College student perceptions of teaching and learning quality |
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| Authors: | Theodore W Frick Rajat Chadha Carol Watson Ying Wang Pamela Green |
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| Institution: | (1) Department of Instructional Systems Technology, School of Education, Indiana University Bloomington, Bloomington, IN, USA |
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| Abstract: | Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process
(means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic
survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate
courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they
learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives,
and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers
can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do;
activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete
authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
Theodore Frick
is an Associate Professor in the Department of Instructional Systems Technology, School of Education, Indiana University Bloomington.
His current research interests include improvement of teaching and learning, simulations and games for understanding educational
systems, and predicting patterns in educational systems.
Rajat Chadha
is a doctoral student in the School of Education, Indiana University Bloomington. His areas of specialization include instructional
systems technology, educational measurement, and statistics in educational research.
Carol Watson
is the Program Manager, Fundamentals and Online Training Development at the Eppley Institute for Parks and Public Lands at
Indiana University Bloomington.
Ying Wang
is a doctoral candidate in the School of Education, Indiana University Bloomington. Her areas of specialization are instructional
systems technology, educational inquiry methodology, and technology preparation for teachers.
Pamela Green
is a doctoral student in the School of Education, Indiana University Bloomington. Her areas of specialization include educational
measurement, application of instructional design theories in corporate e-learning courses, and systemic change school reform
research. |
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| Keywords: | Course evaluation Higher education Student ratings Student learning achievement Student satisfaction Academic learning time Student engagement Instructional quality Pattern analysis First principles of instruction Instructional theory |
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