Students in the ALS-redesigned course perceive greater improvement in general employability competencies than control students, except for results orientation¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Perceived improvement was statistically significant for all fifteen general competencies except results orientation. → María-Jesús Martínez-Argüelles 2023

Evidence¶

María-Jesús Martínez-Argüelles 2023¶

María-Jesús Martínez-Argüelles, Dolors Plana-Erta, Àngels Fitó-Bertran. (2023). Impact of using authentic online learning environments on students' perceived employability. Education Tech Research Dev. https://doi.org/10.1007/s11423-022-10171-3

q2 · i? · causal · r2

Same quasi-experiment, competency questionnaire (Table 7): Mann–Whitney U tests showed significant differences for 14 of 15 competencies; results orientation was non-significant (p = .216), with the original course already highly results-oriented (M = 4.08). No effect sizes are printed.

"students in the experimental group perceived an improvement in almost all the general employability competencies identified by Ornellas et al. (2019), with means of over 3 (on a scale 5) for 80% of the competencies, compared to only 53% over 3 in the control group."

Discussion¶

Related Claims¶

• The ALS redesign did not harm perceived acquisition of the course's two specific competencies, which also improved significantly — related
• Students report significant perceived improvement in the five competencies they consider most relevant to BA graduate employability, including teamwork and foreign language — a narrower finding that bears on this claim
• Redesigning an online course around the nine authentic learning criteria increases students' perceived authenticity of the learning environment — related
• Two authenticity attributes (teacher support and performance polished) did not improve significantly after the ALS redesign — related