Student satisfaction and online teaching     

Ross Guest  Nicholas Rohde  Saroja Selvanathan 《Assessment & Evaluation in Higher Education》2018,43(7):1084-1093

This paper presents an analysis of the response of student satisfaction scores to online delivery for courses at a large Australian university. Taking data from 2653 courses delivered since 2011 we employ a difference-in-differences estimator approach to evaluate the impact of a transition from face-to-face learning to online learning of courses on student satisfaction. We estimate that, on a five-point scale, conversion to online learning lowers course satisfaction by about 0.2 points and instructor satisfaction by about 0.15 points. These correspond to shifts relative to the underlying distributions of about 25–30% of a standard deviation. Some implications of the (slight) relative unpopularity of online learning are discussed.  相似文献   

Effective Resource-Sharing and Document Delivery Among Indian Universities: A Study From the INFLIBNET Perspective     

Saroja Kumar Panda  Vijayakumar Mallappa 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(3-5):133-147

Resource-sharing normally follows a network of libraries with decent rules and regulations and provides a common platform for libraries and library staffs to come together, communicate, and extend help to enhance access to information and fulfill the unexpected demands of users. This article studies the use of interlibrary loan and document delivery service at the Information and Library Network Centre under the UGC-Infonet Digital Library Consortium program. Universities that come under the purview of the University Grants Commission (UGC), Government of India, become members of UGC-Infonet Digital Library Consortium. The article discusses the recent literature on resource-sharing through interlibrary loan and document delivery service practice in the Indian context. This article suggests improvement of J-Gate Plus discovery and resource-sharing service to enhance access to information resources and for better document delivery.  相似文献   

Violence in the south of Thailand     

Saroja D. Dorairajoo 《Inter-Asia Cultural Studies》2013,14(3):465-471

Abstract

This paper explores the possible reasons behind the current violence in southern Thailand with a focus on the violent events that took place on 28 April 2004, which resulted in the death of 107 Muslim militants in the southern Thai provinces of Pattani, Yala and Songkhla.While the authorities seem to believe that the perpetrators of this violence are separatists the author argues that the recent violence is perpetrated by a new group or groups of individuals who are not connected to the old separatist groups that operated in the south until recent times. The very fact that this new movement perpetrating violence uses Islam as a rallying cry, by appealing to the recent international assaults on Muslim militants in Palestine, Afghanistan and Iraq,means that it is able to garner support for its cause among the Thai-Malays who have long given up their separatist fight against the Thai state.  相似文献   

Learning Experience and Learning Effectiveness in Undergraduate Statistics: Modeling Performance in Traditional and Flexible Learning Environments*     

Patti Cybinski  Saroja Selvanathan 《Decision Sciences Journal of Innovative Education》2005,3(2):251-271

This project investigates the relationship between student performance, past mathematics experience, and perceptions of statistics education for two groups of university students studying statistics in different learning environments. One group received the traditional form of teaching with lectures, whereas the other group studied in a more flexible learning mode where lectures were replaced with a computer‐managed learning tool and optional small‐group workshops facilitated by written lecture notes. The results on student learning experience show that, for both groups, student enjoyment of the course is positively related to their learning attitudes and to their perceived value of statistics education, and is negatively related to anxiety with regard to their performance in the course. There is some evidence that the group studying in the technology‐supported flexible learning environment experienced more assessment anxiety and consequently less enjoyment of the subject. There is also evidence that assessment anxiety has a negative effect on student performance that is exacerbated by a lack of prior mathematics experience. Hence, the flexible learning approach in statistics education, with minimal face‐to‐face teaching, may be especially inappropriate for these students.  相似文献