Learning about learning outcomes: the student perspective
Learning about learning outcomes: the student perspective
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DOI：
10.1080/13562517.2014.901964
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发表时间：
2014-08-01
影响因子：
2.6
通讯作者：
Norman, Robert I.
中科院分区：
文献类型：
--
作者：
Brooks, Sara;Dobbins, Kerry;Norman, Robert I.
尽管有大量关于如何制定学习成果的文献，但迄今为止，对学生是否以及如何实际使用学习成果的关注有限。本研究采用问卷调查和焦点小组的方法，对莱斯特大学三个学科的学生进行了调查，以探讨学生对学习成果的看法和使用情况。调查结果表明，大多数学生发现学习成果是有用的，并以各种方式使用它们来支持他们的学习。然而，数据也表明，一些学生很难从他们的学习成果中理解覆盖他们的主题领域或通过评估所需的学习水平。此外，某些答复者报告说，学习成果可能限制或过度分散他们的知识。虽然许多学生希望学习成果仍然是他们学习经验的核心部分，但研究结果表明，需要进一步开展工作，以建立更有效地利用学习成果作为学习资源。
Despite an extensive literature on how to frame learning outcomes, to date, limited attention has been given to understanding whether and how students actually use them. This study employed a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore students' perceptions and use of learning outcomes. The findings suggest that the majority of students find learning outcomes useful and use them to support their studies in various ways. However, the data also indicate that some students struggle to understand from their learning outcomes the level of learning required to cover their topic area or to pass assessments. Additionally, certain respondents reported that learning outcomes can restrict or overfragment their knowledge. Whilst many students wanted learning outcomes to remain a central part of their learning experience, the findings suggest further work is required to establish more effective use of learning outcomes as a learning resource.