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Assessment for Excellence: The Philosophy and Practice of Assessment and Evaluation in Higher Education.
... I n the academic discussion about student learning in higher education, much attention has been paid to the significant impact of the learning environment on students' academic outcomes (Astin & Antonio, 2012). These environmental elements include campus climate, classroom environment, interpersonal dynamics, and the overall macro-environment (Astin, 1993;Astin, 2002). Collectively, these elements have an impact on students' motivational drive, learning engagement, acquisition of expertise and skills, and ultimately learning outcomes (Adams & Velarde, 2021;Chan et al., 2017). ...
... I n the academic discussion about student learning in higher education, much attention has been paid to the significant impact of the learning environment on students' academic outcomes (Astin & Antonio, 2012). These environmental elements include campus climate, classroom environment, interpersonal dynamics, and the overall macro-environment (Astin, 1993;Astin, 2002). Collectively, these elements have an impact on students' motivational drive, learning engagement, acquisition of expertise and skills, and ultimately learning outcomes (Adams & Velarde, 2021;Chan et al., 2017). ...
... Arguably, it has replaced the traditional emphasis on academic performance or achievement (Xie et al., 2019). Astin's Input-Environment-Output (IEO) model (Astin, 1993;Astin, 2002) provides a powerful theoretical framework. The dynamic interaction between input antecedents and environmental factors on subsequent outputs is elucidated. ...
Topics oriented towards classroom dynamics have garnered considerable attention from the academic community, given the pivotal and illuminating role educators in tertiary institutions embody in facilitating students’ learning processes. This role is particularly crucial in the milieu of the COVID-19 pandemic, a period during which students’ learning engagement is susceptible to being adversely affected due to necessary epidemic prevention and control measures. In light of this, this study aims to explore the impact of teachers’ transformational leadership styles on 483 students’ acquisition of generic skills within classroom settings under the context of institutional degrees of internationalization. The present study meticulously devises a comprehensive set of conceptual frameworks, drawing inspiration from the IEO model. This endeavor aims to empirically substantiate the interrelationships among transformational leadership, self-efficacy, collaborative learning, generic skills, and the degree of internationalization. This study examined the reliability and validity of all variable by the CFA (Confirmatory Factor Analysis) and Partial Least Squares Structural Equation Modeling (PLS-SEM) with BootStrap was employed to calculate the T-valueThe empirical outcomes elucidate that teachers’ transformational leadership has a positive impact on students’ self-efficacy and collaborative learning motivation. Self-efficacy and collaborative learning are important mediating factors in the relationship between teachers’ transformational leadership and students’ generic skills. Self-efficacy and collaborative learning have a positive and significant impact on generic skills and are positively correlated. Self-efficacy not only affects collaborative learning, but also moderates the relationship between transformational leadership and generic skills. The collaborative learning environment promotes the development of basic skills through mutual support and knowledge sharing among students. Notably, the degree of internationalization serves as a positive moderator, enhancing the relationship between transformational leadership, collaborative learning, and generic skills. The study concludes by proffering theoretical and practical implications derived from the research findings, thereby furnishing valuable insights and contributions designed to fortify the existing theoretical foundation.
... Since the official end of the COVID-19 pandemic (2022), quite many researchers have approached in their papers the impact of the health crisis within a higher education context [23][24][25][26], but only a few are based on the Input-Environment-Outcomes (I-E-O) theory. In 1984, Astin [27,28] developed a theory regarding the student's involvement in higher education, based on several principles: how academic environment influences students' development, being able to embrace principles from different sources, such as psychoanalysis and classical learning theory. By students' involvement the author means how much energy students use to devote to academic experience [27]. ...
... For example, a highly involved student spent a lot of time and energy in online learning during the lockdowns of the COVID-19 pandemic, while an uninvolved student neglected the studies and the whole online teaching-learning activity. Astin's I-E-O (Input-Environment-Outcome) model used to evaluate academic success, implicitly students' satisfaction, highlighting the effectiveness of educational policies and strategies [28]. In Astin's opinion the inputs are the student-related characteristics, the environment consists of the institutional experience and the outcomes refers to satisfaction and academic achievement. ...
... A student's attitude towards the future of online education, however, does not depend on their level of technological proficiency. The result of the study highlights the relevance of the Input-Environment-Outcomes (I-E-O) theory proposed by Astin [28] and its implementation during the pandemic and even post-pandemic period, suggesting that the COVID-19 pandemic has a non-negligible influence on the future of online education in Romania, even if it is not a positive one. This research showed that Romanian students would not prefer purely digital education in the future, and hope that online teaching and learning will not be the higher education of tomorrow. ...
Background
The COVID-19-related pandemic has affected education hugely, particularly in terms of the massive shift towards online teaching and learning. Higher education students and professors have faced new challenges, which might improve future online education behaviour, based on online education experience and learning, and pedagogical strategies during the COVID-19 pandemic.
Objective/Aim
The aim of this paper is to explore the views of Romanian students towards a possible future online education, highlighting their perceptions regarding the efficacy of digital online learning/pedagogical strategies and of the technological infrastructure, using as support theory the Input-Environment-Outcomes (I-E-O) model.
Methods/Instruments
An empirical quantitative-based investigation was implemented; data being collected from almost 800 students in business and economics. Based on the proposed conceptual model, data were analysed with structural equations modelling via SmartPLS 3.0.
Results
The novelty of the paper is that it tries to address students’ perceptions regarding the future of online education, by using a few constructs, some of them validated in the literature, in order to establish pertinent links between these and the future of digital education. Results reveal that Romanian students prefer face-to-face teaching rather than online courses.
Conclusions/implications
In crisis situations, digital education might be the proper solution for future education, as it ensures effective education through efficient teaching-learning strategies and an advanced technological infrastructure.
... Sedangkan (Wahyuningsih & Djazari, 2013) (Astin, 1993b) mengungkapkan bahwa variabel lingkungan mengacu pada berbagai program, kebijakan, fakultas, rekan kerja, dan pengalaman pendidikan yang diekspos kepada siswa. Di kesempatan lain (Astin, 1993a) Seperti juga dikutip dari (Vermeulen & Schmidt, 2008), Astin menegaskan bahwa interaksi yang berkualitas tinggi antara siswa, rekan sebaya, dan staf pengajar disertai dengan mata pelajaran yang bermakna secara intelektual dapat memberikan pencapaian paling produktif dalam hal hasil belajar siswa. Hasil temuan (Vermeulen & Schmidt, 2008) juga membuktikan bahwa kualitas lingkungan belajar -dalam konteks interaksi positif antara staf dan mahasiswa, antar mahasiswa, dan kurikulum yang terorganisir secara profesionalmempengaruhi motivasi mahasiswa yang meningkatkan hasil belajar dalam hal memperoleh pengetahuan. ...
... Dampak dalam kesuksesan karier mungkin disebabkan oleh jaringan yang didapat dari aktivitas ekstrakurikuler. (Vermeulen & Schmidt, 2008) (Astin, 1993a) (Astin, 1993b) membagi lingkungan pembelajaran ke dalam dua klaster yang berbeda yaitu 1). Total karakteristik institusi termasuk di dalamnya kurikulum; fakultas; kelompok sebaya (peer group); asrama, jurusan, dan bantuan keuangan yang setidaknya secara teori dapat berdampak kepada seluruh mahasiswa. ...
... Berdasarkan penelitian longitudinalnya (Astin, 1993a) telah mengidentifikasi lima kategori keterlibatan mahasiswa yaitu keterlibatan akademik, keterlibatan dengan fakultas, keterlibatan dengan teman sebaya, keterlibatan di dalam bekerja, dan jenis keterlibatan lainnya. ...
Penelitian ini bertujuan untuk menganalisis korelasi antara fasilitas dan lingkungan pembelajaran secara bersamaan dengan capaian pembelajaran mahasiswa Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yang termasuk dalam jenis korelasional. Populasi dalam penelitian ini adalah mahasiswa semester tiga sampai tujuh Sekolah Tinggi Ilmu Tarbiyah (STIT) Buntet Pesantren Cirebon sebanyak 100 mahasiswa. Sampel yang diambil sebanyak 41 mahasiswa dengan menggunakan teknik random sampling. Adapun teknik pengumpulan data menggunakan angket. Teknik analisis data yang digunakan adalah korelasi Product Moment Pearson dan uji korelasi ganda yang didahului dengan uji validitas, uji reliabilitas, uji normalitas dan uji linearitas. Hasil penelitian ini menunjukkan bahwa ada korelasi yang positif dan signifikan antara fasilitas dan lingkungan pembelajaran secara simultan dengan capaian pembelajaran, dengan nilai koefisien korelasi 0,785 Hal ini menunjukkan derajat korelasi yang kuat. Temuan ini berarti bahwa semakin baik fasilitas dan lingkungan pembelajaran maka semakin baik pula capaian pembelajaran.
... Research motivation corresponds to the input factors of the IEO theory, the research training environment corresponds to environmental influence factors, and research outcomes correspond to output factors (Astin, 1991(Astin, , 1997(Astin, , 2012. The IEO theory also supports the research training environment as a moderating variable. ...
... The Inputs-Environment-Outcomes (IEO) theory, or model, is among the earliest models proposed for understanding university impacts (Astin, 1991(Astin, , 1997(Astin, , 2012. It provides a basic analytical model with three elements: Input, Environment, and Outcome. ...
... This study is grounded in the IEO theoretical framework to explore the impact relationships among doctoral students' research motivation, their training environment, and their research outcomes in Sichuan Province, China. As the study variables are drawn from various theories, with research motivation originating from Self-Determination Theory and Achievement Motivation Theory (Atkinson, 1957;Deci & Ryan, 1985;Deemer et al., 2010) and research training environment from RTE (Gelso et al., 2013), the model constructed in this study aligns with the IEO theory (Astin, 1991(Astin, , 1997(Astin, , 2012. Therefore, this study serves as a validation based on the integration of the mentioned theories. ...
The exploration of factors influencing the output of doctoral research results is meaningful for higher education management. This study’s purpose lay in investigating the influence of motivation and training environment on doctoral students’ research outcomes in the Chinese province of Sichuan. The study aimed to explore whether environment moderates the relation of motivation to research outcome. Through convenience sampling, we selected six universities in Sichuan Province, China, obtaining 646 valid responses. We used hierarchical regression analysis in this research. Results indicated that research motivation significantly and positively influences research outcomes among Sichuan’s doctoral students. Furthermore, environment significantly, positively moderates the relation of motivation to outcome. This study unveils novel variable relationships, notably identifying a significant positive moderating effect of the research training environment on the relationship between research motivation and outcomes. Additionally, we have developed locally contextualized scales for research training environment and research outcomes in China. This study holds certain significance for guiding the research output of doctoral students.
... The input-environment-outcome (I-E-O) model is a commonly utilized framework for evaluating student achievements by integrating the learners' observed characteristics and educational environment factors (Mentkowski & Astin, 1992). This model links the learning outcome to the learners' observed characteristics and integration in the educational environment (Gui et al., 2021). ...
... As hypothesized in the I-E-O model, the academic input of students and the learning environment play a pivotal role in shaping learners' study outcomes (Chigbu & Nekhwevha, 2021) (Figure 1). (Mentkowski & astin, 1992). ...
... According to the I-E-O model, student characteristics predict learning outcomes through integration with environmental factors (Mentkowski & Astin, 1992). However, this result was contrary to the findings of Hsieh and Yu (2022). ...
... York, Gibson, and Rankin (2015) determined that this particular term was mostly defined conceptually through the Astin's I-E-O model and that many measurements were empirically used across global studies to measure the term. Astin's (1991) model is referred to as the Inputs-Environments-Outcomes (I-E-O) conceptual model which originated from Astin's (1991) investigation of graduates' ability to continue with post graduate's programs to reach PhDs. Therefore, Astin examined the extent of the programs' qualities and inputs. ...
... York, Gibson, and Rankin (2015) determined that this particular term was mostly defined conceptually through the Astin's I-E-O model and that many measurements were empirically used across global studies to measure the term. Astin's (1991) model is referred to as the Inputs-Environments-Outcomes (I-E-O) conceptual model which originated from Astin's (1991) investigation of graduates' ability to continue with post graduate's programs to reach PhDs. Therefore, Astin examined the extent of the programs' qualities and inputs. ...
... Astin was convinced that in order to accurately assess that, it requires him to analyze students' inputs and the educational environment in addition to student outcomes. After that, Terenzini and Reason (2005) commented on Astin's (1991) framework by clarifying that college outcomes are being examined in that model through several elements and these are: the programs' inputs, family backgrounds, demographic characteristics, and the students' social and academic experiences; environment which includes the people, programs, cultures, and policies that students would experience in college on campus and off campus; and outcomes which are about the students' knowledge, characteristics, beliefs and values in addition to behaviors that students acquire after their college experience. ...
This study aims to examine the effect of self-efficacy and teaching methods on the academic performance of students enrolled in private education institutions in the state of Kuwait. Self-efficacy refers to individuals' beliefs in their capabilities to accomplish specific tasks and overcome challenges. The required data was gathered by using a survey that targeted undergraduate college students. The targeted population involves undergraduate students at Algonquin College of Kuwait. Findings reveal a significant positive relationship between students' self-efficacy levels and their academic performance, highlighting the importance of fostering confidence and resilience in educational contexts. Moreover, the study identifies key teaching methods, such as active learning techniques and technology integration, that contribute to enhanced student engagement and comprehension. The interaction between self-efficacy and teaching methods underscores the need for educators to adopt evidence-based instructional practices that empower students and promote a growth mindset. The implications of these findings extend to educators, administrators, and policymakers seeking to optimize learning environments and facilitate student success in private education institutions. By prioritizing the development of students' self-efficacy beliefs and leveraging effective teaching strategies, educational stakeholders can cultivate a culture of academic excellence and student empowerment in Kuwait's private education sector.
... Key dimensions of institutional performance include academic quality, as measured by graduation rates and faculty credentials (Astin, 1993); research output, assessed through publications and citations (Boyer, 1990); student satisfaction and engagement, gauged by retention rates and survey results (Kuh, 2001); financial health, indicated by endowment size and spending efficiency (Johnstone, 2003); community and social impact, demonstrated by local partnerships and social mobility contributions (Brennan, King, & Lebeau, 2004); and administrative efficiency, reflected in governance quality and strategic planning (Birnbaum, 1988). ...
... Highlighted the need for flexible strategic planning to align with evolving societal needs. Astin (1993) Evaluated institutional performance using an outcome-based approach, focusing on student results. ...
The rapid advancement of digital technologies has necessitated innovative leadership approaches to enhance institutional performance and maintain competitiveness. Creative leadership plays a crucial role in navigating the complexities of digital transformation by fostering an environment of innovation, adaptability, and continuous learning. This study examines the impact of creative leadership on institutional performance within the context of digital transformation at Qatar University. Through a systematic review, the research explores how creative leadership influences the adoption of digital transformation strategies and their subsequent effects on institutional efficiency and effectiveness. The study highlights key initiatives at Qatar University, including partnerships with Coursera and Google Cloud, to enhance digital learning and faculty development. Findings suggest that creative leadership facilitates a culture of innovation, supports digital engagement, and strengthens industry-academia collaboration, ultimately contributing to improved institutional performance. The study offers theoretical insights into the relationship between creative leadership and digital transformation while providing practical recommendations for higher education institutions seeking to optimize their leadership strategies in the digital era.
... Some authors claim that students' high school grade point average (HSGPA) predict their ability to be successful (DeBerard et al., 2004;Geiser & Santelices, 2007;Hall, 2001;Hall et al., 2008;Stupinsky et al., 2007;Atkinson & Geiser, 2009;Lotkowski et al., 2004;Geiser & Studley, 2004). Other authors argue that standardized test scores are the best predictors of students' success (Astin, 1993;Schmitt et al., 2009;Sparkman et al., 2012;Sternberg, 2010). Moreover, APA (1993APA ( , 1997, as cited in Stupinksy et al. (2008) and Zins et al., (2004), suggested students' ability to think as a predictive factor of success. ...
... Moreover, APA (1993APA ( , 1997, as cited in Stupinksy et al. (2008) and Zins et al., (2004), suggested students' ability to think as a predictive factor of success. Other scholars also identified other alternative measures, such as creativity, motivation, persistence, academic goals, emotional intelligence, and other non-cognitive measures as possible success predictors (Beck & Davidson, 2001;DeBerard et al., 2004;Astin, 1993;Sparkman et al., 2012;. ...
Passing the licensure examination indicatesthe quality of education offered by an institution. A country requires this to its graduates to ascertain the effectiveness of jobs and employment that are vital to a country’s development. This study investigated factors affecting students’ performance in the licensure examination at one university in Mindanao, Philippines. The study employed a descriptive-survey research design utilizing Perceived Causes of Academic Failure Inventory (PCAFI) to help pinpoint factors and causes that contributed to the performance of graduates during the board examination. Results of the study showed that problems with the learning environment, specifically on “Many things to memorize,” and problems with the content examination, specifically on “Examination was very stressful,” were identified as the key factors of their performance in the licensure examination. The study recommended intervention programs and mechanisms in improving the conduct of board examination review programs in the university, which primarily address reducing test anxiety while improving test-taking skills and study strategies. It further recommended conducting studies using other designs and variables to ensure a more comprehensive understanding of results relative to students’ performance in the licensure examination.
... SL is frequently used as a pedagogical strategy to enhance student learning outcomes, such as critical thinking and problem-solving skills in higher skills (Astin, 2012;Castro et al., 2020). According to Bringle and Hatcher (1995), SL effectively connects classroom learning with real-world experiences, addresses community needs, and fosters relationships between college students and the community Hatcher, 1995, 1996). ...
... SL can be applied across various disciplines, including education, business, engineering, social work, and health sciences (Salam et al., 2019). In these fields, SL offers students the opportunity to apply theories, concepts, and skills learned in the classroom to real-world situations (Astin, 2012). Furthermore, SL promotes the development of leadership skills, cultural competency, and a sense of civic responsibility among students (Bridgeland et al., 2006). ...
In the majority of nations, environmental sustainability is an integral aspect of government policies, highlighting the criticality of equipping upcoming engineers with the necessary environmental awareness and skills to tackle this complex challenge. Higher education institutions assume a pivotal role in fulfilling this mission as their engineering programs aspire to generate graduates who possess the necessary competencies to effectively operate as “sustainable” engineers. Novel pedagogical methodologies, such as service learning, are currently being utilized to foster the cultivation of sustainable development values. Service-Learning represents a highly congruent approach to achieving Sustainable Development Goal (SDG) 4, insofar as it seamlessly integrates educational curricula with relevant community issues. As a result, it effectively contributes to the advancement of education for a sustainable future. This investigation sought to assess the impact of service learning projects developed in a rural school community on the boosting of social skills and environmental values among engineering students. The empirical evidence suggests that Service-Learning initiatives centered on environmental issues are efficacious in promoting the acquisition of social and environmental values among students. This, in turn, results in a positive transformation of their skill sets. Significantly, a substantial proportion of environmental engineering students who previously demonstrated a low awareness of these skills acknowledged their acquisition upon completion of the Service-Learning projects. Moreover, no less than 75% of the participants endorsed the attainment of each of the 11 competencies evaluated.
... In addition, to put into practice the actions for the permanence of students, the Model contemplates the academic approach as a central axis within educational institutions, preserving as Tinto proposes the importance of the generation of community from adaptation activities. (2020) This model, presented in Figure 2, is structured to be worked on in higher education, presents two extremes that develop the activities, one is the meetings that are held between the internal academic community (IES) and the other those carried out by the research communities. These variables are thus arranged to cover different contexts, the internal meetings are thought and contributed in the local context considering the internal variables, and then, together with the research communities, know the actions that are applied at a more global level that can serve to adapt metrics and actions in the institution. ...
... When we look at the tools, from the point of view of institutional management - Table 3 -satisfaction with the management about the resources of available digital technologies, such as laboratories, virtual learning environment, library, etc., is quite high, where 73,6% are satisfied or very satisfied with the available resources. Astin (1991; highlights that permanence is intimately linked to students' motivation to achieve their academic goals and purposes. That is, for the author, the positive experience of the involvement of students in academic activities has to do with the satisfaction in relation to living in the educational institution and with the offer of activities that go beyond the purely curricular, since diversified activities and resources can motivate the feeling of belonging of students to the IES. ...
The year 2020 will be marked by the pandemic of COVID-19 and by social detachment, more than that, it will be marked by a year in completely different education, in which all actors from basic to higher education had to readapt and relearn their teaching processes, learning, management and monitoring to maintain activities despite the rules of social isolation. This article aims to present proposals for support mechanisms mediated by technology, based on the voice of higher education students. For this, a qualitative and quantitative research was carried out with higher education students from Brazil and Colombia, the students participated in the research through an electronic questionnaire, and for this study, the variable "Digital Technologies" was considered for analysis. results and proposals for support mechanisms. As a result, we find that, even before the pandemic, students already cited the resources of digital technologies as an ally of the processes of teaching and learning, resources for experiencing and knowing the realities of students and professionals from other countries, increasing the interaction between teachers and students, as well as facilitating administrative processes. In this sense, we can conclude that the possibilities offered by digital technologies, mainly through the internet, can help teachers, managers and educational institutions to accompany students in their academic processes at this time and also in the future, when the students return presence activities. Article 2 Mecanismos de Apoyo Mediados por la Tecnología: Una Propuesta a Partir de lo Que Dicen los Estudiantes RESUMEN El año 2020 estará marcado por la pandemia de COVID-19 y por el aislamiento social, además de eso por ser un año con una educación completamente diferente, en la que todos los actores de la educación básica a la superior tuvieron que readaptarse y reaprender sus procesos de enseñanza, aprendizaje, gestión y seguimiento para mantener las actividades a pesar de las reglas del aislamiento social. Este artículo tiene como objetivo presentar propuestas de mecanismos de apoyo mediados por la tecnología, basados en la voz de estudiantes de educación superior. Para ello, se realizó una investigación cualitativa y cuantitativa con estudiantes de educación superior de Brasil y Colombia, quienes participaron de la investigación, a través de un cuestionario electrónico. Para este estudio se consideró la variable "Tecnologías Digitales" para el análisis de los resultados y propuestas de mecanismos de apoyo, dicha investigación fue realizada con el estadístico descriptivo y el análisis de contenido. Como resultado, encontramos que, incluso antes de la pandemia, los estudiantes ya nombraban los recursos de las tecnologías digitales como aliado de los procesos de enseñanza y aprendizaje, recursos para experimentar y conocer las realidades de estudiantes y profesionales de otros países, aumentando la interacción entre docentes y estudiantes, así como para facilitar los procesos administrativos. En este sentido, podemos concluir que las posibilidades que ofrecen las tecnologías digitales, principalmente, por medio del internet, pueden ayudar a docentes, directivos e instituciones educativas a acompañar a los alumnos en sus procesos académicos en este momento y también en el futuro, cuando regresen las actividades presenciales. PALABRAS CLAVES Educación superior. Permanencia. Proceso de interacción educativa. Rede de apoyo. Estudiante universitario. Mecanismos de Apoio Mediados por Tecnologia: Uma Proposta a Partir do que Dizem os Estudantes RESUMO O ano de 2020 será marcado pela pandemia do COVID-19 e pelo distanciamento social, mais que isso, será marcado por um ano em educativo complemente distinto, no qual todos os atores da educação básica a superior, tiveram que readaptar e reaprender seus processos de ensinar, aprender, de gestão e acompanhamento para manter as atividades apesar das regras de isolamento social. O presente artigo tem por objetivo apresentar propostas para mecanismos de apoio mediados pela tecnologia, a partir da voz dos estudantes da educação superior. Para tal foi realizada uma pesquisa de cunho quali-quantitativo com estudantes de educação superior do Brasil e da Colômbia, os estudantes participaram da pesquisa por meio de questionário eletrônico, sendo que, para este estudo, foi considerada a variável "Tecnologias Digitais" para análise dos resultados e propostas de mecanismos de apoio, sendo a análise realizada por meio da estatística descritiva e análise de conteúdo. Como resultados encontramos que, mesmo antes da pandemia, os estudantes já citavam os recursos das tecnologias digitais como aliada dos processos de ensinar e aprender, recursos para vivenciar e conhecer realidades de estudantes e profissionais de outros países, aumentar a interação entre docentes e estudantes, bem como facilitar processos administrativos. Nesse sentido, podemos concluir que as possibilidades oferecidas pelas tecnologias digitais, principalmente por meio da internet, podem auxiliar a docentes, gestores e instituições educativas a acompanhar os estudantes em seus processos acadêmicos neste momento e também no futuro, quando do retorno das atividades presenciais.
... This study is underpinned by the Input-Environment-Output (IEO) model, as proposed by Astin (1993), which has been instrumental in assessing the impact of universities, particularly focusing on the quality of the learning experience for college students. The IEO model delineates three primary components: Input, Environment, and Outcome. ...
... Inputs encapsulate the personal attributes students bring into the educational setting, including their initial talents and developed qualities. Environment pertains to the actual educational experiences students encounter, while Outcome encompasses the desired talents institutions aim for students to develop within the educational milieu (Astin, 1993). ...
Plain language summary
Enhancing college student learning: strategies for effective project-based education in China
This study looks at a teaching method called Project-Based Learning (PBL), which is a way for students to learn by working on projects. We wanted to find out how well this method works for college students in China and what can be done to make it even better. We used a model called the Input-Environment-Output (IEO) to understand how different things like teaching designs, teacher support, and the college environment can affect how well students do in PBL. We found that PBL helps students to integrate knowledge, improve project skills, and boost their confidence in their abilities. However, we noticed that some factors like how lessons are planned, how much teachers guide students, and how involved students are can make a big difference in how effective PBL is. From our survey of 553 Chinese college students, we discovered that making certain improvements in these areas can greatly improve PBL. This will help students’ educational needs be met better. Our findings give useful insights for teachers and policymakers on how to enhance PBL strategies and create a more engaging and effective learning environment for students. In simple terms, we are saying that when students work on projects, they can learn better, but we need to pay attention to how we plan these projects, how teachers help students, and how the college helps too. This way, students can become more skilled and confident in their learning.
... As students possess certain qualities, the quality of these traits may influence procedures and results (accomplishments). Participating in an academic experience helps students to develop both physical and psychological level (Astin, 1999). Students with high participation levels typically engage more with and are more dedicated to the university community. ...
... Engagement in group activities, clubs, and organizations provides students with opportunities to expand their social networks, which can be valuable for career development and personal growth. Research by Astin (1999) showed that students who are more engaged in campus activities tend to develop stronger social connection and network, which are critical for their future success. ...
The objective of this paper is to explore the factors that promote the effectiveness of students’ engagement in an internship accounting program at University X in Sarawak using the Astin's input-environment-output (I-E-O) model. An online open-ended questions survey was distributed to the 74 accounting internship students in February 2024 to gather their reflection on the engagement in the internship program. The inputs element of students’ engagement includes academic performance, course curriculum, and internship briefing. The themes identified in this paper related to environment include workplace environment, work assignment and exposure, student learning advancement, self-reward, feedback mechanism, and mentorship program. The findings revealed the outputs/outcomes derived from students’ engagement include self-development and enhancement, knowledge enhancement, adaptability to working environment, networking and career opportunities, and exposures. The new insights from this paper includes internship briefing, self-reward, feedback mechanism and cultural diversity exposures. The findings offer significant implications for employers, students and supervisors. This research suggests a revised I-E-O framework that depicts student engagement as a complex construct with a significant impact on various aspects of a student's academic and personal life. Finally, a new I-E-O Framework is presented in this paper.
... According to Astin (1993), time and energy are limited resources for everyone, but how students allocate time and use energy on various activities reflects their priorities. Five basic tenets were constructed in the student involvement theory to identify the mediating mechanism that explains how different programmes and settings result in student achievement and development: ...
... Since different residential halls have different management approaches and cultures, these five residential characteristics are only listed as examples in the model for reference. According to the I-E-O model (Astin, 1993), inputs correlate with environments, and the environmental factors in the new model are also affected by the residential context in the presage stage. For example, the choice of adopting bottom-up or top-down management strategies in a residential hall may decide how many and what types of residential activities are available for residents, or influence how much autonomy students can enjoy in the hall. ...
Book Overview:
Includes case studies to illustrate concepts introduced throughout the book;
Involves essential information about indigenous mental health in rural and remote contexts;
Comprises special chapter on immersive and participatory installations by contemporary artist Olafur Eliasson.
... Evaluation of institutional performance aims to present a conceptual framework of achievements that can be used to demonstrate the quality of institutional performance based on the achievement of targets that have been set [1,2]. Performance evaluation is used as a means of communicating achievements and their balance against the strategic plan that has been established [3]. The policy of the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia has determined eight main performance indicators to be achieved by universities through a Ministerial Decree [4]. ...
... Procedures that must be carried out in issuing a Memorandum of Understanding (MoU), as a legal and binding agreement for the University and cooperation partners, as well as a statement of agreement between the two partnering parties as stated in the contents of the agreement. 3 Operational standards for issuing letters of activity (LoA) ...
... Furthermore, such experiences may affect learning outcomes (e.g., career expectations) both directly and indirectly through motivational and psychosocial processes (e.g., self-efficacy). Astin stated that the educational experience "must elicit sufficient student effort" [26] (p. 522), which is mostly dependent on "how motivated the student is" [26] (p. ...
... Astin stated that the educational experience "must elicit sufficient student effort" [26] (p. 522), which is mostly dependent on "how motivated the student is" [26] (p. 522). ...
The international engineering education community has reached a consensus regarding the need to enhance engineering students’ awareness of and capability to provide sustainable services in their future careers. Based on a modified college impact model, this study analyzed the impacts of curricular emphasis, curricular instruction, and sustainability-related career self-efficacy on the sustainability-related career expectations of engineering students and investigated the moderating effects of gender on the relationships among the research variables. The results show that both curricular emphasis and curricular instruction have direct positive effects on the sustainability-related career expectations of engineering students; sustainability-related career self-efficacy plays a partial mediating role in this process; and gender significantly moderates the influence of curricular emphasis and curricular instruction on sustainability-related career expectations. The findings of this study provide empirical evidence that can be used by higher education institutions and engineering educators to enhance the belief of engineering students in their ability to solve sustainability-related issues in their future careers and promote the diversification of engineering education.
... Many students experience loss of sleep, anxiety, loneliness, and depression during their first year of study (e.g., [5,9,10]). In particular, some first-year students find the simultaneous changes in multiple domains of life (e.g., accommodation, social network) to be mentally distressing [10][11][12][13]. These studies show that entering university bears many characteristics of transition-linked challenges; often, these are turning points capable of producing developmental changes that affect one's overall well-being. ...
Mental well-being is an integral part of university students’ overall well-being, and has been a matter of increasing concern in the UK. The main purpose of this study was to examine the subjective well-being of first-year university students in the UK by investigating the impact of their beliefs and lifestyles on their overall well-being, as well as the factors contributing to such changes. A total of 197 participants, including domestic and international students with ages ranging from 18 to 24, completed a survey assessing subjective well-being, beliefs, lifestyles, and demographic information. Thirty-one of the participants took part in the follow-up interviews. The findings revealed diverse experiences among students, including variations in well-being, belief systems, and lifestyles. Key findings of the research include all three categories of subjective well-being (i.e., emotional, social, and physical well-being) were positively correlated with both philosophical and religious beliefs, and negatively correlated with inactive community engagement. This study also revealed that personal beliefs and lifestyles had an important impact on these changes. This paper discusses the implications of these findings for university support services, and offers insights into the challenges and experiences of first-year students.
... Modern assessment frameworks increasingly adopt holistic approaches that consider multiple dimensions of student integration and development [47]. The Multi-Dimensional Integration Assessment Framework (MIAF), implemented across several European education systems, evaluates student progress across academic achievement, language acquisition, social integration, and cultural adaptation [48]. ...
This comprehensive review examines contemporary education policy models designed to facilitate migrant student integration in host country education systems, analyzing empirical evidence and policy frameworks from 2015-2024. The study evaluates innovative approaches addressing three critical dimensions: educational access, equity in outcomes, and multicultural inclusion. Through systematic analysis of international case studies and policy implementations, this review identifies emerging best practices in flexible enrollment systems, language support integration, teacher professional development, and family engagement initiatives. The findings reveal that successful integration policies require multi-dimensional approaches combining institutional reform with targeted support mechanisms. While innovative models demonstrate promising outcomes in improving academic achievement and social integration, significant challenges persist in resource allocation, policy coordination, and long-term outcome assessment. The review highlights the importance of sustainable funding mechanisms, cross-stakeholder collaboration, and robust evaluation frameworks in ensuring policy effectiveness. Furthermore, it underscores the critical role of teacher preparation and family engagement in successful integration outcomes. This analysis contributes to the growing body of evidence supporting comprehensive, evidence-based approaches to migrant education policy development, while providing practical recommendations for policymakers and educational administrators working to create more inclusive education systems.
... This study used Astin's input-environment-outcome (I-E-O) model (Astin, 1991). Astin's I-E-O model emphasizes the importance of considering outcomes in the context of various student input characteristics and environments. ...
Educational institutions are grappling with declining enrollments and low mathematical achievements. This study investigates how a math placement exam (ALEKS) influences enrollment in Calculus 1 and student persistence, taking into account academic preparation and demographic factors. It also evaluates the effects of remedial math courses for students near the placement cutoff. Using Astin’s input–environment–outcome model, this study analyzed data from 3380 students employing a Kitagawa-Oaxaca-Blinder decomposition and fuzzy regression discontinuity. These methods were used to identify unexplained differences across demographic groups and capture outcomes near the math placement cutoff. Based on the findings, a cutoff of 80% for the ALEKS exam is appropriate. This study underscores the role of math placement exams in shaping engineering enrollment and student success. These findings prompt reevaluating placement strategies and support mechanisms, particularly for URM, first-generation, and female students, to enhance equity and retention in engineering.
... Assessment is all the activities undertaken by educators, students, curriculum developers, and policy makers in order to obtain information they can use to change their teaching and learning experiences, or a process through which information is obtained with regard to an objective. Based on Astin (1993), assessment refers to gathering information-or measurement-and improving how higher education institutions and their individuals function-evaluation. It includes tests and standardized tests such as the No Child Left Behind Act that aim to test students regularly throughout the year in order to distinguish the academic performance of those learners who are developing their skills from those who have already developed them. ...
Assessments in education enables educators, curriculum designers, and program developers to evaluate the success of their programs. It also allows for assessing learners enrolled in the programs. Assessment frameworks emanate from a Western and positivistic stance and tend to disregard linguistic and cultural diversity from the mainstream European point of view. That said, failing to recognize the distinctions of diverse learners has led to inequitable learning experiences for minority learners, who have distinct ways of knowing, worldviews, and epistemologies, and have led to their high-rates of drop-out and under-performance in academe. Thus, this study reviews the literature on assessment and has found that current assessment frameworks have contributed to the high drop-out rate and academic under-performance among minority learners. This, however, could be resolved when educators indigenize and re-define assessment frameworks and assess their minority learners’ academic performance using culturally appropriate frameworks that incorporate their Indigeneity and ways of knowing.
... This study uses the I-E-O model as its theoretical framework since it makes distinguishing between input, environment, and outcome easy. The Input Environment Output Model According to Astin (1991), inputs are personal qualities that the student brings to college; the environment is the student's actual experiences during college; and outputs are the student's developmental aspects that the educational institution seeks to influence. The environment also refers to the various "things" designed to promote the desired outcomes (Astin & Antonio, 2012). ...
The library is a pillar in shaping the academic landscape offering a wealth of resources and services for student learning. This study correlated library resource use with undergraduate academic performance, sampling 800 clients across academic years 2015-2016 and 2018-2019. It examined the frequency of library resource use in relation to students GWA, deans list achievement, and board exam passing rates. Findings showed a strong positive correlation between GWA and the frequency with which library resources were used. It was discovered that students used the library to check out books, periodicals, and internet resources. The frequency of accessing library resources and making it to the deans list were significantly correlated. Students used the library to read, research, and prepare for tests and quizzes as part of their course requirements. Additionally, this study found a strong and moderately favorable correlation between students success on licensing exams and how frequently they used the librarys service like utilizing library resources, such as reviewers and references, to enhance their understanding of what is required to carry out requirements and activities. This study, conducted in the southern region of the Philippines, provides fresh perspective on the evolving dynamics and regional nuance of library use that goes beyond the traditional services.
... The Astin's Input-Environment-Outcome (I-E-O) model ( Figure 1) is a foundational theoretical framework for analyzing institutional impacts [10]. The I-E-O model elucidates how input factors (Is) and the learning environment (E) collaborate to shape outcomes (Os) during a student's university experience. ...
Sustainable development is vital for achieving balanced progress across the economic, environmental, and health domains, and it is closely tied to the global drive for addressing climate change and environmental challenges. In this context, reaching the “Dual-Carbon” targets—carbon peaking and carbon neutrality—have become critical priorities both domestically and internationally. As a result, the cultivation of Dual-Carbon professionals is essential for driving sustainable development. This paper investigates the sustainable development capacity of Dual-Carbon professionals through an empirical study of 613 undergraduates in China utilizing Astin’s I-E-O theoretical model. This research examines the impact of course experience, self-efficacy, and learning engagement on sustainable development capacity. The results demonstrate that the course experience has a significant positive direct effect on sustainable development capacity. Moreover, self-efficacy mediates the relationship between the course experience and sustainable development capacity, while both self-efficacy and learning engagement serve as chain mediators. Based on these findings, this paper offers practical strategies to enhance the sustainable development capacity of Dual-Carbon undergraduates, providing valuable insights for the education and training of future Dual-Carbon professionals.
... It can be seen that cognitive academic achievement refers to the academic performance achieved by students through cognitive processes such as understanding, memory, application and comprehensive application of knowledge in the school learning process. It is not only a simple reflection of students' academic performance, but also a concentrated manifestation of the abilities and skills they have formed in a specific knowledge field (Alexander, 1991). Moreover, academic achievement is usually divided into broad and narrow senses (Hyun, 2014). ...
This paper aims to explore the impact of parents' positive parenting styles and teacher support on the academic achievement of rural primary school students, and study the mediating role of teacher support in it, in order to put forward practical suggestions and promote the academic development of rural primary school students. The research selected a rural primary school in Fujian Province, China to conduct a questionnaire survey and analyzed the impact of parents' positive parenting styles and teacher support on academic achievement. The results show that parents' positive parenting styles have a significant positive impact on teacher support and academic achievement, and teacher support also has a significant positive effect on improving academic achievement. The research found that parents' warm care and rescue-providing parenting styles can significantly improve students' academic performance, especially in the process of students' learning. In addition, teacher support also plays an indispensable role in this process. In particular, the reliability of teachers has become a relatively key factor for students to achieve academic success. More importantly, teacher support plays an important mediating role between parents' positive parenting styles and academic achievement. This means that parents' positive parenting styles not only directly affect students' academic achievement, but also indirectly affect this result through teacher support.
... Therefore, it is crucial to understand the factors that influence the academic achievement of college nursing students, which can ultimately affect their professional identity and career choice. Academic achievement refers to the level of success attained by students in their academic pursuits, which is an essential aspect of education reflecting students' abilities, skills, and knowledge [29,59]. Research has shown that academic achievement is influenced by a variety of factors, including personality traits [43], cognitive abilities [43], motivation [15], study habits [51], and social support [20,33]. ...
Background
Exploring the impact of professional identity on the academic performance of nursing students is crucial for understanding how to improve educational outcomes in this field. Professional identity not only shapes students’ self-concept but also influences their motivation, commitment, and success in their studies. However, the mechanisms underlying this relationship are not fully elucidated. This study aims to examine the potential mediating roles of general self-efficacy and learning engagement in this relationship.
Methods
A total of 1097 Chinese nursing students participated in this study. They were assessed using the Professional Identity Questionnaire for Undergraduate Students, the General Self-Efficacy Scale, the Utrecht Work Engagement Scale for Students, and the College Students Academic Achievement Scale. The data were analyzed using Pearson correlation, structural equation modeling, and deviation-corrected percentile bootstrap techniques.
Results
(1) Professional identity (PI) was positively correlated with academic achievement (AA)(r = 0.446, P < 0.01), and the direct path of professional identity on academic achievement was significant (β = 0.301, t = 19.816, P < 0.001). (2) Professional identity positively predicted general self-efficacy(GSE) (β = 0.183, t = 16.427, P < 0.001) and learning engagement(LE) (β = 0.640, t = 22.494, P < 0.001). GSE positively predicted LE(β = 0.645, t = 9.320, P < 0.001) and AA(β = 0.458, t = 12.376, P < 0.001). LE positively predicted AA (β = 0.169, t = 10.877, P < 0.001). (3) GSE and LE play a significant mediating role between PI and AA. The mediating effect includes three paths: PI→GSE→AA(the mediating effect value: 0.084) and PI→LE→AA (the mediating effect value: 0.108). PI→GSE→LE→AA (the mediating effect value: 0.020).
Conclusion
Professional identity exerts both direct and indirect influences on the academic achievement of nursing students, mediated through general self-efficacy and learning engagement. These findings underscore the importance of nurturing professional identity as a strategic approach to enhancing academic success in nursing education, providing a foundation for targeted interventions that foster personal and academic growth.
... It emphasizes the mastery of essential skills and the medical profession. [1] Among various approaches, competency-based assessment stands out, [2] as it encompasses the full range of knowledge, skills, and attitudes. [3] This approach focuses extensively on Health System Science (HSS), which is globally recognized as the third pillar of medical education. ...
Background
The integration of Health System Science (HSS) in medical education emphasizes mastery of competencies beyond mere knowledge acquisition. With the shift to online platforms during the COVID-19 pandemic, there is an increased emphasis on Technology Enhanced Assessment (TEA) methods, such as video assessments, to evaluate these competencies. This study investigates the efficacy of online video assessments in evaluating medical students’ competency in HSS.
Methods
A comprehensive assessment was conducted on first-year medical students (n = 10) enrolled in a newly developed curriculum integrating Health System Science (HSS) into the Bachelor of Medicine program in 2021. Students undertook three exams focusing on HSS competency. Their video responses were evaluated by a panel of seven expert assessors using a detailed rubric. Spearman rank correlation and the Interclass Correlation Coefficient (ICC) were utilized to determine correlations and reliability among assessor scores, while a mixed-effects model was employed to assess the relationship between foundational HSS competencies (C) and presentation skills (P).
Results
Positive correlations were observed in inter-rater reliability, with ICC values suggesting a range of reliability from poor to moderate. A positive correlation between C and P scores was identified in the mixed-effects model. The study also highlighted variations in reliability and correlation, which might be attributed to differences in content, grading criteria, and the nature of individual exams.
Conclusion
Our findings indicate that effective presentation enhances the perceived competency of medical students, emphasizing the need for standardized assessment criteria and consistent assessor training in online environments. This study highlights the critical roles of comprehensive competency assessments and refined presentation skills in online medical education, ensuring accurate and reliable evaluations.
... In higher education research, student engagement is recognized as "a family of constructs that measure the time and energy students devote to educationally purposeful activities-activities that matter to learning and student success [5,6]. These constructs include "quality of effort" [7,8], student involvement [9,10], and student integration [11][12][13]. Student engagement involves multiple dimensions: behavioral, emotional, cognitive, social, financial and technological [14,15]. ...
... Despite their differences, many CSPs provide services to mitigate barriers reported by students as they transition to and through college, including the need for mentoring, financial assistance, housing assistance, peer connections, access to medical care, and counseling to improve student retention (Dworsky & Perez, 2010;Geiger et al., 2018;Salazar & Schelbe, 2021;Watt et al., 2013). Astin's (1993a;Astin & Antonio, 2012) inputs, environment, and outcomes (I-E-O) model provided the conceptual framework for the current study. The I-E-O model posits that student outcomes (e.g., academic performance, retention) are the product of students' existing inputs or characteristics (e.g., demographics) experiencing an institutional environment (e.g., courses, peers, culture, institutional support). ...
Campus support programs (CSPs) in higher education institutions seek to address the barriers encountered by students who experienced foster care or homelessness (SEFC/H). This mixed methods study of a CSP at Florida State University examined the SEFC/H’s service use and students’ perceptions of the CSP to better understand student experiences. Study participants included 54 CSP students who graduated between 2015 and 2020. They completed surveys at graduation and six months and one year post-graduation. Students reported service use and perceptions of the services’ helpfulness. They described what they valued in the CSP and what the CSP could have done to better prepare them for life after graduation. Findings show a high level of service use and perceptions of helpfulness. Students reported valuing the support; resources; physical space; sense of belonging, community, family, and home; growth and motivation; and success because of their CSP involvement. Areas where students believed the CSP could better prepare them for life after graduation included finances, graduate school, career planning, life skills, and connections. Implications for CSP include assisting SEFC/H with (a) planning and life skills, (b) financial literacy and money, and (c) mentors and connections.
... Menurut Purwanto, evaluasi merupakan suatu proses yang sistematis untuk menentukan atau membuat keputusan sampai sejauhmana tujuan-tujuan pengajaran telah dicapai oleh peserta didik. Astin (1993) mengajukan tiga butir yang harus dievaluasi agar hasilnya dapat meningkatkan kualitas pendidikan. Ketiga butir tersebut adalah masukan, lingkungan sekolah dan keluarannya. ...
The purpose of this research is to find out the difficulties of learners in solving problems in physics learning. The research was conducted on students of class XI of SMAN 1 Ciawi Tasikmalaya Regency. The research subjects are students of class XI SMAN 1 Ciawi Tasikmalaya Regency with a total of 36 students. The research method used in research is qualitative descriptive research, with reference to problem-solving strategies. Analysis of learning outcomes is done by analyzing test results in quantitative descriptive. The learning outcomes measured in this study were only in the cognitive realm based on the scores obtained by students at each meeting. The results of the study that the difficulties faced by students in solving physics problems include: 1) Lack of ability to associate physical concepts in solving physics problems. 2) Less systematic and less attention to the steps of solving the problem, focused only on the final result. 3) A weak understanding of the principles and rules of physics
... Chickering argued that students in higher education should achieve the following seven aspects of development: developing competence, managing emotions, moving through autonomy toward interdependence, developing mature interpersonal relationships, establishing identity, developing purpose, and developing integrity [30]. Astin identified cognitive and affective outcomes as the two main dimensions of student development [31]. In this study, "student development" refers to the process in which students improve their academic level, comprehensive quality, and employability during college life. ...
Recently, there has been a transition from guarantee-oriented financial aid to development-oriented aid for economically disadvantaged students. Development-oriented aid aims to enable economically disadvantaged students to acquire long-term and sustainable self-development capacity. However, to what extent and how development-oriented aid promotes student development remains unclear. Identification of the related mechanism can help both students and educators effectively apply development-oriented aid in higher education scenarios. The main objective of this study was to uncover the effect of size, pathways, and mediating factors of development-oriented aid on student development in higher education. Drawing from a sample of 1792 sponsored students at University G in China and applying the structural equation modeling method for quantitative analysis, the results indicate that development-oriented aid directly shows positive influences toward student development and indirectly impacts student development through psychological capital. These results also show that development-oriented aid directly impacts Han Chinese students’ development more than the development of ethnic minority students. The pathways through which development-oriented aid positively influences Han Chinese students and ethnic minority students vary.
... Further calls in the literature have echoed this movement away from positioning grades as a prime indicator of academic success (Goegan & Daniels, 2021), suggesting that a more holistic understanding would more accurately reflect the complex dynamics of student experience in successfully navigating higher education (Strayhorn, 2018;Tinto, 2012). Overall, the concept of academic success is necessarily broad and features a range of considerations encompassing factors that students bring to a postsecondary setting, the ecology and structure of the setting itself, and how student and environmental factors lead to success (Astin, 1991). ...
Background: The application of creative arts therapies (CATs) in schools has become an area of interest among educational researchers. Much of the literature has concentrated on the K-12 setting, with a minor focus on how CATs have been utilized to achieve academic success. Inquiries examining how CATs in the postsecondary setting have targeted academic success have yet to be aggregated and reviewed for their specific contributions. Purpose: This secondary narrative review of CAT-based educational interventions analyzes preliminary literature gathered from a larger systematic review on the application of CATs in K-12 schools. In the present review, CATs are considered for their unique contributions to postsecondary academic success through experiential learning. Methodology: The identification procedure is situated in the context of the initial systematic review and outlined according to carryover elements useful for the present analysis. Findings/Conclusions: All CATs were represented, a majority featured undergraduates, qualitative data, and experiential interventions; all studies demonstrated academic utility via an empirical lens. Implications: Based on this initial analysis, CATs may be uniquely suited to promote academic success by developing affective awareness and leveraging group processes for institutional integration. Limitations and considerations to promote academic success via CATs in postsecondary education are offered.
... Learning is a system consisting of various components that interact with each other to achieve predetermined learning goals (Basuki, 2017;Isnaini and Utami, 2020). Every time the learning process takes place, it is important for a teacher and students to understand whether this goal can be achieved or not (Astin and others, 2012;DeLuca and Bellara, 2013). This can only be known if the teacher conducts an evaluation, both the evaluation of the learning process and the product. ...
The pandemic period was resulted in a sudden change from an offline to an online learning system without any preparation. This condition requires educators to harmonize the assessment system carried out so that it is suitable and relevant to the current pandemic era. Educators should be able to find a new formula for conducting assessments that are easy, simple, but still represent the student competency. This article provides strategies for how to perform authentic assessments in online learning in the pandemic era. This research is a descriptive study that focuses on solving actual problems encountered by educators (teachers) when learning takes place online due to the pandemic. Several authentic assessments that can be performed are (1) giving simple quizzes frequently, (2) giving assignments at the end of online learning activities, as detecting students' understanding of the material presented, (3) making variations in the form of questions and assignments so that students don't get bored, excited, and interested in studying, and (4) deliberating for deadlines and increasing the number of test questions/exams.
... Filsafat penilaian juga memperhatikan pentingnya perkembangan profesional guru dalam merancang dan melaksanakan penilaian yang efektif. Astin (2012) menambahkan bahwa filsafat penilaian membantu merancang metode penilaian yang sesuai untuk tujuan pembelajaran yang spesifik. ...
MENGONSTRUKSI DAN MENGINTEGRASIKAN FILSAFAT DALAM PENELITIAN DAN EVALUASI PENDIDIKAN
... Penilaian merupakan suatu kegiatan untuk mengetahui perkembangan kemajuan dan hasil belajar siswa. Penilaian adalah upaya sistematis yang dikembangkan oleh suatu institusi pendidikan yang ditujukan untuk menjamin tercapainya kualitas proses pendidikan serta kualitas kemampuan peserta didik sesuai dengan tujuan yang ditetapkan (Astin, 2012;Miarso, 2008). Uji kompetensi keahlian merupakan proses penilaian melalui pengumpulan bukti yang relevan misalnya sikap saat melihat kondisi permesinan, pengetahuan tentang prinsip kerja permesinan, dan keterampilan dalam melakukan perawatan dan perbaikan permesinan sehingga didapatkan bahwa seseorang mampu memiliki kompetensi pada suatu klasifikasi tertentu (Le Deist & Winterton, 2005). ...
Uji kompetensi keahlian (UKK) merupakan proses penilaian melalui pengumpulan bukti yang relevan sehingga didapatkan bahwa seseorang mampu memiliki kompetensi pada suatu klasifikasi tertentu. ketidakmampuan pelaut Indonesia untuk bersaing dengan negara lain dapat dilihat dari standar gaji yang diberikan oleh Perusahaan pelayaran. Standar gaji pelaut Filipina lebih tinggi daripada standar gaji pelaut Indonesia. Tujuan kegiatan ini adalah untuk mengetahui pencapaian pengetahuan dan keterampilan siswa dalam penguasaan permesinan di atas kapal dan mempersiapkan sumber daya manusia kepelautan dalam menghadapi dunia kerja. Metode yang digunakan dalam kegiatan pengabdian kepada masyarakat ini adalah penulis melaksanakan observasi langsung sebagai penguji uji kompetensi keahlian kepelautan dengan cara pendampingan kepada peserta didik sebagai asesor eksternal dan bertanggung jawab untuk menilai tingkat pemahaman dan kompetensi peserta didik dalam ujian kompetensi keahlian (UKK) kepelautan. Berdasarkan hasil evaluasi pelaksanaan ujian keahlian kompetensi sebanyak sembilan siswa memperoleh nilai dengan rentang 75-90 dengan kriteria kompeten, dan sebanyak satu siswa memperoleh nilai antara 61-74 dengan kriteria cukup kompeten dan secara keseluruhan dinyatakan lulus.
Based on the theory of learning experiences and the Positive Emotion, Engagement, Relationships, Meaning, and Accomplishment (PERMA) model, this research aims to interpret the learning experiences of students majoring in Animation under the China–Korea cooperative teaching model from a perspective of positive psychology. Purposive sampling was conducted to carry out semi-structured interviews with 25 students and 3 teachers. In the thematic analysis, it was found that students’ learning experiences are accompanied by emotions, both positive and negative, and that emotions are correlated with engagement, relationships, meaning, and achievement, which together constitute students’ learning experiences. In addition, this research confirms that students’ learning motivation and learning experiences mutually affect each other, with learning motivation affecting students’ learning experiences on the one hand, and positive elements of learning experiences enhancing students’ learning motivation and bringing positive learning outcomes on the other.
This study conducts a comprehensive bibliometric analysis of the evolution of talent development research, mapping its key themes, influential authors, and geographic collaborations from 1952 to 2024. Using data from Google Scholar and VOSviewer, the analysis identifies central themes such as "development programs," "talent management," and "training," highlighting their sustained importance in both corporate and educational contexts. The study also reveals the increasing interdisciplinary nature of the field, with growing interest in youth sports and gifted education. Collaboration networks show the United States and United Kingdom as central hubs in global research, while countries like India and China are emerging contributors. However, geographic imbalances remain, particularly in regions like South America and Africa. The findings suggest future research opportunities in interdisciplinary approaches, the integration of emerging technologies, and expanding global collaboration. This study provides a roadmap for researchers and practitioners looking to understand and contribute to the future of talent development.
Today, academic support services have become increasingly important to universities because they can help students develop knowledge and skills to more easily achieve success during university studies, thereby contributing to developing the reputation of training institutions. Therefore, many universities around the world have increasingly focused on developing academic support services. In Vietnam, academic support services at universities have begun to receive attention but have not really reached the quality commensurate with learners' requirements. Through understanding the theoretical basis of the quality of academic support services in higher education, as well as analyzing the current status of the quality of academic support services at a number of domestic and world universities, the study proposes a number of recommendations on improving the quality of academic support services to contribute to the innovation of Vietnamese higher education. Keywords: Academic support services; higher education; quality.
The Guidelines for Academic Management (henceforth referred to as the Guidelines) issued by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) require Japanese universities to foster autonomy in learners and university management. As such, one of the ex-pected management processes is to establish institutional research (IR) on teaching and learning to grasp and visualize academic and educational outcomes. However, in many cases, the student surveys used to collect information for this purpose are conducted in a disjointed manner based on the business needs of each administrative department of the university, unrelated to IR. In those cases, data tabulation and analysis are completed within each survey, and it is, therefore, expected that the data is not fully utilized as panel data. In our IR practice, we utilize the I-E-O-L model, an extended version of the I-E-O model, to clarify issues and enhance the effi-ciency and sophistication of such student surveys. However, in this process, there have been instances where the cooperation of the various administrative departments was not forthcom-ing. Consequently, it is necessary to ascertain the consistencies between the I-E-O-L model and the Guidelines and to evaluate the efficacy of utilizing them as a foundation for IR staff to be engaged in student surveys sponsored by each administrative department and to seek collaboration.
Purpose
The study explored how ChatGPT could transform examination writing in higher education. The research question was: How can the AI tool ChatGPT help transform examination writing in higher education? The study interviewed the chatbot (ChatGPT) by way of "prompt engineering" to test if it has the potential to achieve the following: (1) Generate varied questions on a subject matter of the same level of difficulty, (2) Generate varied questions on a subject matter with case scenarios, (3) Generate varied questions on a subject matter that requires critical thinking, (4) Generate varied questions on a subject matter that takes into consideration the diverse needs and backgrounds of students and (5) Streamline assessment process. These objective tests were to explore the diverse ways the chatbot could assist in the examination process. Despite the academic concerns surrounding students' use of ChatGPT, the study's findings seek to stimulate discussion on the potentially significant benefits ChatGPT offers to the educational sector if it is effectively implemented.
Approach/Design/Method
Through "prompt engineering", the study interviewed ChatGPT to test it on the five (5) objectives. Subject area lecturers and exam moderators reviewed questions as well as marking schemes generated by the chatbot to ensure accuracy and appropriateness.
Findings
ChatGPT was able to generate varied questions of the same difficulty level on the same given content and generated questions with case scenarios. The questions generated also required critical thinking; ChatGPT produced questions considering students' diverse needs and backgrounds. Finally, it could streamline the assessment process as well. However, ChatGPT required specific human guidance to shape the questions. Also, the examiner or the educator needed to double-check the accuracy of the questions generated. Additionally, it was discovered that the version of ChatGPT used was limited in subject areas that required graphics and figures.
Research Limitations/Implications
The study found that ChatGPT is effective with text-like tasks but is limited in areas that require graphics and figures (for the version used), which may be needed in some fields of study. It also meant that responses only had to be in text for the Chatbot to award scores based on the assessment criteria. Notwithstanding the limitations, ChatGPT can become an excellent tool for assisting educators in assessing students, thereby transforming examination writing in higher education.
The originality of the study
Research on ChatGPT is an emerging one. The study is novel, as this area is still being explored. This paper will serve as one of the early research works that provide educators and policymakers with knowledge of leveraging ChatGPT to transform examination writing.
Research on international students suggests they have a low sense of belonging at the U.S. institutions they attend. This study examined whether academic advisor's cultural empathy, advisor-advisee rapport, and international students' advising satisfaction influenced international students' perspectives of belonging to the institution. We further examined whether cultural empathy and advisor-advisee rapport mediated the effect of advising satisfaction on international students' sense of belonging. The cross-sectional quantitative study used a convenience sample of 209 international students enrolled in two institutions in the United States. Results indicated that cultural empathy and student advising satisfaction had a statistically significant influence on the sense of belonging, not advisor-advisee rapport, and cultural empathy mediated the
Blended Learning Solutions for Higher Education explores the origins, empirical foundations, and implementation of blended learning in colleges and universities. Since emerging as a third-way solution to traditional and virtual higher education models, blended learning has become a predominant learning modality in an era of rapid technological proliferation. Offering an alternative to longstanding yet flawed methodologies and assumptions about its validity, this book conceptualizes blended learning as a complex social practice mediated by knowledge, institutional rules, policies, and norms as well as material factors such as technology and physical spaces. The book’s original MIRACLE framework offers a research-grounded, highly practical guide to blended learning design, improvement, and long-term efficacy. From demystified history and heuristics to digitized platforms and course content to reimagined governance and regulations, these insights provide a thoughtful exemplar of blended learning’s challenges and affordances along with a firm basis for integrating face-to-face and online learning, teaching, and assessment innovatively and creatively.
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