Abstract
Based on assumptions derived from the humanistic education theory that (1) the learners' perceived meaningfulness of a learning experience is an important measure of the educational outcomes, and that (2) the learner is a legitimate evaluator of his own learnings, this study attempts to develop a conceptual model for the meaningfulness and value of a course of study as judged by students in higher education. The model suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains.
A Course Valuing Inventory based on this model has been developed and tested on 141 students, participating in 19 university courses. Testing the Inventory showed that it is reliable, and that the relationship between the perceived learnings in the course and its value are as established by the conceptual model. It was also found that the tool successfully differentiates between graduate and undergraduate students, as has been hypothesized.
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The study was supported in part by the Jewish Memorial Foundation.
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Nehari, M., Bender, H. Meaningfulness of a learning experience: A measure for educational outcomes in higher education. High Educ 7, 1–11 (1978). https://doi.org/10.1007/BF00129786
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DOI: https://doi.org/10.1007/BF00129786