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Li, X., Wang, M., Zhou, X., Dai J., Jiang, H., Li, Y., Xie, S., Dong, S., & Wang, M. (2023). Reform and Innovation of International Logistics Curriculum from the Perspective of Integration of Industry and Education. In Z. B. Hu, Q. Y. Zhang, & M. He (eds.), Advances in Artificial Systems for Logistics Engineering III (pp. 899-910). Springer Nature Switzerland.
https://doi.org/10.1007/978-3-031-36115-9_80

has been cited by the following article:

• TITLE: College Students’ Classroom Participation and Learning Outcomes under the Outcome-Based Education: A Case Study of International Logistics Course

  AUTHORS: Di Yao, Ying Qiu, Yuqing Guo, Yuanyuan Cao

  KEYWORDS: OBE Concept, Classroom Participation, Learning Outcomes, College Students

  JOURNAL NAME: Creative Education, Vol.15 No.3, March 22, 2024

  ABSTRACT: The student-centered concept of Outcome-Based Education (OBE) requires more interaction from students in the classroom, emphasizing clear learning objectives and outcomes. To date, few studies have explored the relationship between college students’ classroom participation and learning outcomes based on the OBE concept. Therefore, this paper constructed an index system for measuring classroom participation from three dimensions: behavioral participation, cognitive participation, and emotional participation. Learning outcomes were categorized into three aspects: knowledge acquisition, ability improvement, and quality enhancement. Using data from 59 college students in the International Logistics course, the study employed descriptive statistical analysis, Pearson correlation analysis, and independent sample t-test method to examine the relationship and differential factors between classroom participation and learning outcomes. The results indicate that: 1) Classroom participation is significantly positively correlated with learning outcomes; 2) Relatively stronger positive correlations exist between behavioral participation and knowledge acquisition, cognitive participation and ability improvement, and emotional participation and quality enhancement; 3) Classroom participation and learning outcomes are not related to gender, class, or leadership roles in the class, but there are noticeable differences in classroom participation and learning outcomes between students who have low GPA or have learning punishments compared to those with high GPA or without learning punishments. Based on these findings, this paper proposed several teaching strategies and suggestions that are of significant practical importance for improving college students’ classroom participation and learning outcomes.