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What is Learning Outcomes

Chapter 17
Handbook of Research on Transnational Higher Education
Statements that describe the expected knowledge, abilities, or performance which students will be able to demonstrate after successfully completing a learning experience.
Published in Chapter:
Evaluation of Course Curriculum and Teaching: Guidelines for Higher Education Instructors
James P. Coyle (University of Windsor, Canada), Irene Carter (University of Windsor, Canada), Derek Campbell (University of Windsor, Canada), and Ori Talor (University of Windsor, Canada)
Copyright: © 2014 |Pages: 20
DOI: 10.4018/978-1-4666-4458-8.ch017
Abstract
In order to be effective teachers, higher education instructors must do more than evaluate the content of their courses. They need to assess curriculum design and methods used for teaching and assessing student learning. This can be challenging since instructors may receive little training in effective methods for teaching adult learners. This chapter explains the reasons why instructors should evaluate their courses and describes the characteristics of effective course curricula, teaching methods, and procedures for assessing student learning. A Curriculum Evaluation Checklist is proposed as a useful tool that has practical benefits for instructors who evaluate their curricula and teaching.
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Chapter 13
The Use of Mobile Learning Technologies in Primary Education
Learning outcomes are assessment tools that measure the students’ achievement at the end of a course or program.
Published in Chapter: The Use of Mobile Learning Technologies in Primary Education; From: Cognitive and Affective Perspectives on Immersive Technology in Education
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Chapter 13
Moving From Ideation to Prototyping: Developing a Learning-Centered Co-Curriculum
A plan for learning results aligned with a particular program that assist with assessment of the program.
Published in Chapter: Moving From Ideation to Prototyping: Developing a Learning-Centered Co-Curriculum; From: Applying Design Thinking to the Measurement of Experiential Learning
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Chapter 136
Evaluating Quality in the Online Classroom
The achieved objectives; evidence that learning has occurred, performance has changed, and results have been attained. Also, a measurable change in knowledge, attitude, behavior, skill level, or a condition, status, or situation.
Published in Chapter: Evaluating Quality in the Online Classroom; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 31
Enterprise 2.0 in Engineering Curriculum
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Chapter 2
Blended Teaching and Learning in Higher Education: Challenges and Opportunities
Learning outcomes are the statements that help teachers and students to understand the importance of knowledge, skills, and values of a particular course.
Published in Chapter: Blended Teaching and Learning in Higher Education: Challenges and Opportunities; From: Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education
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Chapter 27
Key Capabilities, Components, and Evolutionary Trends in Corporate E-Learning Systems
the desired objectives of providing the knowledge in the form of a course
Published in Chapter: Key Capabilities, Components, and Evolutionary Trends in Corporate E-Learning Systems; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 17
Outcome-Based Education Through E-Learning Pedagogy: A Case Study
Specific statements that describe what learners are expected to know, understand, or be able to demonstrate at the end of a learning experience. These outcomes are often measurable and provide a clear indication of the knowledge, skills, or competencies that learners have acquired.
Published in Chapter: Outcome-Based Education Through E-Learning Pedagogy: A Case Study; From: Handbook of Research on Innovative Frameworks and Inclusive Models for Online Learning
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Chapter 36
E-Learning Lessons from the Corporate World
Learning outcomes are the desired objectives of providing the knowledge in the form of a course.
Published in Chapter: E-Learning Lessons from the Corporate World; From: Handbook of Research on Instructional Systems and Technology
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Chapter 18
Testing Assessments of Integrated Experiential Learning
Simple, concise, measurable statements that describe the knowledge or skills students should acquire by the end of a particular learning experience.
Published in Chapter: Testing Assessments of Integrated Experiential Learning; From: Applying Design Thinking to the Measurement of Experiential Learning
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Chapter 6
A Road Map for the COVID-19 Pandemic Process to Ensure Quality of Assurance Active Learning Strategies in Online Learning Environments: How to Plan, Implement, Evaluate, and Improve Learning Activities
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Chapter 3
Microcredentials: Empowering Learners for Career Advancement
Measurable goals that indicate what learners should know or be able to do after completing a course.
Published in Chapter: Microcredentials: Empowering Learners for Career Advancement; From: Global Perspectives on Micro-Learning and Micro-Credentials in Higher Education
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Chapter 346
Western Governors University and Competency-Based Education
Often used at other institutions as a synonym for competencies, but generally defined more broadly and sometimes confused with completion of assignments. An acceptable learning outcome might be, for instance, a passing grade on an essay. Unless the assignment is carefully designed, however, neither the essay nor its grade may reveal much about the true extent of the student’s knowledge, skills, and abilities in the subject area. It is this imprecision that led WGU to prefer the greater specificity of “competencies.”
Published in Chapter: Western Governors University and Competency-Based Education; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 3
Using Case Studies in the Higher Education Classroom: Case Studies in Higher Education – What's the Big Idea?
Statements that describe essential learning that students achieve and can demonstrate reliably at the end of a course or program.
Published in Chapter: Using Case Studies in the Higher Education Classroom: Case Studies in Higher Education – What's the Big Idea?; From: Case Study Methodology in Higher Education
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Chapter 4
Achievement in Online vs. Traditional Classes
Measure of the performance of a student after receiving treatment.
Published in Chapter: Achievement in Online vs. Traditional Classes; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 21
Project Management Assessment Methods
These are statements that outline what employees will acquire as a result of a given activity. They may acquire a certain skill or establish a foundation knowledge base or develop a new attitude or attain a desired condition. Learning Outcomes are supposed to serve as guidelines for assessment and evaluation.
Published in Chapter: Project Management Assessment Methods; From: Handbook of Research on Technology Project Management, Planning, and Operations
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Chapter 5
Leadership and Innovative Approaches in Higher Education
A set of capabilities displaying the quality of essential learning experience that learners have achieved in specific fields of study.
Published in Chapter: Leadership and Innovative Approaches in Higher Education; From: Quality Management Principles and Policies in Higher Education
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Chapter 5
Teaching Spanish in the Digital Age: A Flipped Classroom or Just Hybrid?
Statements that identify what students will know or will be able to do at the end of the course.
Published in Chapter: Teaching Spanish in the Digital Age: A Flipped Classroom or Just Hybrid?; From: Handbook of Research on Foreign Language Education in the Digital Age
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Chapter 34
Assessing General Education Outcomes Across Programs
It is referred as discrete, measurable, and demonstrable skills or elements of knowledge that might be assessed to indicate learning has occurred.
Published in Chapter: Assessing General Education Outcomes Across Programs; From: Handbook of Research on Practices and Outcomes in Virtual Worlds and Environments
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Chapter 10
Opinions of Field Experts on Practices That Will Increase the Motivation Levels of Learners During the COVID-19 Pandemic Process
It is all of the knowledge, skills, attitudes and behaviors that learners are aimed to acquire at the end of a learning activity and/or process.
Published in Chapter: Opinions of Field Experts on Practices That Will Increase the Motivation Levels of Learners During the COVID-19 Pandemic Process; From: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy
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Chapter 4
Student-Centered Learning: Constructive Alignment of Student Learning Outcomes With Activity and Assessment
Are measurable statements that define at the beginning of the course what students should know, be able to do, as a result of taking a course.
Published in Chapter: Student-Centered Learning: Constructive Alignment of Student Learning Outcomes With Activity and Assessment; From: Experiences and Research on Enhanced Professional Development Through Faculty Learning Communities
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Chapter 9
Recruiting Faculty for Esports Programs in Academia
The desired knowledge or skills that are mastered as a result of a student progressing through a course of study.
Published in Chapter: Recruiting Faculty for Esports Programs in Academia; From: Handbook of Research on Pathways and Opportunities Into the Business of Esports
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Chapter 16
Implementation Example for the Structured Mathematics Teaching in Learning Environments During the Pandemic Period
They are statements of what a learner is expected to know, understand and be able to demonstrate at the end of a learning experience.
Published in Chapter: Implementation Example for the Structured Mathematics Teaching in Learning Environments During the Pandemic Period; From: Handbook of Research on Emerging Pedagogies for the Future of Education: Trauma-Informed, Care, and Pandemic Pedagogy
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Chapter 49
Using Smartphones in the College Classroom
Specific identifiers an instructor sets up before the class starts that indicate what student’s should be learning during the course.
Published in Chapter: Using Smartphones in the College Classroom; From: Encyclopedia of Mobile Phone Behavior
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Chapter 14
Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies
Learning outcomes are simple, concise, statements that describe the knowledge or skills students should acquire by the end of a particular position.
Published in Chapter: Prototyping a University-Wide Co-Curricular Record: Technology, Relationships, and Policies; From: Applying Design Thinking to the Measurement of Experiential Learning
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Chapter 1
Engaging Students' Learning in the Built Environment Through Active Learning
Observable behaviors or actions on the part of students that demonstrate that the intended learning objective has occurred. Used to express intended results in precise terms.
Published in Chapter: Engaging Students' Learning in the Built Environment Through Active Learning; From: Claiming Identity Through Redefined Teaching in Construction Programs
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Chapter 5
Digital Technology in Kindergarten: Challenges and Opportunities
The identified aims and goals, as defined within the EYLF, which children aged from birth to five years old engage with and achieve.
Published in Chapter: Digital Technology in Kindergarten: Challenges and Opportunities; From: Handbook of Research on Mobile Devices and Smart Gadgets in K-12 Education
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Chapter 4
A Tabular Approach to Outcome-Based Course Planning and Assessment
Statements that specify what learners will know on the successful completion of a course or study program. Learning outcomes may be knowledge or skills. Whether attitudes should be learning outcomes is open to debate.
Published in Chapter: A Tabular Approach to Outcome-Based Course Planning and Assessment; From: Handbook of Research on Hybrid Learning Models: Advanced Tools, Technologies, and Applications
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Chapter 9
Redefining Learning: Harnessing the Power of Flipped Classroom Pedagogy
Specific, measurable, and observable results or achievements that demonstrate what students have gained from an educational experience, indicating the success of the learning process.
Published in Chapter: Redefining Learning: Harnessing the Power of Flipped Classroom Pedagogy; From: Fostering Pedagogical Innovation Through Effective Instructional Design
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Chapter 10
Aligning E-Assessment With Learning Outcomes
Statements of what is expected from a learner to know, understand, and/or be able to demonstrate after completing of a learning experience.
Published in Chapter: Aligning E-Assessment With Learning Outcomes; From: Handbook of Research on E-Assessment in Higher Education
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Chapter 49
Cross-Cultural Learning Objects (XCLOs)
Results that reflect the acquisition of skills and knowledge, such as the effectiveness of instructional techniques, and as students’ perceptions or attitudes (Henderson, 1996).
Published in Chapter: Cross-Cultural Learning Objects (XCLOs); From: Encyclopedia of Networked and Virtual Organizations
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Chapter 6
What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data
A term that describes what students will learn in a class, as demonstrated in terms of measurable improvements in knowledge, skills, and values. The term allows the instructors to offer measurable results to assess educators’ teaching effectiveness and to offer guidelines for future improvement.
Published in Chapter: What Can College Teachers Learn From Students' Experiential Narratives in Hybrid Courses?: A Text Mining Method of Longitudinal Data; From: Theoretical and Practical Approaches to Innovation in Higher Education
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Chapter 3
“Let Me Show You”: An Application of Digital Storytelling for Reflective Assessment in Study Abroad Programs
Specific goals or objectives that students will be able to prove they know based upon demonstration of expertise, skills, attitudes or values once they have completed or participated in an instructional or transformative experience.
Published in Chapter: “Let Me Show You”: An Application of Digital Storytelling for Reflective Assessment in Study Abroad Programs; From: Handbook of Research on Human Development in the Digital Age
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Chapter 19
Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA
According to UQF (2012 :51), ‘‘learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence. Knowledge, skills and competence form a basis for categorizing learning outcomes’’. The following definitions of the key terms: learning outcome, knowledge, skills and competences, are taken from the Tanzanian Qualifications Framework (TQF)– please follow this link: http://www.tcu.go.tz/images/pdf/University%20Qualifications%20Framework.pdf AU116: URL Validation failed because the page http://www.tcu.go.tz/images/pdf/University%20Qualifications%20Framework.pdf does not exist (HTTP error 404).
Published in Chapter: Informatics Education Enhanced by Problem-Based Learning Model via E-Learning: Experience From BSU Project at SUA; From: Handbook of Research on Program Development and Assessment Methodologies in K-20 Education
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Chapter 9
Visibilization of Graduating Student Employability Skills via ePortfolio Practices: Evidence From East African HE Institutions
Clear statements of what a student is expected to know, understand and/or be able to prove after the successful completion of a unit of study and the level of achievement of those outcomes.
Published in Chapter: Visibilization of Graduating Student Employability Skills via ePortfolio Practices: Evidence From East African HE Institutions; From: Innovations in the Design and Application of Alternative Digital Credentials
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Chapter 12
Assessment as Learning: A Model of the Entrepreneurial Competence Assessment in Initial Vocational-Technical Schools
Statements that describe the competence (i.e. the sum of knowledge, skills, attitudes, beliefs, etc.) students should acquire by the end of particular form of assessment and help students to understand why these acquisitions are important and useful for them, both in the context of the class and broadly, as the performance to maintain the life-long learning capacity.
Published in Chapter: Assessment as Learning: A Model of the Entrepreneurial Competence Assessment in Initial Vocational-Technical Schools; From: Assessment, Testing, and Measurement Strategies in Global Higher Education
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Chapter 17
To be Lost and to be a Loser Through the Web
involve what students learn through accomplishing a learning assignment, including intended knowledge contents as well as other contents, skills and abilities that students may learn through an assignment.
Published in Chapter: To be Lost and to be a Loser Through the Web; From: Handbook of Research on Digital Information Technologies: Innovations, Methods, and Ethical Issues
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Chapter 7
Model for Identifying Competencies and Learning Outcomes (MICRA)
Statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies.
Published in Chapter: Model for Identifying Competencies and Learning Outcomes (MICRA); From: Handbook of Research on Engaging Digital Natives in Higher Education Settings
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Chapter 18
Experiential Learning in Postsecondary Education: Application of a Learner-Centered Online Internship Program Model
A statement of what a student will know or be able to do at the end of a learning activity or course. A measureable student product.
Published in Chapter: Experiential Learning in Postsecondary Education: Application of a Learner-Centered Online Internship Program Model; From: Handbook of Research on Learner-Centered Pedagogy in Teacher Education and Professional Development
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Chapter 30
The MORE Model for Faculty Development
statements of what the students are supposed to be able to do after taking a course.
Published in Chapter: The MORE Model for Faculty Development; From: Handbook of Research on Human Performance and Instructional Technology
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Chapter 6
Applying Instructional Design Guidelines for Community Health Programs in Health Education
What a person learns from an educational intervention, learning that spans new knowledge, new skills, and changes in attitude.
Published in Chapter: Applying Instructional Design Guidelines for Community Health Programs in Health Education; From: Optimizing Instructional Design Methods in Higher Education
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Chapter 145
A Framework for Assessing Technology-Assisted Learning Outcomes
The defined results (e.g., what a student knows and is able to do) of pursuing certain learning activities.
Published in Chapter: A Framework for Assessing Technology-Assisted Learning Outcomes; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 8
Relevance of the Use of Instructional Materials in Teaching and Pedagogical Delivery: An Overview
These refer to the display of knowledge attained or skills developed in school subjects designated by test and examination scores or marks assigned by the subjects’ teachers.
Published in Chapter: Relevance of the Use of Instructional Materials in Teaching and Pedagogical Delivery: An Overview; From: Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies
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Chapter 21
Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis
The objectives that students should achieve by the end of the instructional period.
Published in Chapter: Benefits and Disadvantages of Utilizing Gamified Learning in Higher Education: A Systematic Analysis; From: Handbook of Research on Adult Learning in Higher Education
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Chapter 31
E-Collaboration Technologies Impact on Learning
Learning outcomes are the result of the learning process. These can be broadly classified into four dimensions, namely, skill, cognitive, affective and metacognitive outcomes.
Published in Chapter: E-Collaboration Technologies Impact on Learning; From: Encyclopedia of E-Collaboration
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Chapter 252
The Quality Matters Program
The accomplishments of students in a course, as measured through various forms of assessment.
Published in Chapter: The Quality Matters Program; From: Encyclopedia of Distance Learning, Second Edition
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Chapter 10
A Return to Doing: How Authentic Assessment Changes Higher Education
Expected knowledge, skills, or dispositions that result from educational experiences.
Published in Chapter: A Return to Doing: How Authentic Assessment Changes Higher Education; From: Handbook of Research on Competency-Based Education in University Settings
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