Asynchronicity, Access, and Attainment

Course management systems are becoming widespread in colleges and universities that offer distance learning courses and programs. As a result of high costs involved in deploying course management tools, it is important to determine student and faculty satisfaction with these systems to justify continued use and pedagogical value. A study was conducted in the Business School of a large university to determine student and faculty satisfaction with the enterprise version of Blackboard course management tool. Results of the survey found that faculty and student satisfaction with the course management system is high, the system is mainly being used as a convenience tool to distribute course materials, faculty training is needed that goes beyond tool use and incorporates pedagogical issues, and use of a portal should be further encouraged among students and faculty. Results of this study should be useful to educators interested in deploying enterprise course management systems in their institutions.

BackgroundBeyond the adoption of the principles of horizontal and vertical integration, significant planning and implementation of curriculum reform is needed. This study aimed to assess the effect of the interdisciplinary integrated Cardiovascular System (CVS) module on both student satisfaction and performance and comparing them to those of the temporally coordinated CVS module that was implemented in the previous year at the faculty of Medicine of the King Abdulaziz University, Saudi Arabia.MethodsThis interventional study used mixed method research design to assess student and faculty satisfaction with the level of integration within the CVS module. A team from the medical education department was assembled in 2010/2011 to design a plan to improve the CVS module integration level. After delivering the developed module, both student and faculty satisfaction as well as students performance were assessed and compared to those of the previous year to provide an idea about module effectiveness.ResultsMany challenges faced the medical education team during design and implementation of the developed CVS module e.g. resistance of faculty members to change, increasing the percentage of students directed learning hours from the total contact hour allotted to the module and shifting to integrated item writing in students assessment, spite of that the module achieved a significant increase in both teaching faculty and student satisfaction as well as in the module scores.ConclusionThe fully integrated CVS has yielded encouraging results that individual teachers or other medical schools who attempt to reformulate their curriculum may find valuable.

The E-Learning is learning through electronic means with the Internet as the renowned choice. The success of E-Learning depends on the following factors: learning effectiveness, cost effectiveness and Institutional commitment, access, faculty satisfaction, and student satisfaction. As accessing has become more widely permitted through the open courseware and the like with reduced E-Learning cost as a result, more ELearning employment should yield higher achievements in learning effectiveness, and faculty and student satisfaction toward E-Learning. Among four components of E-Learning included contents, LMS (Learning Management Systems), communication, and evaluation, the quality of learning material or online E-Learning content gets more challenging as it is the main criteria in teachers' up-to-date skills and students' learning quality. In this paper we present the results of our survey conduced on various aspects of the analysis of the ELearning system.

We examined the effects of cooperative learning on learning satisfaction and learning effectiveness of elementary school students on the Quizlet online platform using an experimental design approach. Third and fourth-grade students from an elementary school in Taichung City were recruited in this study. A total of 55 students participated in this study and were grouped into the experimental group (28) and the control group (27). The experimental group engaged in game-based cooperative learning activities, while the control group participated in individual learning sessions. After eight weeks of the intervention in which one 30 min session was conducted every week, data on learning satisfaction and learning effectiveness were collected using a questionnaire. The collected data were analyzed to obtain descriptive statistics, independent sample t-tests, Pearson correlation analysis, and regression analysis. The participants in the experimental group reported improved learning satisfaction, learning environments, learning outcomes, and peer interactions compared with the control group. The experimental group also scored higher in learning effectiveness including skills. Significant differences were observed in learning satisfaction and effectiveness across genders and grade levels. A strong positive correlation indicated that higher learning satisfaction improved learning effectiveness among elementary students. Learning satisfaction was a significant predictor of learning effectiveness, highlighting the importance of cooperative learning for better learning outcomes. The results of this study provide a reference for elementary English teachers to incorporate online platforms in their teaching practices.

Purpose: Instructional technology integration at the institutional level can be fraught with a lack of preparedness (25.6%) and understanding (39.1%) (Kihoza et al., 2016; Lacruz, 2018). To mediate these issues a sound instructional technology integration approach is critical to the success of educational programs. The Substitution, Augmentation, Modification, Redefinition (SAMR) model (Lacruz, 2018) was designed to aid educator’s measuring the level of technology integration in their class and to offer suggestions for the lack thereof. For technology integration to be successful overtime, faculty and student satisfaction must remain high. The purpose of this study is to implement an instructional technology approach based on the SAMR model and assess faculty and student satisfaction with this model.
 Methodology: This study was a mixed methods cross-sectional study that evaluated Prep Phase courses for the level of SAMR model use.
 Findings: Results showed that courses with a high level of technology integration at the Modification and Redefinition levels also had high levels of student satisfaction. What is distinctive in this study is that the implementation was tracked from beginning to end, with student and faculty satisfaction being assessed.
 Unique Contribution to Theory, Practice and Policy: The study recommends that a looser version of the SAMR Model may be used so that faculty training focuses more on engaging technologies and less on a broad model. Faculty training time can be limited so finding ways to maximize that time would certainly be beneficial.

This study examined the relationship between levels of technical support and pedagogical guidance provided to faculty and student satisfaction in online courses. Online learning is a rapidly evolving area of education, yet compared to traditional face-to-face learning very little is known about pedagogical techniques and best practices. This study explores the relationships between two factors that have been demonstrated to influence faculty satisfaction, technical support and pedagogical guidance (the predictor variables), and student satisfaction (the criterion variable) in online courses. The study uses quantitative methods to determine if varying levels of predictor variable input are related to changes in the criterion variable.;In this study, 15 faculty members received varying levels of technical support and pedagogical guidance over a two year period. Student satisfaction surveys were administered to a total of 519 students in their online courses offered by these instructors. Data for two well recognized measures of student satisfaction, instructional design/organization and facilitation of discourse, were extracted from the completed surveys. Multiple regression analysis was used to determine the nature of the relationships that existed between these two criterion variables (instructional design/organization and facilitation of discourse) and two predictor variables, hours of technical support and pedagogical guidance.;Regression analysis revealed that only 2.9% of the variance in student satisfaction with instructional design/organization can be accounted for by quantitative measures of technical support and pedagogical guidance provided to faculty. With respect to facilitation of discourse, only 1.8% of the variance in student satisfaction can be accounted for by quantitative measures of technical support and pedagogical guidance provided to faculty. These findings indicate that faculty development programs that are based strictly on hours of contact are not likely to be effective in producing high levels of student satisfaction in online courses. An in-depth qualitative approach, such as multiple program analyses, is suggested to unearth the relationships that exist between factors that promote faculty satisfaction and those that promote student satisfaction in online courses.

As we move further into the twenty-first century, businesses continue to seek employees with global experience and intercultural competence, but the reality is that many students are unable to gain this experience through study abroad programs for a variety of reasons. The purpose of this study was to determine if there is value in using web conferencing technology to provide students with access to international learning activities or ways to internationalize the curriculum for students who are unable to travel abroad. This formative case evaluation is the first in a series of iterative studies aimed at developing a viable, sustainable, technology-based solution through design-based research. The Online Learning Consortium’s (OLC) Quality Framework is composed of five pillars that support successful online learning: access, student satisfaction, faculty satisfaction, learning effectiveness, and scale (Online Learning Consortium 2017). Using the OLC Quality Framework, this formative case evaluation focuses on both quality (student satisfaction, faculty satisfaction, learning effectiveness) and value added (access, scale) when web conferencing technology was used to allow participants in the USA to participate live in study abroad activities in a global health management course in Brazil. Researchers found that web conferencing technology appears to be a viable alternative that provides its own set of benefits to students in higher education. Using the OLC Quality Framework to explore the evaluation questions revealed both success factors and areas for improvement in each of the five categories promoted by the international professional organization dedicated to the advancement of quality online learning.

This case study evaluates the Online Learning Consortium’s (OLC’s) five pillars of Quality Online Education – learning effectiveness, scale, access, faculty satisfaction, and student satisfaction – against equity criteria. The authors argue that the pillars could more effectively mobilize equity and quality for a range of stakeholders in the field of online, blended, and digital learning. The study addresses two primary questions: how the OLC pillars surface the relationship between quality and equity in online, blended, and digital learning, and how these pillars can be situated within the field’s current practices of designing, facilitating, and evaluating equitable and sustainable education in digital learning environments. The review process followed a case study approach informed by autoethnographic principles and involved reflecting on the pillars’ role in the current context of online learning. The findings highlight the need to differentiate between disparate definitions of online, blended, and digital learning to embrace both quality and equity, provide a set of guiding principles to support the variety of contexts within which instructors and learners pursue sustainable and equitable educational experiences, and focus on learning effectiveness that prioritizes learners meeting articulated outcomes and gaining relevant knowledge, skills, and abilities.

Exploring learner satisfaction and the effectiveness of microlearning in higher education

<p>目的：以臺中市國中生游泳學習為研究標的，游泳池為研究場域，藉以探討學習成效與學習滿意度之關係。方法：係參酌國內相關領域學者研究發展之量表，依研究目的所編修之「國中生游泳學習成效與學習滿意度調查問卷表」為研究工具。於2020年6月針對國中生進行立意抽樣問卷調查，共計發出550份問卷，回收有效問卷521份，有效回收率達95%。結果：(一)整體學習滿意度與學習成效構面皆趨於正向，且以「教師專業」與「技能學習」為最高。（二）國中生之性別在學習滿意度之「教師專業」上及學習成效之「認知學習」與「技能學習」上有顯著差異，且女生在教師專業上明顯高於男生。（三）國中生之年級在學習滿意度上有顯著差異，且3年級明顯高於1年級。（四）國中生之游泳能力在學習成效上具顯著差異。（五）國中生之學習滿意度與學習成效具有顯著關係。結論：建議游泳池經營管理部門應持續強化教練專業知能，同時精進學習環境、場地設施及課程安排，以提升學習滿意度與成效。</p> <p> </p><p>Purpose: The purpose of this study was to investigate the latent relationships among learning satisfaction and learning effectiveness. Method: The researchers refer to the research and development scales of scholars, and the "Questionnaire for Swim Learning Satisfaction and Learning Effectiveness of Junior High School Students" compiled by the research objectives as a research tool. In May 2020, a questionnaire survey was conducted against junior high school students. A total of 550 questionnaires were sent out, and 521 valid questionnaires were recovered, with an effective recovery rate of 95%. Results: (1) The overall learning satisfaction and learning effectiveness tend to be positive that focus on "teacher profession" and "teacher profession" (2) The gender of junior high school students has significant differences in the "teacher profession" of learning satisfaction and the "cognitive learning" and "skill learning" of learning effectiveness. (3) The grades of junior high school students have significant differences in learning satisfaction. (4) The swimming ability of junior high school students has significant differences in learning effectiveness. (5) The learning satisfaction of middle school students has a significant relationship with learning effectiveness. Conclusion: It is recommended that the management department should continue to strengthen the professional knowledge of coaches, and at the same time improve the learning environment, venue facilities and curriculum arrangements to improve learning satisfaction and effectiveness.</p> <p> </p>

The authors contend that blended learning represents a boundary object; a construct that brings together constituencies from a variety of backgrounds with each of these cohorts defining the object somewhat differently. The Sloan-C Pillars (learning effectiveness, access, cost effectiveness, student satisfaction, and faculty satisfaction) provide a foundation for the evaluation of asynchronous learning networks that works equally well for the evaluation of blended learning environments. The Pillars and a simplified model of a learning system, focus on inputs, processes, and outputs, and provide the framework for a case study of blended learning design and evaluation in a 500-student section of an Introductory Psychology course. Results of a multi-method evaluation of this course indicated very high levels of both learning effectiveness and student satisfaction. The article concludes with the suggestion that blended learning may represent a black swan, a high-impact, unpredicted, and rare event that highlights the limitations of our ability to reliably predict the future in any arena, including online learning environments.

The purpose of this research was to perform a three way comparison of delivery modes for an introductory Management Information Systems course to determine if there existed a difference in student success among the delivery modes. The research compares student exam and final grade results in this class that was taught by the same instructor using face-to-face, blended and online delivery modes. An Analysis of Variance test was used on the exam and final grade data to determine if a significant difference existed. Additionally, a discussion of this class in relation to student satisfaction, learning effectiveness and faculty satisfaction is presented. This research demonstrates that there is no significant difference among delivery modes. Additionally, blended and online modes for this class do very well when measuring student satisfaction, learning effectiveness and faculty satisfaction.

Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades*1

Incorporating problem-based learning into an obstetrics/gynecology clerkship: impact on student satisfaction and grades

Student-generated, faculty-vetted multiple-choice questions: Value, participant satisfaction, and workload