Assessment of Self-Identified Learning Outcomes for Students in a Graduate-level Professional Program Online Course - II
Location
Walsh B
Proposal Track
Research Project
Session Format
Presentation
Abstract
Learning outcomes are statements and expected actions that describe the knowledge, skills, and dispositions that students are able to demonstrate at the end of a course or a unit of study. Learning outcomes in graduate courses designed for professionals cannot be limited to scores on assessments only. Outcomes based on what students are taking away to inform professional practice are also very important. Students in professional programs should be given the opportunity to self-define learning outcomes that are relevant to the specific contexts of their professional practice in courses taken. This is the second part of a two-part Scholarship of Teaching and Learning (SoL) study that analyses and assesses specific self-identified learning outcomes by students in online graduate-level professional program courses. The study categorizes and describes specific learning outcomes that students self-identify and suggest ways these can be used to improve the content, design, relevant learning outcomes, and expectations for success in a graduate-level professional program online course.
Keywords
Professional Education Administration Programs; Professional Practice; Online Graduate-level Course Design and Delivery; Knowledge, Skills & Dispositions; Self-defined
Recommended Citation
Agunloye, Olajide O., "Assessment of Self-Identified Learning Outcomes for Students in a Graduate-level Professional Program Online Course - II" (2016). Georgia Educational Research Association Conference. 9.
https://digitalcommons.georgiasouthern.edu/gera/2016/2016/9
Assessment of Self-Identified Learning Outcomes for Students in a Graduate-level Professional Program Online Course - II
Walsh B
Learning outcomes are statements and expected actions that describe the knowledge, skills, and dispositions that students are able to demonstrate at the end of a course or a unit of study. Learning outcomes in graduate courses designed for professionals cannot be limited to scores on assessments only. Outcomes based on what students are taking away to inform professional practice are also very important. Students in professional programs should be given the opportunity to self-define learning outcomes that are relevant to the specific contexts of their professional practice in courses taken. This is the second part of a two-part Scholarship of Teaching and Learning (SoL) study that analyses and assesses specific self-identified learning outcomes by students in online graduate-level professional program courses. The study categorizes and describes specific learning outcomes that students self-identify and suggest ways these can be used to improve the content, design, relevant learning outcomes, and expectations for success in a graduate-level professional program online course.
