Abstract
Most evaluations of educational innovation focus on student satisfaction. Effects on learning outcomes are infrequently reported, and where they have been, they are often unchanged (Lee 2011) or mixed (Mahler et al., 2011). Here, I reflect on studies of innovation published with colleagues and suggest that the mismatch between student satisfaction and learning outcomes can be explained by
confounding variables affecting the internal validity of the studies that are primarily related to constructive alignment (Biggs & Tang 2011) and observer effects (Pigott et el., 2013).
| Original language | English |
|---|---|
| Pages (from-to) | 45-46 |
| Number of pages | 2 |
| Journal | Proceedings of the Australian Conference on Science and Mathematics Education |
| Volume | 2018 |
| Publication status | Published - 2018 |
| Event | The Australian Conference of Science and Mathematics Education 2018: (23rd Annual Uniserve Science Conference) - Flinders University, Adelaide, Australia Duration: 26 Sept 2018 → 28 Sept 2018 |
Keywords
- innovation
- evaluation
- learning outcomes
- student satisfaction