected from 30 schools in rural and metropolitan South Australia, including independent and public schools. The nature and strength of the relationships between student factors and selected school variables were tested against a range of school outcome measures such as school retention, academic results and SACE (certification) completion. The implications of these results for the kind of teaching and learning environment that promotes valued school outcomes is explicated and discussed.
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The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private…
Abstract
Purpose
The purpose of this multiple-case study was to examine the ambiguity surrounding course learning outcomes and how they are perceived by faculty members in four private universities, while simultaneously investigating the dominant teaching perspectives, practices and assessment techniques. In parallel, theory of constructive alignment was shared with faculty members and students as a possible teaching-learning model.
Design/methodology/approach
This study is a qualitative multiple-case study designed based on Yin’s (2009) case study protocol and Stake’s (2006) cross-case analysis report. In the process, 52 faculty members were interviewed, and 38 of the 52 were observed teaching, plus 15 of 52, faculty members participated in separate focus groups about constructive alignment. Further, 18 students were interviewed in separate focus groups to find out how they perceive effective teaching and constructive alignment.
Findings
The findings showed why faculty members misunderstood the course learning outcomes. Both faculty members and students withheld similar perceptions when it came to efficient teaching; however, they disagreed regarding the utility of constructive alignment as a proposed teaching-learning model. The 52 faculty members were mainly knowledge transmitters and this contradicts with the notion of the learning outcomes, which is student-centered. In addition, they are not familiar with the teaching-learning theories or with the various pedagogical tools that may render learning constructive.
Research limitations/implications
The fact that this study is a multiple-case study automatically implies that the results cannot be generalized within the larger higher education context. Nevertheless, the research findings can help to clarify the reasons hindering the proper implementation of the learning outcomes in other institutions, as it can serve as a guide to improve all the detected weaknesses, which may be applicable in other contexts. It can also aid administrative bodies at the different institutions in dealing with the obstacles that restrict the workability of the learning outcomes.
Practical implications
Teaching in higher education must be nurtured through continuously investing time and effort in supporting faculty members to develop their teaching-learning skills to suit the changing profiles of students to render learning a durable experience.
Originality/value
The study is unique in how it combined Yin’s protocol with Stake’s cross-case analysis report. Additionally, the classroom observation instrument was, to an extent, a precedent in terms of higher education research in the Lebanese context. Further, the results obtained added to the results of previous research, i.e. the reasons why the learning outcomes were not functional. Plus, a cyclical/retrograding motion learning model emerged in the process, and the practicality of the theory of constructive alignment in the Lebanese context was questioned.
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John Garger, Veselina P. Vracheva and Paul Jacques
Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between…
Abstract
Purpose
Although extant literature links overstimulation to various job outcomes, most studies do not consider a service-learning context, and they suggest a linear association between stimuli and outcomes. This paper examines the link between the number of service-learning hours students work and three educational outcomes – student satisfaction with the service-learning project, class relevancy to the service-learning project and expected community involvement.
Design/methodology/approach
Applying activation theory and Yerkes–Dodson law, we test curvilinear relationships between service-learning hours and student outcomes.
Findings
Results suggest that students benefit from service learning up to a certain duration of a service-learning project.
Originality/value
This study identifies the tipping point of the number of service-learning hours beyond which students perceive decrements to three outcomes.
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Lola C. Duque and John R. Weeks
The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn…
Abstract
Purpose
The purpose of this paper is threefold: first, to introduce a conceptual model for assessing undergraduate student learning outcomes and satisfaction that involves concepts drawn from the services marketing and assessment literatures; second, to illustrate the utility of the model as implemented in an academic department (geography) within a large American university, and third, to demonstrate the applicability of the model by replicating the study at different scales: an entire undergraduate program (business administration) in a large Spanish university and another program (nursing) involving various universities of a Spanish region.
Design/methodology/approach
A multi‐method approach is used which comprises quadrant analysis, ANOVA tests and structural equation modeling techniques. A questionnaire was designed for data collection.
Findings
The main finding is the support found for the proposed model at different scales. Results of the multi‐method approach provide specific guidelines to departments using this approach to improve student learning outcomes and satisfaction.
Practical implications
The paper provides a conceptual model and supporting tools that can be used by other academic departments or higher education institutions to assist in the evaluation of how students perceive their learning outcomes and satisfaction with their undergraduate program.
Originality/value
The value of this multi‐method approach is that it is simple to implement, and at the same time provides a richness of information for diagnosis and decision‐making. The model was tested with data collected in different undergraduate programs and different countries, allowing the authors not only to find support for the model, but also to consider cultural differences among student perceptions.
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Amandeep Dhaliwal, Sahil Malik and Deepti Dabas Hazarika
Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the…
Abstract
Purpose
Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.
Design/methodology/approach
The literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.
Findings
The study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.
Research limitations/implications
The study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.
Practical implications
The study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.
Originality/value
The literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.
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Janakiraman Moorthy, Sheena Choi and Prasad Bingi
We investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.
Abstract
Purpose
We investigated the effectiveness of using feature films in teaching organizational behavior courses at the undergraduate level at a mid-Western university in the USA.
Design/methodology/approach
Our model included the impact of film analysis on self-perceived learning outcomes and cognitive and affective changes among students. Structural equation modeling using partial least squares and contemporary mediation analysis techniques were employed.
Findings
Featured film analysis positively impacted perceived learning outcomes and the cognitive and affective components of learning among students. We also found an indirect effect on cognitive and affective change, indicating that learners’ improved perceived learning outcomes deepened their learning and resulted in greater appreciation of organizational behavior theories.
Practical implications
Films are effective pedagogical tools for teaching complex business theories and principles. We recommend that faculty members pay careful attention to selecting films for study and should design film analysis projects aligned with meaningful course learning outcomes. Appropriate films and carefully designed learning outcomes trigger cognitive changes and have a lasting influence on students beyond the semester.
Originality/value
Our study is one of the few empirical studies demonstrating the effectiveness of feature films as a pedagogical tool for organizational behavior courses.
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