Learning about learning outcomes: the student perspective

TLDR

Existing research on framing learning outcomes has largely ignored how students actually use them. This study used a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore their perceptions and use of learning outcomes. Most students find learning outcomes useful and use them to support their studies, yet some struggle to interpret the required learning level, feel outcomes restrict or fragment knowledge, and overall call for more effective use while keeping them central.

Abstract

Despite an extensive literature on how to frame learning outcomes, to date, limited attention has been given to understanding whether and how students actually use them. This study employed a questionnaire survey and focus groups with students in three disciplines at the University of Leicester to explore students' perceptions and use of learning outcomes. The findings suggest that the majority of students find learning outcomes useful and use them to support their studies in various ways. However, the data also indicate that some students struggle to understand from their learning outcomes the level of learning required to cover their topic area or to pass assessments. Additionally, certain respondents reported that learning outcomes can restrict or overfragment their knowledge. Whilst many students wanted learning outcomes to remain a central part of their learning experience, the findings suggest further work is required to establish more effective use of learning outcomes as a learning resource.