Journal articles: 'Measuring learning success'

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Kobb, Rita F., Robert J. Lane, and Deidre Stallings. "E-learning and Telehealth: Measuring Your Success." Telemedicine and e-Health 14, no. 6 (August 2008): 576–79. http://dx.doi.org/10.1089/tmj.2007.0103.

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Dean, Kathleen Lis. "Understanding Student Success by Measuring Co-Curricular Learning." New Directions for Institutional Research 2014, no. 164 (November 16, 2015): 27–38. http://dx.doi.org/10.1002/ir.20113.

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Cox, Rebecca D., and Meaghan Dougherty. "(Mis)Measuring Developmental Math Success: Classroom Participants’ Perspectives on Learning." Community College Journal of Research and Practice 43, no. 4 (April 3, 2018): 245–61. http://dx.doi.org/10.1080/10668926.2018.1456378.

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Hassanzadeh, Alireza, Fatemeh Kanaani, and Shában Elahi. "A model for measuring e-learning systems success in universities." Expert Systems with Applications 39, no. 12 (September 2012): 10959–66. http://dx.doi.org/10.1016/j.eswa.2012.03.028.

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McKay II, Donald S., and Timothy J. Ellis. "Measuring Knowledge Enablers and Project Success in IT Organizations." International Journal of Knowledge Management 11, no. 1 (January 2015): 66–83. http://dx.doi.org/10.4018/ijkm.2015010104.

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Knowledge enablers exist at the organizational and project levels. There is however, no meaningful means to measure organizational or project knowledge sharing. The need to understand the elements that enable this flow of knowledge is dramatically evidenced in information technology organizations in which insufficient knowledge sharing leads to intellectual capital loss, rework, skills deterioration, and repeated mistakes that increase project costs or failures. The goal of this study was to examine the relationship among knowledge sharing processes at the organizational level – organizational learning enablers (OLEs) – the project level – project learning enablers (PLEs) – and project success variables (PSVs). After identifying and validating the OLE, PLE, and PSV constructs they were codified in a survey. Results showed a positive and significant relationship among OLEs, PLEs, and PSVs. A multiple regression indicated that the combination of OLEs and PLEs accounted for 30% of a project's success, however, PLEs alone were not statistically significant.

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DOROBAT (SCORTA), Iuliana. "Models for Measuring E-Learning Success in Universities: A Literature Review." Informatica Economica 18, no. 3/2014 (September 30, 2014): 77–90. http://dx.doi.org/10.12948/issn14531305/18.3.2014.07.

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Scalise, Kathleen, Michelle Douskey, and Angelica Stacy. "Measuring learning gains and examining implications for student success in STEM." Higher Education Pedagogies 3, no. 1 (January 2018): 183–95. http://dx.doi.org/10.1080/23752696.2018.1425096.

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Lashayo, Deogratius Mathew. "Measuring E-Learning System Adoption in Universities in Tanzania." International Journal of ICT Research in Africa and the Middle East 9, no. 2 (July 2020): 1–18. http://dx.doi.org/10.4018/ijictrame.2020070101.

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The success of e-learning systems in Tanzania relies on various factors that influence its measurement. Examples of the key factors include trust, environmental factors, and the university readiness. However, influence of these factors towards e-learning systems is not clear. Understanding their impacts and significance helps decision makers and stakeholders in making informed decisions on how to handle them. This study modifies the information systems (IS) success model whereby it adopts 12 factors that had been suggested by this author in his previous study conducted in Open University of Tanzania (OUT) in 2017. A sample of 1,005 students from eight universities in Tanzania was collected. A structural equation modelling was used in data analysis. The results shows trust (T) has positive and significant impact on e-learning actual use (EAU) while environmental factors (EF) had positive and significant impacts on e-learning actual use and perceived benefits, and at the same time, university readiness had a positive and significant impact on perceived benefits (PB).

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Lin, Hsiu-Fen. "Measuring Online Learning Systems Success: Applying the Updated DeLone and McLean Model." CyberPsychology & Behavior 10, no. 6 (December 2007): 817–20. http://dx.doi.org/10.1089/cpb.2007.9948.

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Conklin, Thomas A., and Rama K. Hart. "Appreciative inquiry in management education: measuring the success of co-created learning." Organization Management Journal 6, no. 2 (July 2009): 89–104. http://dx.doi.org/10.1057/omj.2009.14.

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Tariq, Sania, KhairolAnuarBin Ishak, and SitiNoratisahMohd Nafi. "MEASURING E-LEARNING SUCCESS WITH THE EXTENSION OF TECHNOLOGY FACTOR IN DELONE & MCLEAN IS SUCCESS MODEL." International Journal of Advanced Research 6, no. 11 (October 31, 2018): 422–28. http://dx.doi.org/10.21474/ijar01/8014.

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Lin, Hsin-Hui, Yi-Shun Wang, Ci-Rong Li, Ying-Wei Shih, and Shin-Jeng Lin. "The Measurement and Dimensionality of Mobile Learning Systems Success." Journal of Educational Computing Research 55, no. 4 (September 30, 2016): 449–70. http://dx.doi.org/10.1177/0735633116671324.

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The main purpose of this study is to develop and validate a multidimensional instrument for measuring mobile learning systems success (MLSS) based on the previous research. This study defines the construct of MLSS, develops a generic MLSS instrument with desirable psychometric properties, and explores the instrument’s theoretical and practical applications. By analyzing data from a calibration sample ( n = 241) and a validation sample ( n = 209), this study proposes a 6-factor, 25-item MLSS instrument. This empirically validated instrument will be useful to researchers in developing and testing mobile learning theories, as well as to educators in understanding MLSS from students’ perspective and promoting the use of mobile learning systems.

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Edrees, Mohamed E. "Assessing eLearning Systems Success." International Journal of Technology Diffusion 4, no. 1 (January 2013): 56–67. http://dx.doi.org/10.4018/jtd.2013010104.

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The traditional context of learning is experiencing a radical change. Along with the advancement of information technology, the electronic learning (eLearning) has played an important role in teaching and learning, which has become more and more popular not only in different levels of schools but also in various commercial or industrial companies. Measuring and evaluating eLearning systems have become a priority for both schools and commercial or industrial companies to justify investments, assess impacts, and better meet learner and teacher expectations. In context of eLearning, few studies have been conducted to assess the success of eLearning systems. This study provides the first empirical test for an adaption of Delone and McLean’s information systems success model considering both parts of the model, dimensions and relationships, to assess eLearning systems success from educators’ perspective. Data collected by questionnaire from 74 higher education educators that using eLearning systems in Bahrain was analyzed. Except for the link system quality to user satisfaction, the hypothesized relationships between the six success variables are significantly or marginally supported by the data. The findings show several important implications for eLearning research and practice.

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Service, Robert W. "Measuring And Teaching For Success: Intelligence Versus IQ." College Teaching Methods & Styles Journal (CTMS) 1, no. 1 (July 21, 2011): 5. http://dx.doi.org/10.19030/ctms.v1i1.5215.

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Optimize action learning and successful evaluation through adopting new views of IQ. IQ as developed here relates to success in life and it is among the most changeable of characteristics. However, IQ as measured in the past is one of the least malleable of factors. Had you rather measure for and teach toward something that is not changeable or something that is very learnable and teachable? If you want to improve success for all in life, forget the normal IQ and begin to use the descriptives you find in this article. The extant literature is replete with theories espousing IQ, EQ, or a combination of both as predictors of success. While the historical importance of IQ as it is currently understood should not be discarded, a more important concept needs to be developed and taught in American educational systems. Simply put, a high IQ does not always correlate with success in life. Yet, our metrics for entry into American universities are principally IQ surrogates. And, our teaching favors those that can remember and pass a test not those that are good at the tasks required by their professions. Academicians need to be more concerned with successful intelligence than traditional IQ for even the most respected of IQ test fail to do justice to their creators conceptions of the nature of intelligence (Sternberg, p. 336). Read on and see if this paper develops a case for changing traditional methods for admission to higher education and teaching toward successful intelligence.

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Nyflot, Matthew J., Jing Zeng, Aaron S. Kusano, Avrey Novak, Thomas D. Mullen, Wendy Gao, Loucille Jordan, et al. "Metrics of success: Measuring impact of a departmental near-miss incident learning system." Practical Radiation Oncology 5, no. 5 (September 2015): e409-e416. http://dx.doi.org/10.1016/j.prro.2015.05.009.

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Contrino, Jacline L. "Instructional Learning Objects in the Digital Classroom: Effectively Measuring Impact on Student Success." Journal of Library & Information Services in Distance Learning 10, no. 3-4 (July 27, 2016): 186–98. http://dx.doi.org/10.1080/1533290x.2016.1206786.

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Wang, Yi-Shun, Hsiu-Yuan Wang, and Daniel Y. Shee. "Measuring e-learning systems success in an organizational context: Scale development and validation." Computers in Human Behavior 23, no. 4 (July 2007): 1792–808. http://dx.doi.org/10.1016/j.chb.2005.10.006.

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Lasko, Greg, Robert Ramillosa, Alexander Niven, William Kelly, and J. Madison. "Measuring Success: Development of a Standardized Outcomes Scorecard for CHEST Live Learning Courses." Chest 152, no. 4 (October 2017): A559. http://dx.doi.org/10.1016/j.chest.2017.08.589.

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Nagelsmith, Laurie, Jason Bryer, and Zheng Yan. "Measuring Motivation and Volition of Nursing Students in Nontraditional Learning Environments." Journal of Nursing Measurement 20, no. 2 (2012): 90–112. http://dx.doi.org/10.1891/1061-3749.20.2.90.

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The purpose of this study was to identify the best fitting model to represent interrelationships between motivation, volition, and academic success for adult nursing students learning in nontraditional environments. Participants (N = 297) completed a survey that incorporated two measures: the Motivated Strategies for Learning Questionnaire (MSLQ) and the Academic Volitional Strategies Inventory (AVSI) as well as demographic information. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and structural equation modeling (SEM) were used for data analysis. In Phase 1, EFA resulted in factors that generally aligned with previous theoretical factors as defined by the psychometrics used. In Phase 2 of the analysis, CFA validated the use of predefined factor structures. In Phase 3, SEM analysis revealed that motivation has a larger effect on grade point average (GPA; βˆ = .28, p < .01) than volition (βˆ = .15, p < .05). The covariance between motivation and volition (r = .42, p < .01) was also found to be significant. These results suggest that there is a significant relationship among motivation, volition, and academic success for adult learners studying in nontraditional learning environments. These findings are consistent with and elaborate the relationship between motivation and volition with a population and setting underrepresented in the research.

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Ouajdouni, Abdelaziz, Khalid Chafik, and Omar Boubker. "Measuring e-learning systems success: Data from students of higher education institutions in Morocco." Data in Brief 35 (April 2021): 106807. http://dx.doi.org/10.1016/j.dib.2021.106807.

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Syed Mustapha, S. M. F. D. "Tracing Knowledge Flow as Strategy towards Measuring Corporate Knowledge." International Journal of Advanced Corporate Learning (iJAC) 10, no. 1 (March 30, 2017): 91. http://dx.doi.org/10.3991/ijac.v10i1.6364.

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Corporate knowledge is essential mainly to knowledge-intensive organizations. Its success is always associated with the performance of the organization through ROI (Return of Investment). While the scope of corporate knowledge is wide, we redefine in the context of computational environment and demonstrate how corporate knowledge can be modelled and subsequently enabled it to be measured. With this new ability, the knowledge flow within the learning activities can be traced and the individual performance can be measured based on the learning goal being set.

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., Deny, and Johanes Fernandes Andry. "Pengukuran Keberhasilan E-Learning dengan Mengadopsi Model Delone & Mclean." JURNAL SISTEM INFORMASI BISNIS 8, no. 1 (April 30, 2018): 68. http://dx.doi.org/10.21456/vol8iss1pp68-75.

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Investment resources, time and cost in the implementation of information systems are not small, making measuring the success of information systems becomes very important to do. Meanwhile, the university as an educational institution today has been rampant to implement e-learning as an information system that provides added value for students. A University in North Jakarta has implemented e-learning integrated with information portal of students and lecturers since 2009. But until now has not been measured the success of the information system. So this research is done with one of the goals to measure the success of e-learning adopted by the University. In addition, this research would like to test the success model of DeLone and McLean's updated information system (2003) in the case of e-learning. The analysis was performed using SEM with the help of Lisrel 8.7 which tested 7 hypotheses. From this research found that DeLone and McLean model can not be used to explain the cause of success of e-learning system that its use is required, but need further research to get better level of generalization.

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Guo, Jin Xiu. "Measuring Information System Project Success through a Software-Assisted Qualitative Content Analysis." Information Technology and Libraries 38, no. 1 (March 18, 2019): 53–70. http://dx.doi.org/10.6017/ital.v38i1.10603.

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Information System (IS)/IT project success is a growing interest in management due to its high impact on organizational change and effectiveness. Libraries have been adopting integrated library systems (ILS) to manage services and resources for years. It is essential for librarians to understand the mechanism of IS project management in order to successfully bring technology innovation to the organization. This study develops a theoretical model of measuring IS project success and tests it in an ILS merger project through a software-assisted qualitative content analysis. The model addresses project success through three constructs: (1) project management process, (2) project outcomes, and (3) contextual factors. The results indicate project management success alone cannot guarantee project success; project outputs and contextual factors also influence success through the leadership of the project manager throughout the lifecycle. The study not only confirms the proposed model in a post-project evaluation, but also signifies that project assessment can reinforce organizational learning, increase the chance of achieving success, and maximize overall returns for an organization. The qualitative content analysis with NVivo 11 has provided a new research method for project managers to self-assess an IS/IT project success systematically and learn from their experiences throughout the project lifecycle.

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Irmawati, Noer Doddy. "THE ONLINE LEARNING MODEL OF EDUCATION AS A COVID-19 IMPACT FOR PAUD STUDENTS: HOW TO MEASURE ITS SUCCESS?" International Journal of Research -GRANTHAALAYAH 8, no. 10 (October 28, 2020): 157–63. http://dx.doi.org/10.29121/granthaalayah.v8.i10.2020.1902.

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The title mentioned above is discussed to overcome the difficulties of learning when facing Covid-19 for PAUD (Early Childhood Education Students) in Indonesia because they are the basic and the main level for success in Education. In fact, with the change from studying at school to learning at home, many parents face problems and difficulties, not just the teacher as a delivery of material to students and as teachers. The changes that occur are very sudden without proper preparation, because the arrival of the covid-19 pandemic is also very sudden. However, teachers and parents are required to be able to overcome the problem of learning and education for students as the successor to the nation in order to be able to successfully achieve future achievements for their future. The learning model is created immediately and by adjusting the situation, reality and situation. The model used is the Online and Environmental models. Over time learning in the face of a covid-19 pandemic, is faced with a focus that needs to be overcome and must be completed simultaneously. How learning can take place well, success according to objectives, and measuring learning success are also special things that need attention. How to measure the success of online learning at home is needed, because by measuring what has been done so far through direct teacher observation it is not possible to do, because students learn at home, so the role of parents is crucial. Therefore, in this paper, it is necessary to find out how to measure the success of PAUD students in their studies at home under the supervision of parents and deal directly with the main school with the teacher.

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Gibbens, Brian. "Measuring Student Motivation in an Introductory Biology Class." American Biology Teacher 81, no. 1 (January 1, 2019): 20–26. http://dx.doi.org/10.1525/abt.2019.81.1.20.

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Student motivation is widely regarded as an essential prerequisite for learning and success. To learn more about biology student motivation and how it changes over time, pre/post-surveys were administered to a large introductory biology course during the fall of 2015. These pre/post-surveys contained motivation subscales from the Intrinsic Motivation Inventory (IMI) and the Motivated Strategies for Learning Questionnaire (MSLQ). Although students began the course with high levels of motivation, the pre/post-survey scores revealed that their intrinsic motivation, self-efficacy, and value scores declined during the semester. The value/usefulness (IMI), pressure/tension (IMI), and test anxiety (MSLQ) pre-survey scores were the best predictors of course performance. The implications of these findings and suggestions for improving student motivation are discussed.

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Wibowo, Fatih Rizqi. "PROBLEMATIKA PEMBELAJARAN BAHASA ARAB KURIKULUM 2013." al Mahāra: Jurnal Pendidikan Bahasa Arab 2, no. 1 (June 15, 2016): 57–72. http://dx.doi.org/10.14421/almahara.2016.021-03.

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This research is aimed to describe how arabic learning by using 2013 curriculum took place, what that causes the problem, and effort performes by teacher in MAN 2 Wates. This research becomes a measuring rod in developing 2013 curriculum -especially in arabic subject- and in increasing the success of arabic learning process.

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Evju, Marianne, Dagmar Hagen, Magni O. Kyrkjeeide, and Berit Köhler. "Learning from scientific literature: Can indicators for measuring success be standardized in “on the ground” restoration?" Restoration Ecology 28, no. 3 (March 24, 2020): 519–31. http://dx.doi.org/10.1111/rec.13149.

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Sanz, Maria T., Emilia López-Iñesta, Daniel Garcia-Costa, and Francisco Grimaldo. "Measuring Arithmetic Word Problem Complexity through Reading Comprehension and Learning Analytics." Mathematics 8, no. 9 (September 10, 2020): 1556. http://dx.doi.org/10.3390/math8091556.

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Numerous studies have addressed the relationship between performance in mathematics problem-solving and reading comprehension in students of all educational levels. This work presents a new proposal to measure the complexity of arithmetic word problems through the student reading comprehension of the problem statement and the use of learning analytics. The procedure to quantify this reading comprehension comprises two phases: (a) the division of the statement into propositions and (b) the computation of the time dedicated to read each proposition through a technological environment that records the interactions of the students while solving the problem. We validated our approach by selecting a collection of problems containing mathematical concepts related to fractions and their different meanings, such as fractional numbers over a natural number, basic mathematical operations with a natural whole or fractional whole and the fraction as an operator. The main results indicate that a student’s reading time is an excellent proxy to determine the complexity of both propositions and the complete statement. Finally, we used this time to build a logistic regression model that predicts the success of students in solving arithmetic word problems.

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Evianto, Evan. "Persepsi Peserta Atas Penyelenggaraan Massive Open Online Course (MOOC) Audit Berbasis Risiko." Cendekia Niaga 4, no. 1 (August 31, 2020): 17–22. http://dx.doi.org/10.52391/jcn.v4i1.474.

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This study is aimed at identifying and measuring the critical success factors in the implementation of the Massive Open Online Course (MOOC) in technical training for auditor within the Badan Pengawasan Keuangan dan Pembangunan. The study is based on the perceptions of training participants obtained from the answers to the questions in the questionnaire that were filled out when completing the learning session. The questions are divided into five groups of questions which according to the literature are critical success factors including the provision of training, training materials and learning designs, online lecturers / instructors, training infrastructure, and support services. The sample in the study was taken from the MOOC learning session which included 165 responses. The results showed that the training participants perceived that the learning infrastructure factor was the most important determinant of success and was followed by the online instructor / instructor factor. While the training material and learning design factors were perceived by the training participants as the least influencing factors on the successful implementation of the MOOC.

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Sidiq, Yasin Mohamed Yasin M., Hassan Mohamed Doka, Mauidlotun Nisa, and Kawakib Elnour Osman. "Measuring Malaysian Students Achievement Level in Arabic Morphology: Improving and Developing Curriculum." Buletin Al-Turas 26, no. 2 (July 21, 2020): 383–404. http://dx.doi.org/10.15408/bat.v26i2.15114.

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This study aimed to identify the level of achievement of Malaysian students in Arabic Morphology material on three areas, previous study period, gender, and student education specialization. This research was a field research conducted on Malaysian students studying Arabic, at the International Islamic University Matriculation Center (IIUMC) in Kuala Lumpur-Malaysia. This study concluded that previous study periods, gender, and education specialization had an important role in this identification that became a reference for the improvement of Arabic Morphology learning curriculum. Students who were first learning Arabic in IIUMC had a high success rate only in matching letters (Anita) with pronouns and fi'il al-madi Shahih, and Mahmuz, and pronouns fi'il al-mahi al-Mithal. As for those who have studied Arabic for 5 years, 6 years, and 7 years have a high level of ability also in matching letters (Anita) with the pronouns and fi'il al-madi al-ajwaf. The level of ability of male students was lower than female students in all aspects without exception in matching letters (Anita) with pronouns and verbs that begin with the letter Ta’. As for students specializing in Arabic, Sharia, and Humanities, Reveal Knowledge and the Qur'an, and Arabic had different levels of success in accordance with their specialization, such as students with Arabic specialization had a high level of success in all the discussions that had been mentioned, however, for students with other specialties not. From the findings, there are several suggestions, namely communicative approach, gradualism, adoption of the most frequent morphological positions, introduction of grammar through meaning, reconciliation of teaching methods, designing Morphology materials, and exchanging cognitive programs for teachers and students.

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Sterner, Elizabeth A. "Impact of academic libraries on grade point average (GPA): a review." Performance Measurement and Metrics 22, no. 1 (November 10, 2020): 71–85. http://dx.doi.org/10.1108/pmm-01-2020-0004.

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PurposeThe purpose of this paper is to examine the literature to determine how academic librarians are measuring their libraries' institutional level impact on student success as measured by grade point average, a metric commonly used in American education. This paper highlights a range of methods, outcomes and challenges in an initial scoping study.Design/methodology/approachThe methodology centered on a literature review of measuring the impact of academic libraries on student success as quantified by grade point average (GPA) from 2010 to present. Searches in ProQuest, EBSCO and Google Scholar were used to identify the relevant literature. Keywords searched in databases included various combinations of academic impact, student success, learning outcomes, library and higher education.FindingsThe analysis of 15 papers shows that academic librarians have demonstrated a small, nonnegligible positive correlation of library usage on GPA. The results of studies have highlighted that correlation does not prove the cause. Concerns and limitations of studies included using the GPA as a measurement of student success, differences between GPAs in subject areas, timeframes used, sample size collected, student privacy and the meanings of the results.Research limitations/implicationsThis study is limited to articles published in English measuring student success as quantified by GPA and focuses heavily on American sources.Originality/valueThe research can guide librarians through known challenges and highlight successful designs and study methods used by other academic librarians to measure the impact of the library on student success.

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Mathews, Anne, and Cheryl Ward. "Effective Practices of Succesful Blended Learning Schools." Frontiers in Education Technology 2, no. 2 (April 25, 2019): 88. http://dx.doi.org/10.22158/fet.v2n2p88.

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Blended learning is a teaching technique utilizing face-to-face teaching and online or technology-based practice in which the learner has the ability to exert control over the pace, place, path, or time of learning. Schools that employ this teaching method often demonstrate larger gains than traditional programs due to their increased ability to differentiate and quickly assess student learning. This study sought to determine ways blended-learning models contribute to student success, how blended-learning schools are measuring student success, and how administrators are supporting teachers in their use of blended techniques.In this mixed-methods study, survey data were collected from 230 teachers and 43 administrators in blended-learning programs. Interviews were conducted with teachers and administrators at two school sites in the Southwestern most region of the United States, along with classroom observations and reviews of participating schools’ Local Control Accountability Plans (California Department of Education, 2017) and mission statements. Results yielded five consistent themes: an understanding of student needs to drive individualized instruction, varied and individual success criteria, strong relationships with students tied to decision-making that fosters individual achievement, student needs as a driving force behind the development of school programs, and an increased level of student choice to combat low motivation.

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Santana-Mancilla, Pedro César, Osval Antonio Montesinos-López, Miguel Angel Garcia-Ruiz, Juan José Contreras-Castillo, and Laura Sanely Gaytan-Lugo. "Validation of an instrument for measuring the technology acceptance of a virtual learning environment." Acta Universitaria 29 (April 8, 2019): 1–15. http://dx.doi.org/10.15174/au.2019.1796.

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Virtual Learning Environments (VLE) provide platforms to make online education more convenient and affordable for learners. Although VLE are currently in great demand, their acceptance needs to be assessed. In this research, an instrument that measures the technology acceptance of a VLE is validated by applying a confirmatory factor analysis on 15 items and five factors. Results show that the overall fit of the model was satisfactory and that all correlations between the latent factors were higher than 0.48. It was found that the assessment of technology acceptance is very important, because the VLE’s success depends largely on the favorable reception of professors, researchers, and educational leaders.

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Masuku, Mfundo Mandla, Nokukhanya Noqiniselo Jili, and Primrose Thandekile Sabela. "Assessment as A Pedagogy and Measuring Tool in Promoting Deep Learning In Institutions of Higher Learning." International Journal of Higher Education 10, no. 2 (December 10, 2020): 274. http://dx.doi.org/10.5430/ijhe.v10n2p274.

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Traditionally, the key principle of assessment was based on the depth and intensity of the knowledge taught in class. In our modern state, the notion of assessment is more about learning and less about whether it is deep or surface learning. This could be attributed to challenges facing higher education, such as marketisation, massification, access and success. This article aims to demonstrate the significance of assessment as a pedagogical and measuring tool to promote deep learning in institutions of higher learning. It analyses how different types of assessment could contribute to deep learning while enhancing critical thinking and analytical skills. The article adopted the qualitative research approach to appraise critically and examine the literature on assessment in higher education. The sequence in which assessment tasks are presented, the pedagogical approaches adopted and measurement tools used should aim to present general non-threatening questions. The article recognises Bloom’s taxonomy as it classifies educational learning objectives in the manner that accommodates deep learning. This article suggests that assessment should be made explicit, aligned with learning outcomes that consider deep learning in terms of acquisition of knowledge, comprehension, application, analysis, synthesis and understanding of basic concepts in what is learnt. It concludes that students need to be engaged in their assessment to enable them to develop skills and dispositions that prepare them for the future as socially responsible citizens. Research needs to be conducted on the higher education challenges that compromise the quality of assessment as this could have negative effects on the development of deep learning.

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Hayati, Ulfi, Muhammad Ediyani, Maimun Maimun, Kasyful Anwar, M. Bahriza Fauzi, and Suryati Suryati. "Test Technique as a Tool for Evaluation of Learning Outcomes." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 2 (May 8, 2020): 1198–205. http://dx.doi.org/10.33258/birci.v3i2.961.

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In the world of education to find out whether the educational process is successful in accordance with educational goals, it is necessary to conduct an evaluation to find out the extent of its success. Measuring is the most common activity carried out and is an action that initiates evaluation activities in the assessment of learning outcomes. The test is a method used by educators to measure and assess students' abilities systematically, fairly, objectively, and prosuderal by giving tasks in the form of questions and statements that must be done by students so that they can produce values that symbolize student achievement.

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Hibbi, Fatima-Zohra, Otman Abdoun, and Haimoudi El Khatir. "Coronavirus Pandemic in Morocco: Measuring the Impact of Containment and Improving the Learning Process in Higher Education." International Journal of Information and Education Technology 11, no. 1 (2021): 30–34. http://dx.doi.org/10.18178/ijiet.2021.11.1.1485.

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The higher education in Morocco knows a real challenge due to the consequences of covid19. This challenge was effect by the transformation of the teaching mode from face to face (learning at school) into a distance learning (home based learning). This paper reports comparative studies of technologies that used in Moroccan Higher education and the constraints encountered the E-learning mode. The objective of this article is to describe how to success the higher education in this period of confinement via a case study and recommend a proposed solution. The experiments and results that presented in this article are based on data which collected from a private professional training institution and the collaboration of the learners in the field of study.

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Ghazinoory, Sepehr, Parisa Riahi, Adel Azar, and Tahereh Miremadi. "MEASURING INNOVATION PERFORMANCE OF DEVELOPING REGIONS: LEARNING AND CATCH-UP IN PROVINCES OF IRAN." Technological and Economic Development of Economy 20, no. 3 (October 3, 2014): 507–33. http://dx.doi.org/10.3846/20294913.2014.881433.

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Common innovation performance measures, which are based on research and development activities, are not relevant to dominant innovation behaviour of developing countries. The main functions of the innovation system of developing countries are capture, imitation, learning by doing and diffusion of knowledge, to reduce technology gaps with technology frontiers. Hence, the purpose of measuring innovation performance in a developing geographical area should be the evaluation on its success in technological learning and catching-up. Using the learning and technology gap concepts, in this paper we develop a novel model of measuring innovation performance of developing countries/regions, based on common regional statistics. In the virtual absence of mandatory firm level surveys, this model can provide a useful method to compare the innovation behaviour of regions for policymaker. Running the model with the data from the Iranian provinces, the paper concludes each province has its own specific innovation behaviour stemming from different historical development paths and geographical characteristics.

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Bahde, Anne, and Heather Smedberg. "Measuring the Magic: Assessment in the Special Collections and Archives Classroom." RBM: A Journal of Rare Books, Manuscripts, and Cultural Heritage 13, no. 2 (September 1, 2012): 152–74. http://dx.doi.org/10.5860/rbm.13.2.380.

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Those of us who teach in special collections and archives settings know that instruction using original materials can spark passion, transform understanding, and change students’ lives—but how can we show that those in-class experiences are meaningful in the right ways, to the right people? What are effective methods for measuring the success of our instructional work, and how do we translate the magic happening in our classrooms into a demonstration of learning impact that is useful to larger assessment endeavors? Although assessment was already a feature of the academic library environment before the “Great Recession,” the tough economic times . . .

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Donorfio, Laura. "Important Considerations in Developing and Evaluating Intergenerational Service-Learning Programs." Innovation in Aging 4, Supplement_1 (December 1, 2020): 543. http://dx.doi.org/10.1093/geroni/igaa057.1768.

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Abstract Very often, intergenerational programs measure their success by collecting feedback primarily from the students participating in the program. Critical stakeholders such as the adults/older adults, administrators, and service-learning personnel can be overlooked, as well as the impact of the various classroom activities and tools used. Each fall semester over a five-year period, an undergraduate adulthood and aging intergenerational service-learning course was offered, measuring and building on the successes and challenges from the previous year. No matter how much thought goes into planning a class, unexpected variables naturally unfold over time. This presentation will highlight a best practices model developed over a five-year period with feedback collected from key constituents. Engaging different generations in a purposeful service-learning experience is complex and intended outcomes are not guaranteed. Understanding the key variables and the needs of all those involved through feedback and measurement, can help ensure a more meaningful educational experience. Part of a symposium sponsored by Intergenerational Learning, Research, and Community Engagement Interest Group.

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Nyflot, MJ, AS Kusano, J. Zeng, JC Carlson, A. Novak, P. Sponseller, L. Jordan, G. Kane, and EC Ford. "MO-G-BRE-06: Metrics of Success: Measuring Participation and Attitudes Related to Near-Miss Incident Learning Systems." Medical Physics 41, no. 6Part25 (May 29, 2014): 433. http://dx.doi.org/10.1118/1.4889189.

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Anwar, M. A., Naseer Ahmed, and Abdurahem Mohammed Al Ameen. "An Outcome-Based Assessment And Improvement System For Measuring Student Performance And Course Effectiveness." Contemporary Issues in Education Research (CIER) 5, no. 4 (September 20, 2012): 279. http://dx.doi.org/10.19030/cier.v5i4.7272.

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The evaluation of students expected performance and course effectiveness play a vital role in determining the course contribution toward meeting the programs learning objectives or outcomes. The success of any course not only requires a well-designed syllabus with clearly defined course learning outcomes and the use of appropriate outcome-based teaching and assessment methods, but also a systematic approach to document and analyze the entire assessment data and results. Such an approach will be helpful in providing a better insight and understanding of students competency levels achieved in all course learning outcomes which ultimately would facilitate course instructors in their efforts to improve course curricula and to introduce reforms in teaching and assessment processes. This paper presents a simple and easy-to-use system that aids course instructors in recording and analyzing the results of various assessment instruments administered in their courses. A detailed analysis provided by the system would also guide curriculum planners and assessors in suggesting reforms and improvements at the program level.

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Suhaini, Mazlili. "DEVELOPMENT AND VALIDATION OF A VOCATIONAL LEARNING STYLES INSTRUMENT USING THE RASCH MEASUREMENT MODEL." Asia Proceedings of Social Sciences 5, no. 1 (December 3, 2019): 81–85. http://dx.doi.org/10.31580/apss.v5i1.1098.

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Malaysia is considered one of the developing countries undergoing rapid economic development over the past five decades. As a developing country with a rapidly growing population, providing the citizens with comprehensive and updated knowledge is crucial for the country, particularly in vocational training. A number of vocational and technical training have been developed. However, the success of vocational education relies on the capability of instructors or teacher’s approach to achieve the goals. It is important to create appropriate method that take into consideration their students’ learning styles to get better outcome. Therefore, the purpose of this paper is to develop vocational learning styles instrument. Empirical evidence on the validity and reliability of modified items has been done. A survey of 57 Electrical Technology students were distributed. The Rasch measurement model was used to examine the functional items and detect the item and respondent reliability and index separation, the polarity of item, measuring the fit of item in measuring the construct and standardised residual correlation values.

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Ramish, Asher, and Haris Aslam. "Measuring supply chain knowledge management (SCKM) performance based on double/triple loop learning principle." International Journal of Productivity and Performance Management 65, no. 5 (June 13, 2016): 704–22. http://dx.doi.org/10.1108/ijppm-01-2015-0003.

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Purpose – The purpose of this paper is to propose performance measures for supply chain knowledge management (SCKM) performance. Design/methodology/approach – This is a conceptual study. State of performance measurement has been analyzed on the basis of a comprehensive review of literature in field of SCKM. Based on principles of double and triple loop learning, performance measures have been identified for measuring the success of KM practices in SCs. Findings – Principles of double and triple loop learning have been utilized to suggest KPI’s for SCKM performance, i.e. supply chain identity and knowledge supply chain stratum. The relevance and justification of these KPI’s is also discussed. Research limitations/implications – This study is limited to conceptualized measures for SCKM only. Further research is required to test the benefits of these performance measures based on industry applications. Practical implications – These proposed KPI’s will facilitate the development of the new processes through re-engineering, i.e. problem identification and then rectification. Further, these KPI’s will provide some essential insights as to how supply chains can develop their performance evaluation systems to become more effective and learning oriented. Originality/value – This study aims to not only identify the gaps present in the SCKM performance measurement literature but also aims to fill the knowledge gap by suggesting suitable performance metrics.

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Abzug, Rikki. "Predicting success in the undergraduate hybrid business ethics class." Journal of Applied Research in Higher Education 7, no. 2 (September 14, 2015): 400–411. http://dx.doi.org/10.1108/jarhe-03-2014-0042.

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Purpose – The purpose of this paper is to use data available through the hybrid (blended online and face to face) learning environment to explore both a direct behavioral measure of conscientiousness and gender in predicting hybrid classroom performance. Design/methodology/approach – Variables measuring both student conscientious behavior, in the hybrid classroom, and gender were examined to determine their relationship to student final grades (i.e. success) in hybrid undergraduate business ethics courses. Findings – The author finds that: first, conscientiousness continues to be a solid predictor of academic success; second, gender continues to be an insignificant predictor of success in the online/hybrid environment; third, using direct behavioral measures of conscientiousness yields results consistent with prior research that linked inventory-based conscientiousness levels to academic performance; and finally, the archiving and data-collection functions of the hybrid classroom represent a rich trove of behavioral data that may be mined for clues to predict student academic success. Research limitations/implications – As the research is based on data from six hybrid business ethics classrooms at one institution, future research could be extended to different classrooms and different institutions compared across nations. Research implications include highlighting the potential value of using direct measures of conscientiousness to predict performance. Practical implications – The study sheds light on the tremendous possibilities for conducting applied research on educational performance outcomes using the rich data inherent in the hybrid learning environment. The author has suggested numerous ways to mine the data from the online portion of the hybrid classroom to explore antecedents of academic success. The author suggests that the hybrid classroom can provide data to act as an early warning system for educators to identify struggling students. Originality/value – The paper builds upon an exploratory study of the use of direct behavioral (rather than inventory self-report) measures of personality in research on educational outcomes as well as introducing avenues for original research on learning behavior based on data afforded by the hybrid educational environment.

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Alyoubi, Bader A. "The Effect of Knowledge Management Systems on Measuring Success Indicators for Saudi Arabia 2030." Research in World Economy 10, no. 4 (December 22, 2019): 31. http://dx.doi.org/10.5430/rwe.v10n4p31.

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Vision 2030 is designed to place the Kingdom of Saudi Arabia (KSA) as a trading and financial hub in the Middle East. Ninety-six strategic objectives are framed for Vision 2010. Whilst these objectives are very inspiring, challenges are seen in integrating them under a single unifying framework. Unless the diverse objectives are integrated, knowledge and learning of team members are brought on a common platform to measure the success indicators, achieving the vision would be difficult. Objective of the paper is to develop a KM model that will help to measure the success indicators of Vision 2030. A literature review helped to understand the barriers, processes, and methodology of KM frameworks. The findings indicate that Vision 2030 is wide in scope with 96 loosely connected strategic objectives. An overarching framework that links all these objectives and places them on a common platform is not evident. These inputs were used to design the KM Vision 2030 model that links all the objectives and helps to gather metrics from the objectives, and measure the success of the project. Some of the metrics that can be considered are linking objectives, milestone achievement, adhering to schedule and budget, economic and social impact on people and businesses, progress in positioning KSA as the leader of Middle East, and others. Some of these measures are qualitative, whilst others are quantitative, implying that a multimodal data collection and analysis method is needed. The model suggests institution of Knowledge Champions, Communities of Practice, big data analytics, knowledge assets development and sharing, and brings all the objectives on a transparent and usable platform. A pilot study in the form of a semi-structured interview and survey was administered to five experts in the field of KM and IT systems. Their findings indicate that big data analytics can play a major role in decision-making and in measuring the project success. The findings also speak of the need to connect the strategic objectives. Recommendations are made to refine the model.

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Rat Dwiyana Putra, I. Dewa Gede. "Peran Kepuasan Belajar Dalam Mengukur Mutu Pembelajaran Dan Hasil Belajar." Jurnal Penjaminan Mutu 5, no. 1 (February 28, 2019): 22. http://dx.doi.org/10.25078/jpm.v5i1.756.

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Student’s learning satisfaction is one of measuring tools of the success of learning process which would be realized through learning outcomes. This statement has been widely proven through various studies that have been done related to the learning satisfaction and learning outcomes. This article aims to describe three main points relating to the vital position of learning satisfaction as a determinant factor of student learning outcomes namely; (1) factors affecting learning satisfaction, (2) the influence of learning satisfaction on learning outcomes, and (3) how to measure learning satisfaction as well as examples of instruments that have been developed and used by researchers. The main source of this article was the research results from around the world that raised the learning satisfaction as the main topic. This paper was expected to provide an additional knowledge about learning satisfaction variables, so it can be utilized to carry out more in-depth research.

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Alagarsamy, Subburaj, and Margret Vijay. "Construction and Validation of the Learning Management System Success Scale in the Higher Education Setting." GATR Global Journal of Business Social Sciences Review 7, no. 2 (June 24, 2019): 139–50. http://dx.doi.org/10.35609/gjbssr.2019.7.2(5).

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Objective - The concept of education is entirely outdated. Currently, many higher education institutions are adopting blended learning pedagogy to nurture 21st-century skills. The integration of ICT has become a recent global trend in education with universities and colleges using Learning Management Systems (LMS) as their primary method of disseminating and administrating teaching and learning processes. The exploration of the factors crucial for successful implementation of LMS is therefore essential. However, most literature on this topic focuses on the technical quality of LMS’s, and few address the educational quality and efficiency of LMS. Previous research also fails to discuss the conceptualization and measurement of LMS success. This study aims to construct and validate an instrument to measure LMS success in higher education institutions. Methodology/Technique – Various IS success frameworks were used to design the constructs in this study. A quantitative methodology was adopted with the sample of 379 randomly selected responses from university/college students, academics, and course administrators from India (n=297) and the Maldives (n=82). IBM SPSS AMOS 25 was used to check the validity and reliability of the instrument and to identify the measurement invariance. Findings & Novelty - This study concludes that information quality, educational quality, system quality, service quality, intention to use, user satisfaction, and net benefits are the critical constructs for measuring LMS success. The findings of this study can be used to support scholars in developing and examining other information system-related theories, as well as to higher education institutions while implementing different LMS’s. Type of Paper: Empirical.

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Bakkalbasi, Nisa, Damon Jaggars, and Barbara Rockenbach. "Re-skilling for the digital humanities: measuring skills, engagement, and learning." Library Management 36, no. 3 (March 9, 2015): 208–14. http://dx.doi.org/10.1108/lm-09-2014-0109.

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Purpose – The purpose of this paper is to describe an assessment design for the Developing Librarian training program. The Developing Librarian training program created by and for librarians and professional staff in the Humanities and History division is a two-year training program to acquire new skills and methodologies to support the digital humanities. The program is based on the assumption that learning must happen in context; therefore the training is project based with all participants engaged in building a digital humanities research site as a team. This approach enables participants to learn about new tools in a sustained manner that parallels the way humanities researchers are likely to use them. Design/methodology/approach – In order to measure the success of achieving this goal, program designers defined three objectives: learn tools and methods that support the emerging research needs and trends in the humanities; create a more interesting and engaging work environment for librarians and professional staff; and engage effectively with the humanities research community across the University. Three methods/instruments were: Explicit Self-Reflections to assess what participants learned in each training unit; the Utrecht Work Engagement Scale to measure how participants feel about their work before and after the training program; and the Skill Set, Knowledge and Attitude Assessment to be administered at completion to measure the effectiveness of the training program as a whole. Findings – At the time of writing, the Developing Librarian Project is mid-way to completion, and implementation of the assessment plan is ongoing. Based on these self-reports, there is evidence that the training program has been effective, and participants have been successful in meeting most of the learning objectives identified in the units completed. While self-assessment of knowledge and skills may have its limitations, this technique is proving adequate and efficient for achieving the program’s goals. This method encourages experimentation and establishes failure as an important aspect of the learning process. Research limitations/implications – An assessment approach such as this does not measure the impact of training and development on digital humanities research, but initiates a valuable process, highlighting skills gaps at the individual, and organizational levels. These data are important for identifying and implementing appropriate training opportunities for librarians supporting emergent research activities and for understanding what skills and professional preparation are needed for new staff recruited into the organization. Originality/value – A successful training program should be benchmarked, evaluated in a substantive and systematic way, and improved continuously. A formal assessment plan, directly tied to clearly articulated objectives, helps assure that such a program is effectively evaluated, iteratively developed, and successfully implemented. The Developing Librarian Project provides a useful model of how an academic library can leverage assessment and evaluation processes to identify skills gaps and training needs and generate actionable data for improving staff learning.

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Asabere, Nana Yaw, Amevi Acakpovi, Joseph Agyiri, Michael Clifford Awuku, Michael Aidoo Sakyi, and Dennis Amanor Teyewayo. "Measuring the Constructs That Influence Student and Lecturer Acceptance of an E-Library in Accra Technical University, Ghana." International Journal of Online Pedagogy and Course Design 11, no. 1 (January 2021): 53–72. http://dx.doi.org/10.4018/ijopcd.2021010104.

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Even though many universities across the world have incorporated internet-based educational and academic systems, the success of their implementation requires an extensive understanding of the end user acceptance process. Access to academic resources for teaching and learning using technology (electronic library) has become a popular approach within higher education institutions due to the continuous growth of internet innovations and technologies. This case study research, conducted at Accra Technical University uses the technology acceptance model (TAM) as a theoretical framework. The study investigates the effects of the system characteristics such as appropriate user interface (UI), software design, and relevance towards the perceived ease of use and perceived usefulness on intention to use the proposed e-library system. Two hundred (200) students and sixteen (16) lecturers participated in this quantitative study. Results show that improvement of the existing e-library system in ATU will enable students to utilize digital learning resources for effective teaching and learning, especially during the current global COVID-19 pandemic.

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Duong, Minh-Quang. "The Factors Influencing Student Satisfaction in Vietnamese Higher Education." International Research in Education 4, no. 1 (November 19, 2015): 27. http://dx.doi.org/10.5296/ire.v4i1.8191.

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Student satisfaction has been considered an important factor in measuring the quality of learning approach and a key factor in the success of learning programs. The main purpose of this study investigated demographic factors affecting student satisfaction in Vietnamese higher education. In the study, I used a questionnaire to survey 618 third-year students of 24 departments and faculties at the University of Social Sciences and Humanities - Vietnam National University Ho Chi Minh City. The findings of this study showed that students were moderately satisfied with their environment campus. The study also shows that there were significant differences between student satisfaction and mother education dimension.

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Journal articles on the topic 'Measuring learning success'

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