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1.
In this paper a two-year field study was carried out to analyse how satisfaction differs across the traditional and blended learning methods. Altogether, 21 courses for graduate and postgraduate engineering students were evaluated. Several variables and their relationship with student satisfaction in the first year, with all courses delivered in traditional mode, were compared with student satisfaction in the second year, which had the same courses delivered in blended mode. Results suggest that student satisfaction is greater in blended courses than in face-to-face courses. This can be explained because the levels of class attendance, motivation and collaboration with classmates were higher in blended learning than in classroom instruction. In addition, class attendance, access to teachers, collaboration with classmates and motivation were found to be leading predictors of student satisfaction in blended environments.  相似文献   

2.
Recent studies on active learning classrooms (ACLs) have demonstrated their positive influence on student learning. However, most of the research evidence is derived from a few subject-specific courses or limited student enrolment. Empirical studies on this topic involving large student populations are rare. The present work involved a large-scale two-year study that examined the effects of ACL on student perceptions of their learning experience and the relationship with academic performance in a General Education programme. An institutional survey was used to gather more than 35,000 units of student perception data from all 306 courses in the programme. Our empirical findings show that students thought courses that adopted an ACL as the key learning environment were significantly better designed and more encouraging of student creativity and innovation than courses which used regular classrooms; thus, student perceptions were improved. We are also the first to report that this positive effect on creativity and innovation is statistically unaffected by academic performance, with high, middle and low achievers all benefiting from the use of the facility. The results suggest that ACLs are better environments for nurturing innovation for all students, regardless of their academic ability.  相似文献   

3.
Several methodological approaches to improve the understanding and motivation of students in Hydraulic Engineering courses have been adopted in the Agricultural Engineering School at Technical University of Madrid. During three years student's progress and satisfaction have been assessed by continuous monitoring and the use of ‘online’ and web tools in two undergraduate courses. Results from their application to encourage learning and communication skills in Hydraulic Engineering subjects are analysed and compared to the initial situation. Student's academic performance has improved since their application, but surveys made among students showed that not all the methodological proposals were perceived as beneficial. Their participation in the ‘online’, classroom and reading activities was low although they were well assessed.  相似文献   

4.
It has often been suggested that actual or anticipated final grades may influence the ratings given by students in student experience surveys but few studies have been able to test this using actual grades. A study was carried out involving six courses over all four year levels of an undergraduate engineering programme, where students were asked to identify themselves in an experience survey by providing their student ID on the survey form. The aim of the study was to investigate a number of questions related to the readiness of students to identify themselves, and to examine any correlation between final examination grades, ratings of student satisfaction and the students’ perception of their level of understanding of material in their courses. Students were discovered to have a poor idea of how well they understand the concepts presented in their courses. This lack of an accurate idea of their own understanding is particularly important because ‘student understanding’ correlated to the ratings they gave to the course. Ratings were largely unaffected by final marks but students who gave their ID outperformed those who did not in end‐of‐year examinations. Higher year level students were more inclined to identify themselves and ratings tended to increase with year level.  相似文献   

5.
This paper investigates whether instructors’ adoption of constructive alignment has any impact on university students’ learning approaches, which are highly correlated with students’ achievement of learning outcomes. A multi-method model with a combination of qualitative and quantitative design was adopted, using document analysis, interviews and survey. The analysis of covariance results suggested that regardless of individual differences, students would adjust their learning approaches and study behaviours in response to the classroom teaching and learning environment. Students in more ‘constructively aligned courses’ were more likely to adopt deep learning approaches and less likely to use surface learning approaches in their study of a particular course.  相似文献   

6.
This study aimed to explore the flexible learning needs and preferences of occupational therapy students from a regional Australian university. Participants (n?=?170) were surveyed using a quantitative survey tool. Findings were analysed using SPSS to determine significant differences between variable attributes of the student cohort. The survey found that students have complex and competing lifestyle demands, which impact on study. In particular, paid work was found to negatively influence study and the university experience. Traditional face-to-face learning suited most students, however, flexible learning options were preferable for students where paid work, family commitments and geographic location interfered with study. These results will help inform the design and implementation of flexible delivery courses for occupational therapy. Further research is required to explore the experiences of staff and students who are involved in health courses run by flexible delivery.  相似文献   

7.
By using a quasi-experimental design, in this study, we test the effect of undergraduate teaching assistants on student learning. Data were collected from 170 students enrolled in four sections of a quantitative research methods course, two sections without undergraduate teaching assistants and two sections with undergraduate teaching assistants, over two semesters. Results indicate that having undergraduate teaching assistants in the classroom can result in higher student performance. Students in the sections with undergraduate teaching assistants earned higher grades, were more likely to pass the course with a C or higher and performed better on half of the student learning outcomes than students in the sections without an undergraduate teaching assistant. Based on the overwhelmingly positive results on student learning, we would recommend the active use of undergraduate teaching assistants in the classroom, but especially for courses that students find challenging.  相似文献   

8.
师生性别因素与英语教学效果的关系研究   总被引：1，自引：0，他引：1  
我国高校英语专业学生对于同性教师和异性教师教学风格和效果的评价存在差异,师生性别的异同与学生学习成绩具有相关性。问卷调查和课堂观察的结果表明：在英语学习中,高比例的女教师授课应当是女学生英语成绩明显高于男学生的重要原因之一;成绩优秀的学生更能有效地减少教师性别因素对其学习造成的负面影响;性别不同的教师所擅长讲授的科目和内容有所不同。  相似文献   

9.
Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.  相似文献   

10.
A key capacity for engagement in the emerging field of ecohealth is the ability to work collaboratively. Between 2008 and 2010, the Canadian Community of Practice in Ecosystem Approaches to Health collectively designed and delivered three foundational, intensive, field courses. This paper presents findings derived from both quantitative and qualitative student course evaluation survey data. New insights arise around: the diverse opportunities for learning collaboratively in order to tackle complex socio-ecological issues, the social dynamics of collaborative relationships and learning, and the learning challenges that arise during intensive field courses. The lessons learned from these foundational years have enhanced understanding of the interrelated contributions to collaborative learning and relationship building and their relevance to addressing issues spanning ecosystems, health and society.  相似文献   

11.
Research on teaching and learning in condensed-course formats is varied and difficult to generalize. We analyze this research and identify factors that may account for the varied findings. Additionally, we present a mixed methodology study of 20 matched-pair courses (i.e., full and condensed formats) from 11 disciplines which examines student learning and student and faculty perception data. We find that faculty and students perceive condensed courses as more effective, but that student learning varies depending upon the measures used to assess it. We conclude by considering the implications of our study for teaching and assessment practices.  相似文献   

12.
This study examines students’ perceptions of the development of academic and critical thinking skills in college, with a specific focus on team-based learning (TBL), an active learning strategy designed to increase student interaction and engagement. Six hundred and fifty students in five different courses were surveyed at the beginning of the semester about the extent to which they felt the typical college course enhances various academic and critical thinking skills. These responses were compared to their responses after a semester of TBL regarding the extent to which the TBL environment enhanced these same skills. Students expressed significantly greater improvement in critical thinking skills in a TBL environment in comparison to typical courses for most of the skills assessed and greater improvement in all of these skills in comparison to lecture-based courses. These results held for every demographic subgroup examined, including males, females, freshman, sophomores, juniors and seniors, as well as all levels of academic achievement as measured by grade point average.  相似文献   

13.
Evaluating major post-secondary education improvement projects involves multiple perspectives, including students’ perceptions of their experiences. In the final year of a seven-year department-wide science education initiative, we asked students in 48 courses to rate the extent to which each of 39 teaching or learning strategies helped them learn in the course. Results were related to the type of improvement model used to enhance courses, class size and course year level. Overall, students perceived unimproved courses as least helpful. Small courses that were improved with support from science education specialists were perceived overall as more helpful than similar courses improved by expert teaching-focused faculty without support, while the opposite was found for medium courses. Overall perceptions about large courses were similar to perceptions of medium courses. Perceived helpfulness of individual strategies was more nuanced and context dependent, and there was no consistent preference for either traditional or newer evidence-based instructional practices. Feedback and homework strategies were most helpful in smaller courses and independently improved courses. Results indicate that students are perceptive to benefits that arise when improvements are made either by expert educators or by research-focused faculty who received dedicated support from science education specialists.  相似文献   

14.
Online self-testing as part of the online learning environment (OLE) provides practice questions on key concepts with immediate feedback – in a ‘no-risk’ environment. OLE activity was analysed for 471 on-site and distance students enrolled in health science courses to determine total activity on the OLE and usage of online self-tests. The study also aimed to determine whether utilisation of self-tests differed by final grade, particularly between students who just pass (C grades and Restricted pass) and those who fail (D and E grades). Results indicated that on-site students were significantly more active on the OLE compared to distance students. However, these groups engaged similarly with self-tests and achieved a similar distribution of grades. A significant positive relationship was found between final grade achieved and percentage of self-tests attempted. This relationship was significant regardless of study status (on-site or distance), course studied or total activity logged. A more targeted analysis of C?+?R vs. D?+?E students showed that although these two groups were similar on overall usage of the OLE, C?+?R students utilised self-tests to a significantly greater extent. Recommendations from this study are that students (particularly those struggling to achieve academic success) should be directed towards online self-tests.  相似文献   

15.
This article describes three interdisciplinary events held outside of the classroom to examine social psychological concepts in the criminal justice system, with undergraduate students enrolled in criminal justice and psychology courses. These events can most accurately be described as using a synthetic interdisciplinary approach, in which the disciplines of psychology and criminal justice remain clearly identifiable in looking at phenomena like occurrences of bystander apathy, while enabling a holistic view of these phenomena. First, 75 students celebrated the life of Kitty Genovese, a famous victim of bystander apathy. Later in the semester, the same students competed in a game-show-like review session. Finally, 45 students explored the intersection of the mental health and criminal justice systems with professionals from various fields. Overall, students enjoyed the social interaction with their peers across the majors, as well as with their professors and professionals in the field. Students also indicated that the interactive learning techniques enhanced their new understanding of the intersection of the disciplines. Future research should investigate the offering of interdisciplinary events to students within and across academic divisions to build community and enhance students' understanding of their educational and career opportunities.  相似文献   

16.
This study focused on the use of computer laboratory classes in university courses. Two previously developed instruments, the Computer Laboratory Environment Inventory (CLEI) and the Attitude towards Computing and Computing Courses (ACCC), were used. The CLEI has five scales measuring students' perceptions of aspects of their laboratory environment: Student Cohesiveness, Open-Endedness, Integration, Technology Adequacy, and Laboratory Availability. The ACCC has four scales, namely, Anxiety, Enjoyment, Usefulness of Computers, and Usefulness of the Course. These instruments were administered to a sample of 208 students taking computing courses within the Business School at Curtin University of Technology in Western Australia. The sample covered specialist programming courses as well as courses in which the students use software tools such as spreadsheets. The results showed that there were statistically significant associations between achievement and the attitudinal variables of Anxiety, Enjoyment and Usefulness of the Course. Regression analysis supported the findings that the learning environment variables made a significant contribution to the variance in attitudinal variables, and these in turn made a significant contribution to achievement variance. A two-level model was proposed and analysed using Structural Equation Modelling. This supported the hypothesis that the computer laboratory environment affects achievement indirectly by directly affecting students' attitudes.  相似文献   

17.
Consistency among the objectives, learning activities, and assessment exercises results in aligned courses, which give students direction and clarity and yield increased learning. However, instructors may not check for course alignment. This article describes a concrete way to determine course alignment by plotting the course components on a table using the cognitive process levels from a revised taxonomy of learning objectives. Once instructors realize that courses are misaligned, they can make adjustments. By giving students experience with varied types of knowledge, which is the other part of this taxonomy, they also learn more. The types of knowledge include factual, conceptual, procedural, and meta-cognitive knowledge. Phyllis Blumberg received her A.B. in Psychology from Washington College (MD), her M.A. and Ph.D. both in educational and developmental psychology from the University of Pittsburgh. She is a Professor and Director of the Teaching and Learning Center at the University of the Sciences in Philadelphia. Her research interests include learning-centered teaching, self-directed learning and problem-based learning.  相似文献   

18.
The purpose of this study is to analyze the effects of student and course characteristics on student satisfaction in courses by using a two-level hierarchical linear model (HLM). Based on literature reviews, 13 research variables (1 student gender, 2 student academic year, 3 student major, 4 student reason for taking the course, 5 student level of course participation, 6 student expected grade, 7 student achieved grade, 8 faculty gender, 9 faculty age, 10 faculty status, 11 academic field of the course, 12 class size, and 13 course type) were selected and specified as fixed effects in the analysis model. Data were 57,216 ratings of 1,481 undergraduate liberal arts courses at Seoul National University in 2006. The result of unconditional model analysis revealed that student characteristics’ effects on student satisfaction in courses (within-course effects, 88.1%) were much larger than course characteristics’ effects (between-courses effects, 11.9%). The result of conditional model analysis specifying student and course level predictors revealed that those 12 research variables, with the exception of student gender, had statistically significant effects on student satisfaction in courses. The explained variance was 22.0% in student level, 65.8% in course level, and 27.2% of the total variance. An earlier version of this paper was presented at the 8th International Conference on Education Research, Seoul National University, Seoul, Korea, October 23–25, 2007.  相似文献   

19.
ABSTRACT

This study examines academic outcomes for university students engaged in a supplemental peer learning program in a selective institution. Using a matched sample of 1266 students, half enrolled in the supplemental program and half not enrolled, we find that participating students on average earned higher grades in linked courses. Using a subsample of students in a chemistry course sequence, we find program participants were more likely to remain in the sequence than non-participants, and that the impact was greater for students with lower levels of preparation.  相似文献   

20.
Sustained discourse is critical to the learning potential of online courses. And, while research has surfaced many factors that mediate interaction, it further suggests that sustained interaction remains elusive. In this paper, I propose that student facilitation may have an impact on the quality of facilitators' interactions following a week of moderating a course discussion. Through a survey of students in two post-secondary online courses, the results suggest that moderation fosters understanding of online learning processes and enhances interaction with others and content. I therefore suggest that moderation acts to inculcate students into the social fabric of an online course, prior to which their role and performance is ill-defined.  相似文献   

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