ABSTRACT

Across the Higher Education sector, there is growing interest regarding the ‘value for money’ of a university education, and in response to this, universities may need to consider how to evaluate the perceived learning of students alongside their actual learning. Learning Gain maybe helpful in this regard, but there is currently no agreed method for evaluating the Learning Gain achieved, or perceived, by any particular student. This paper discusses a new model that can be used for evaluating such student perceptions. The model itself considers both the Distance Travelled (explicit knowledge) and the Journey Travelled (tacit knowledge) reported by students. The model employs a self-certified reflective survey method. A study, using a cohort of final year undergraduate dissertation students is undertaken to evaluate the potential usefulness of this model. The primary results obtained from this study provide an interesting perspective on how students perceive their own learning, which in turn has implications for understanding how our own teaching is viewed by students. The outcome of this research is that further testing is recommended using a wider variety of courses, and larger cohorts of students.

摘要

在整个高等教育部门，人们对大学教育的“物有所值”越来越感兴趣，为此，大学可能需要考虑如何在学生实际学习的同时评估学生的感知学习。学习增益在这方面可能会有所帮助，但目前还没有商定的方法来评估任何特定学生实现或感知的学习增益。本文讨论了一种可用于评估此类学生感知的新模型。模型本身同时考虑了距离旅行（显性知识）和旅行旅行（隐性知识）由学生报告。该模型采用自我认证的反射调查方法。一项研究使用了一批本科毕业论文学生，以评估该模型的潜在实用性。从这项研究中获得的主要结果为学生如何看待自己的学习提供了一个有趣的视角，这反过来又对理解学生如何看待我们自己的教学有影响。这项研究的结果是，建议使用更广泛的课程和更大的学生群体进行进一步测试。