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student learning (p. 362; see Roxå & Mårtensson, 2017 ). Such an emphasis on student learning outcomes reduces teaching to technique and decouples it from the larger context of academic practice, in which ‘disciplined teaching and research’ are conducted
collaborative, interactive patterns of teachers and students affect learning outcome. Yang, Li, Guo, and Li (2014) , for instance, used SNA to investigate how EFL learners from a Chinese university studied translation skills in a public English course. They
), lower levels of social competence ( Satici, Saricali, Satici, & Çapan, 2014 ), and negative learning outcomes ( Aladwani & Almarzouq, 2016 ; Huang & Leung, 2009 ). However, due to the absence of longitudinal studies, we do not know whether these
research explicitly considers how business development curricula incorporate ICT related knowledge and skills. Finally, research shows that extracurricular activities have a significant positive effect on learning outcomes in general ( Cordea 2014 ) and in
. 55 These schools also lured students, often from better-off families with better learning outcomes, to these elite classes, contributing to the selectiveness of the system. The newly founded charter schools and church schools also had a
identified that the learning outcomes vocational teachers get from their CPD are similar to those general education teachers get. These outcomes included improvements in their knowledge and skills, changes in teaching practices, and development of new
models for well-structured and ill-structured problem-solving learning outcomes . Educational Technology Research and Development , 45 ( 1 ), 65 – 94 . Lee , P. ( 2004 ). Walking ackwards into tomorrow historical consciousness and understanding
. Examples of activities that can facilitate engagement in- and out-of-class include: Explicitly describing the learning outcome that is the focus of the learning, whether orally at the beginning of class, or in writing on any out-of-class documents, e
the content of the intended curriculum and also lecturers: whether their intended aims and objectives are reached through learning outcomes ( Black, 2015 ; Hoadley & Jansen, 2013 ). This proposes that strategies may be designed within all curriculum
effectiveness is defined in the broad sense, comprising not only team performance but also team viability and team learning outcomes. Team viability concerns team members’ satisfaction with the team: it covers the willingness to work with this team again in the
