Reviewing affective, behavioural and cognitive learning gains in higher education

被引:29
作者
Rogaten, Jekaterina [1 ]
Rienties, Bart [1 ]
Sharpe, Rhona [2 ]
Cross, Simon [1 ]
Whitelock, Denise [1 ]
Lygo-Baker, Simon [2 ]
Littlejohn, Allison [1 ]
机构
[1] Open Univ, Milton Keynes, Bucks, England
[2] Univ Surrey, Guildford, Surrey, England
关键词
Learning gains; higher education; cognitive measures; affective measures; behavioural measures; STUDENTS; ONLINE; CLASSROOM; PERCEPTIONS; OUTCOMES; PHYSICS; IMPACT; LEVEL; IMPLEMENTATION; PERFORMANCE;
D O I
10.1080/02602938.2018.1504277
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
The notion of learning gains has increasingly become apparent within the higher education literature and is gaining traction in government policies in the US and UK, reflecting a desire to "quantify" the impact of university study and teaching excellence in particular. Given the increased policy focus on learning gains, it is essential that researchers and policy makers are informed about common used approaches to measure learning gains, and their expected range and magnitude. Therefore, a systematic literature search was undertaken. 52 studies (n = 41,009) were coded into affective, behavioural and/or cognitive learning gains. The review found a rich but diverse variety of adopted methodologies and approaches to "measure" affective, behavioural and cognitive (ABC) learning gains. Nonetheless, there is a lack of consistency in the ways in which learning gains are currently measured and reported. These inconsistencies and limitations hamper effective comparisons of learning gains and teaching excellence. We recommend a greater emphasis on longitudinal measurement of learning gains using validated approaches.
引用
收藏
页码:321 / 337
页数:17
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