Course Experience Questionnaire Research Articles

Nursing student perspectives on clinical instructor performance

The rapid development of higher education in nursing and science and technology in Indonesia is still having problems related to the quality of learning, student graduates, and variations in academic quality that affect the quality of higher education. The perspective of nursing students is deemed a crucial factor for assessment and plays a significant role in enhancing learning activities and clinical practices. This study aimed to assess the perspectives of nursing students regarding the performance of their clinical instructors. This study employed a quantitative descriptive research design with an explanatory survey approach, utilizing a cross-sectional methodology. The criteria for selecting respondents consisted of 3rd and 5th-semester students who had completed clinical nursing practice in hospitals. The primary variable examined in this research was the performance of clinical instructors. Data collection was conducted using an instrument in the form of a Course Experience Questionnaire (CEQ) that employed a Likert scale to measure student perspectives on clinical instructor performance. To analyze the correlation between student satisfaction and the five aspects of the CEQ, Spearman's Rho correlation was employed. Nursing student perspectives on clinical instructor performance using CEQ-23 have an overall effect on student satisfaction with a p-value of 0.000. The aspect that has the most influence on student satisfaction was the scale of Generic Skills with 67,7%. Technical proficiency and effective communication skills, clinical instructors must also possess a comprehensive understanding of their roles and functions in guiding students. To enhance the quality of teaching and institutions, it is essential to establish teaching objectives that prioritize the development of general skills and ensure that students comprehend these objectives. Moreover, it is crucial to maintain manageable workloads for instructors. Clinical instructors should consistently offer valuable feedback and guidance to students.

Remote Learning Satisfaction during COVID-19 Pandemic: A Case Study of a Private Higher Education Institution in Malaysia

Since 2020, the abrupt change of pedagogy in education amid the COVID-19 pandemic resulted in various challenges to both instructors and students. Higher education institutions (HEIs) shut down to contain the spread of the virus and shifted to online learning environments. Due to uncertainties, instructors and students were unprepared to cope with the future. Accordingly, instructors and students had to embrace new technologies quickly. This study examines how students perceived remote learning and their level of satisfaction. The data collected were from a Malaysian private HEI that involved 2,097 undergraduate students quantitatively, modeled on Ramsden’s (1991) Course Experience Questionnaire (CEQ). The findings revealed the effects of six factors, i.e., instructors’ performance, students’ educational goals, the remote learning platform, study workload, online assessment, and learning support with a positive relationship on the overall satisfaction of remote learning. Policymakers, university administrators, and instructors could benefit from this study because it has demonstrated that several factors shape students’ satisfaction and affect their learning effectiveness in a remote learning environment.

Comparative study of online learning and face-to-face learning

Online learning is prompted by the pandemic and has become the second main learning method. Considering the differences between face-to-face (F2F) and online learning, there should be significant differences in students’ learning experiences between the two learning methods. This study uses a course experience questionnaire (CEQ) and an online course experience questionnaire (OCEQ) to investigate and compare students’ perceptions of two learning methods from six factors. The result indicates that the differences between the two learning methods are significant in terms of the total score of the questionnaire, the factor of good teaching (GT), the factor of clear goals (CG) and the factor of appropriate assessment (AA). The lack of social interaction on campus could be the reason for this phenomenon based on the theory of constructionism. That suggests online learning platforms and instructors take more action to increase the interactivity of online learning to motivate students. The difference in the factor of emphasis on independence is not significant, which is inconsistent with the findings from the previous study. The reason could be attributed to the increasing flexibility of the combined learning methods.

A report on the blended short-term supplementary course on “Developmental Care for infants and toddlers” taught with a multidisciplinary approach for pediatricians -qualitative and quantitative study

BackgroundThe implementation of follow-up programs for high-risk infants and toddlers aimed to promptly diagnose developmental delays and disorders and initiate early intervention to help improve their developmental status, reduce their care costs in the future, as well as improve their productivity as members of society. There is a lack of qualified specialists in the infant and toddler development field in Iran. To compensate for the lack of training in this area, for the first time, Tabriz University of Medical Sciences has designed a short-term supplementary course of “Developmental Care for Infants and Toddlers”. Due to the multidisciplinary nature of the field of child development, this course has been designed as such. The current study aimed to evaluate this course and explain the graduates’ relevant experiences using a multidisciplinary approach.MethodsThe current study is a quantitative/qualitative study conducted in two phases. In the first step, the learners were asked to assess the teaching quality of the short-term supplementary course of “Developmental Care for Infants and Toddlers” in 5 areas of “educational design,“ “course administrators’ support”, " learners’ motivation “, “acquisition of general learning and specialized skills” using the Australian Course Experience Questionnaire (CEQ). All graduates completed the questionnaires. The data from the questionnaires were analyzed using descriptive statistics of medians, and interquartile ranges in SPSS software. The second step was a qualitative study to explain the graduates’ experiences of this course with a multidisciplinary approach. The samples were selected using a purposive sampling technique. The samples were those who had completed the course mentioned above, had rich experiences in this field, and were willing to share them. The data were collected through semi-structured interviews and analyzed using conventional content analysis.ResultsIn general, the graduates’ satisfaction with the course in terms of the five areas studied was evaluated as follows: Educational design, motivating participants to do their best had the greatest median. 5(4-5), Learning objectives; in all items, the median was 4. Course content and resources; all items median were 4 .Relevant learner assessment methods; in all items, the median was 4.The median learners’ satisfaction in the areas of “course administrators’ support” in all items was 4 and “learners’ motivation “, was 5. Learner’s motivation” in all items it was 4, indicating the highest level of satisfaction with the “acquisition of specialized skills”. In the area of education design, the highest satisfaction was found with the appropriateness of teaching strategies. The codes extracted from the analysis of interviews with the graduates, are divided into four categories: “Ethical and professional commitment of course teachers”, “Being a role model in the observance of patients and their caregivers’ rights”, “Course planning with a multidisciplinary approach and teamwork” as well as “The use of virtual platforms to strengthen and maintain team communication between learners”.ConclusionThis course was the first experience of applying a multidisciplinary approach in an interprofessional course. Ideally, it is indispensable for the Iranian medical education system to move away from specialization and connect all related specialties and disciplines to achieve its educational and therapeutic goals. Therefore, the design of this course can be applied as an educational model for other disciplines and clinical courses.

Changes in the Academic Motivation and Satisfaction with Studies of Pre-Service Physical Education Teachers during the Study Period

The study describes and explores how the academic motivation and satisfaction of pre-service physical education (PE) teachers change during the study period and how autonomous and controlled academic motivation is related to student satisfaction with academic studies. For data collection, questionnaire surveys were used. The Academic Motivation Scale (AMS) and The Course Experience Questionnaire (CEQ) were applied. Repeated cross-sectional studies design at regular intervals was also used in this research. Data were collected four times during PE students’ study period in four Lithuanian universities. The samples were distributed according to the study year: first-year n = 84, second-year n = 72, third-year n = 59, fourth-year n = 44 students. The analysis of the data showed that students’ academic motivation and satisfaction with studies changed during the study period. Both autonomous and controlled academic motivation indicators have relationships of similar strength with the same subscales of satisfaction with studies. The research results obtained provide a better understanding of the change in students’ academic motivation regarding students’ perceptions of the academic environment revealed through student study satisfaction.

Nursing students’ attitude towards problem-based learning in the classroom

Nursing students in Universitas Syiah Kuala using Problem Based Learning (PBL) worked in small groups to achieve learning outcomes by solving case studies in seven PBL steps. Although PBL is a popular educational method in the health profession, its effectiveness in helping students solve problems is debatable. The aim of this study is to assess the nursing students’ perception of teaching quality and their course satisfaction using the PBL approach. By using the proportional random sampling technique, a total of 84 students participated in this study. The Course Experience Questionnaire (CEQ) was employed. The CEQ consisted of 33 items which are grouped into eight domains of students’ teaching and learning experiences. For statistical data analysis, mean percentage agreement is counted from the Likert scale score. The results indicate that when the LRS components are negative, the GTS, GSS, CGS, AWS, ASS, and IMS are all positive. The GTS element has the highest mean percentage score of the eight CEQ elements. Two-thirds of PBL participants were satisfied with the PBL approach. Nevertheless, there are still some defects in the learning process, such as students’ perceptions that they don’t have enough time to understand a topic. Also, when learning topics are related to field facts, students are not ready to discuss them. The learning resources are severely limited. The use of e-learning must be properly managed, and students must be regulated in order to have the ability to find effective learning resources and share them with their peers.

INVESTIGATING NURSING STUDENTS’ SATISFACTION WITH THE QUALITY OF COURSES AND VIRTUAL LEARNING DURING THE COVID-19 PANDEMIC IN 2020-2021

Education in medical sciences, including nursing, has encountered numerous challenges following the worldwide outbreak of coronavirus disease 2019 (COVID-19). Additionally, students’ satisfaction with the methods of instruction can be accompanied by improved learning outcomes. This study aimed to investigate the nursing students’ satisfaction with the quality of courses (SQC) and satisfaction with virtual learning (SVL) during the COVID-19 pandemic. This cross-sectional study was conducted at a nursing school (105 nursing students) in Tehran,Iran, in the first semester of 2020-2021. The individual characteristics questionnaire, the Course Experience Questionnaire (CEQ), and the e-Learning Satisfaction Questionnaire (e-LSQ) were used for data collection. More than 88% of the nursing students were satisfied with the quality of the courses. The level of SVL in 57.1% of them was moderate. Among the individual variables, only the academic semester was regarded as a predictor of SQC (p=0.025). There was no significant relationship between the dimensions and the total score of CEQ with students’ academic achievement (p<0.05). Additionally, all the CEQ dimensions were significant predictors of the nursing students’ SQC (p<0.001). Given the unknown time of eradicating COVID-19, it is necessary to adopt appropriate policies and perform proper planning to continue better nursing education and increase student satisfaction.

Perceptions of the academic learning environment among occupational therapy students \u2013 changes across a three-year undergraduate study program

IntroductionAlthough the learning environment influences students’ motivation, learning outcomes, and satisfaction with the study program, less is known about how these factors change as the students’ progress through the study program.AimThe aim of this study was to examine changes in occupational therapy students’ perceptions of the academic learning environment during their three-year study program and to examine factors associated with the students’ perceptions of the learning environment.Materials and methodsA longitudinal cohort study was conducted throughout the three-year study program. Data were collected annually using the Course Experience Questionnaire (CEQ). In total, 263 students from six occupational therapy programs participated in at least one data gathering point. The number of participants was 186 in the first year, 168 in the second year and 200 in the third year. Of the 263 students who participated in the study, 87 participated in only one point of data collection, 58 at two points and 118 at all three points of the data collection. Data were analyzed with linear mixed models.ResultsThe results showed statistically significant temporal changes on the “Emphasis on independence”, “Good teaching” and “Generic skills” scales. There was a significant decrease in scores from the first to the second year of study and the scores remained at this level in the third study year on both the “Emphasis on independence” and “Good teaching” scales. In addition, associations were found between study effort and educational institution related to the “Appropriate workload” scale, as well as between age and the “Generic skills” scale.ConclusionThe temporal changes of the students’ perceptions of the “Emphasis on independence” as well as “Good teaching” scales are noteworthy. Both scales indicated a significant decrease in scores, indicating that the students perceived that they were less independent from first to second and third year, as well as a perceived decline in the quality of teaching from first to second and third year. The results of this study are central when planning to facilitate learning, especially related to independence and perceptions of good teaching for students in occupational therapy programs.

The Impact of the COVID-19 Pandemic on Engineering Foundation Student Course Experience

This study explored the impact of the Covid-19 pandemic on the academic quality of a Foundation in Engineering programme. A Course Experience Questionnaire (CEQ) was administered before and during the pandemic to evaluate the six dimensions of academic quality – assessment, workload, teaching, academic environment, standards, and skills development. A total of 234 students participated in the study and the findings revealed that course satisfaction decreased during the pandemic. Many students were not satisfied with the teaching quality and skills development of the emergency online learning. On the contrary, students rated online assessment (during COVID-19) positively for being more appropriate in testing higher order thinking skills. The study suggested that online classes lack formal and informal social interactions to enhance various facets of skills development. Given the limitations of emergency online learning, the future of education might include moving towards blended learning.

The rapid transition from campus to online teaching – how are students’ perception of learning experiences affected?

ABSTRACT The COVID-19 pandemic caused a global disruption to higher education, especially in engineering education, where many teaching and learning activities are difficult or impossible to conduct online. This study examines the changes in the students’ experiences of this disruption using a 26-item process-oriented course experience questionnaire (CEQ) that was already in use in the Faculty of Engineering at Lund University (LTH), rather than a newly created pandemic questionnaire. This allowed results from spring 2020 to be compared with corresponding data for 2017–2019. Overall, the students expressed lower satisfaction with their courses, indicated they received less feedback and fewer valuable comments, and found it harder to understand the expectations and standards of work. On the positive side, students reported that assessment was less about facts and more about in-depth understanding. By gender, male students were overall more negative to the experience of online learning, whereas female students appeared better able to benefit from the shift to online learning. Our results show the great advantage of using a robust course evaluation system that focuses on students’ learning experience rather than satisfaction, and suggest a way of being prepared to systematically study the effects of possible future disruptions to higher education.

Satisfaction of the quality of education and virtual education during the Covid-19 pandemic in nursing students of aja university of medical sciences in 2020

Background and Aim: The medical universities face more serious challenges during the Covid-19 pandemic. This study aimed to determine the level of satisfaction on the quality of education and virtual education during the Covid-19 pandemic crisis in nursing students of Aja University of Medical Sciences in 2020. Methods: This cross-sectional study (descriptive-correlation) was conducted at the end of the second semester of 2019-2020. All Aja nursing students were selected by the census method and recruited in the study. Individual characteristics questionnaire, course experience questionnaire (CEQ), and e-learning satisfaction questionnaire were used to collect data. Results: More than 66% of students were satisfied with the quality of the training course. More than half of the students (56.3%) were relatively satisfied with virtual education. Among individual variables, only students' semester was considered as a predictor of satisfaction with the course (P <0001). There was no significant relationship between the dimensions and the CEQ score with students' academic achievement (P <0.05). All dimensions of the CEQ were significant predictors of students' satisfaction with the course (P <0.0001). Conclusion: Continuation of education in medical universities in the Covid-19 pandemic to train professional and empowered graduates to reduce the workload of hospitals is one of the main concerns of educational administrators. It is recommended to pay special attention to the quality of these training to introduce, identify and evaluate the experience of successful teaching-learning styles and start the cycle of modification and improvement of the training process even in the Covid-19 pandemic. © 2021 Baqiyatallah University of Medical Sciences. All rights reserved.

Using the Course Experience Questionnaire to Assess UAE Students’ Perceptions of their Learning Environment

The quality of the learning environment has a significant impact on students’ ability to achieve their learning goals. Therefore, this paper aims to examine students’ perceptions of their learning environment in an Arab learning context. The Course Experience Questionnaire (CEQ), as an international benchmark, was used with a random sample of students at a public university in the United Arab Emirates. Participants were 623 students (505 females and 118 males) aged between 20 and 28 years. They were asked to complete the CEQ during their professional development seminars immediately before graduation. The results show strong reliability for the CEQ (Cronbach’s alpha = .90). The students had positive perceptions on the six CEQ subscales, with Good Teaching scoring the highest and Appropriate Workload the lowest. The findings support the use of the CEQ as a benchmark of teaching effectiveness outside the Western World. Despite the widespread use of the CEQ around the world, it is not commonly used in the Arab learning context. Therefore, this paper makes a valuable contribution towards further validating the CEQ as a benchmark of quality in higher education in the Arab world.

Relations between graduates’ learning experiences and employment outcomes: a cautionary note for institutional performance indicators

Higher education broadly assumes a conceptual link between generic skills and employability. We accessed a large sample of data collected by the Australian Government to investigate whether the Course Experience Questionnaire (CEQ) subscales Good Teaching (GTS), Graduate Skills (GSS), and Graduate Qualities (GQS) predicted graduates’ employment status, overall course satisfaction, and decisions to take further studies. GTS was found to predict graduates’ overall course satisfaction; however, GSS and GQS scales combined predicted negligible increases in employment outcomes. Our findings highlight the imperative for higher education leaders to critically examine discourse about the link between employability skills and employment outcomes.

An evaluation of the Course Experience Questionnaire in a Malaysian context for quality improvement in teaching and learning

This study revealed the results of the validation of the Course Experience Questionnaire (CEQ) within the Bachelor degree students who undertook their undergraduate from a Western university with 50% of the classes conducted in Malaysia. The specific instrument has been used extensively in other contexts to investigate the teaching-learning environment in Higher Education Institutions (HEIs). A sample of 368 students from the HEIs participated in this study. The validity and reliability of the CEQ were investigated through exploratory factor analysis and Cronbach alpha coefficient. The overall course satisfaction was used as an external criterion in order to strengthen the instrument’s validity. The exploratory factor analysis identified four constructs reflecting good teaching, generic skills, appropriate assessment and clear goals and standards. The population of the research was limited and data was collected only from students of HEIs so the generalization of findings needs attention from more institutions.

An adaptation of the course experience questionnaire to the Arab learning context

This study reports on an adaptation of the course experience questionnaire (CEQ) to the Arab learning context. An Arabic version of the CEQ was used to test the perceptions of a random sample of students at a public university in the UAE as regards their learning environment. The participants were 488 women students who study at nine different colleges and are aged between 20 and 28 years. They completed the CEQ in their final semester at the university just before their graduation with the aim of indicating their satisfaction with their study programmes. The results showed a strong reliability for the CEQ (Cronbach’s alpha = .90), and the construct validity test confirmed the five-factor structure of the questionnaire. These findings support the use of the CEQ as an acceptable benchmark of teaching quality in higher education in the Arab world and strengthen the evidence that the CEQ is a valid and reliable measurement when examining students’ perceptions of their learning outside of the Western world.

Measuring Student Learning Approaches and Generic Skills: A Multi-Group Analysis of Gender Differences

The present study sought to measure student learning approaches and generic skills and to determine the influence of learning approaches on the undergraduates’ generic skills. By utilizing structural equation modeling (SEM), the study aimed to identify if there are any gender differences in the relations. The study adapted the Revised Approaches to Studying (RASI) (Duff, 1997) in order to measure the learning approaches and the Course Experience Questionnaire (CEQ) (Wilson &amp; Lizzio, 1997) to tap into the students’ generic skills. A total of 233 undergraduates from various religious studies disciplines took part in the survey. The study utilized purposive sampling in the data collection in which only final year students were sampled. Using multi-group analysis via SEM, the data showed that the models for boys and girls differed in which the girls’ surface approach negatively influenced their generic skills. Unlike the girls, the boys’ strategic and surface approaches are related to generic skills, each having a positive and negative relationship respectively. Interestingly, the boys’ model also accounted for a higher explained variance (47%) compared to that of the girls’ (23%). A model of the relationship between the learning approaches and generic skills used was subsequently proposed. The study uncovered how the boys’ and girls’ learning approaches may influence the teaching and learning in the classroom and on students’ generic skills, subsequently graduate employability. A number of suggestions have been forwarded so as to escalate the use of generics skills among the students of various religious studies disciplines and those of girls in particular.

Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India

Appraising and improving the quality of teaching is a central issue all over the world. Using the Course Experience Questionnaire (CEQ), the current study examined the relationship between teaching quality dimensions and student satisfaction. The study evaluates the post‐graduate students' perception of teaching quality and its relation with overall student satisfaction in context to state public universities of Punjab, India. Data were collected from 348 post‐graduate in management students. Confirmatory factor analysis was applied to evaluate the measurement model, and a further Structured Equation Model was applied to test the proposed research hypotheses. The results reveal that clear goals and standards, generic skills, and appropriate assessment have a direct impact on the overall student satisfaction, whereas appropriate workload and good teaching skills have an indirect effect on the overall satisfaction. The female structural model replicated the findings of the overall model and showed that generic skills and clear goals are more important in student satisfaction. In contrast, the male structural model was quite different; only appropriate assessment has a direct impact on student satisfaction. Several implications for the improvement of post‐graduate management teaching quality and quality assurance in terms of lecture delivery and course planning in‐state public universities of India were further discussed.

Student perceptions of the learning environment in Norwegian occupational therapy education programs

Background To support students’ motivation towards constructive and persistent study efforts, their learning environment needs attention. Aim To develop knowledge about occupational therapy students’ perceptions of the learning environment and assess whether identified differences between education programs were stable or changed across the 3 years of study. Methods Norwegian occupational therapy students completed the Course Experience Questionnaire (CEQ) while in their first, second, and third years of study. Differences between programs were analysed with multivariate and univariate analysis of variance. Results Among the first-year students, perceptions of the learning environment differed significantly between the six programs on five out of six scales. Apart from a continued difference on overall study satisfaction, the initial differences were no longer significant 1 year later. Differences on three scales (emphasis on independence, appropriate workload, and generic skills) were present in the third year of study. Conclusions and significance Students’ perceptions of the learning environment became more similar over time, during the first 2 years of study, possibly reflecting that the students have become more accustomed to the student role and to the culture and requirements of the education programs. However, differences between study sites re-occurring in the third year suggest that group-based comparisons of learning environment perceptions across time may be inconclusive.

The Relationship Between the Quality of Learning and Educational Experiences of Medical Students During 2018-19

Introduction: The effectiveness of the educational system along with the research development in each country is considered as one of the criteria of development measurement. Methods: This study is a descriptive - cross-sectional study during 2018-2019. The statistical population includes all medical students who have passed the physiopathology degree in the second semester and data collection is done by field method. The instrument of consists of two parts. The first part contains demographic information of the participants and the second part presents standard questionnaire of educational experience include Course Experience Questionnaire (CEQ) and Neumann's Quality of Learning Experience. The data were analyzed using mean and standard deviation, Pearson correlation coefficient, independent T-test and ANOVA were used. Result: In this research, 45.7% were male) n=49), 54.20% female (n=58), 14% married (n=15), 86% single (n=92), 8.41% Have a work (n=9), 91.58% dont have a work (n=98), and finally 55.1% were interested in their field. There was a significant positive correlation between the scores of appropriate teaching (P-value <0.001), clear goals (P-value <0.001), appropriate evaluation (P-value <0.001), independence (P-value<0.001), and general skill (P-value<0.001), with experiences of courses. The strongest correlation with the quality of educational experiences was the appropriate evaluation (0.65). Conclusion: The results of this study indicate that in order to achieve the most important goal of medical education, more efforts are needed to improve educational quality.

An integrated test of multidimensionality, convergent, discriminant and criterion validity of the course experience questionnaire: an exploratory structural equation modelling

Most research on the course experience questionnaire (CEQ) has been conducted through conventional exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) within the independent cluster model framework (ICM-CFA). However, very few studies have focused on examining its multidimensionality using more flexible psychometric frameworks such as exploratory structural equation modelling (ESEM). This study aims to conduct an integrated test of multidimensionality on the short, 23-item version of the CEQ (CEQ23) by using ESEM, to test its construct and criterion-related validity and contribute to the current debate on its validity. The participants comprised 620 undergraduate psychology students. CEQ23 scores were examined through ESEM to identify two sources of construct-multidimensionality. This entailed contrasting ICM-CFA and ESEM solutions and comparing three alternative models. Construct and criterion-related validity were then analysed using common and emerging techniques. The results (a) confirmed the presence of a superior construct: students’ perceptions of teaching quality, which is multifaceted and hierarchically structured; (b) supported a generally acceptable construct and criterion-related validity; and (c) highlighted some methodological weaknesses of conventional statistical techniques, which may underly the debate on the validity of the CEQ23.