Abstract
Background: This article explores learning progression within laboratory education. It aims to delineate the characteristics of learning progression across cognitive, social, and affective learning domains and on a structural programme level.
Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.
Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.
Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.
Methods: The study employs a longitudinal approach involving interviews conducted over one academic year to assess progression. It also analyses programme and course descriptions for the third year in the pharmaceutical bachelor’s programme. The empirical material underwent further analysis, focusing on perceptions of learning and utilising the Structure of the Observed Learning Outcome (SOLO) taxonomy.
Results: The study shows that both instructors and students perceive learning progression as evolving from structured coursework to more autonomous thesis projects. The synthesis of the analysis indicates that intended learning outcomes represent a progression in five distinct clusters of learning outcomes. The study thereby contributes to understanding the connection between course activities, the intention of a bachelor’s project, and learning progression and prompts questions on how to design for progression in higher education.
Conclusion: This study presents empirically derived learning outcomes that demonstrate the progression of laboratory-based learning outcomes, highlighting independence as a crucial element.
| Original language | English |
|---|---|
| Journal | Pharmacy Education |
| Volume | 24 |
| Issue number | 1 |
| Pages (from-to) | 200-212 |
| ISSN | 1560-2214 |
| DOIs | |
| Publication status | Published - 2024 |
Bibliographical note
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