Akadēmiskais centrshttps://doi.org/10.22364/htqe.2022.23 | 313-326 | PDF
Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience
Karīna Svētiņa, Sanita Litiņa
University of Latvia, Latvia
Abstract. Syllabus is an important document for higher education institutions. It is a normative requirement for the assessment of the quality and facilitates understanding between teachers and students on the course and requirements. An important section of syllabi is the learning outcomes that characterise what students need to be able to demonstrate after completing the course. The aim of this research is to find out to what extent students read syllabi, to find out students’ opinions about the learning outcomes to be achieved specified in the syllabus, as well as to analyse how lecturers introduce students to the content of the syllabus. The research consists of three stages: 1) compilation of statistics and analysis on the number of readings of syllabi; 2) analysis of students’ self-assessment of the learning outcomes to be achieved; 3) survey of lecturers on the process of the introduction of syllabi. In the results, it was concluded that in the 2nd academic year there are more students who have read the syllabi than in the 1st and 3rd academic year. It was discovered that 64% of students agree with the statement that the lecturer introduces the requirements of the study course and 56.5% of students agree that at the end of the study course they have achieved the learning outcomes specified in the syllabus. The results of lecturers’ surveys indicate that the vast majority 78.8.5% are convinced that only a few read the syllabi, 41.2% use the presentation, 5.9% create a separate report to introduce students to the syllabus and learning outcomes and 60.6% devote around 10 minutes to it. According to the obtained results, it would be necessary to encourage lecturers to devote more time when introducing students to the syllabus and to inform the lecturers about the feedback on the reading statistics of their syllabi.
Keywords: information methods, learning outcomes, reading statistics, self-assesment, syllabus
In: Human, Technologies and Quality of Education, 2022. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2022. Rakstu krājums
Riga, University of Latvia, 2022. 1135 p. Ed. L. Daniela
https://doi.org/10.22364/htqe.2022
ISBN 978-9934-18-911-1