Evaluating Student Perceptions Research Articles

Evaluating Student Perceptions and Awareness of the Common University Entrance Test (CUET) in India

Evaluating Student Perceptions and Awareness of the Common University Entrance Test (CUET) in India

Using Q-Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID-19

Pursuant to pedagogical changes necessitated by the COVID-19 pandemic, this study was designed to determine which aspects of an online anatomy course students most preferred and most disliked using Q-methodology. Data were collected in fall 2020 and winter 2021, and 166 student responses were analyzed via by-person factor analysis. Three distinct subgroups were identified: Group 1 (n=66) reported being comfortable with the technology skills required for studying anatomy online; Group 2 (n=50) reported dissatisfaction with several elements of course delivery, including evaluations, laboratory assignments, and the amount of lecture content, believing that they were essentially “teaching [themselves]”; Group 3 (n=29) was characterized by being happy with tutorial activities and the guidance received from teaching assistants. Common to all groups was the preference for physical rather than virtual specimens and for faculty-made practice questions as opposed to the overwhelming number of online specimens available for review. There was an overall positive attitude shift among students regarding online delivery across semesters. Given ongoing uncertainty surrounding the pandemic, these findings provide important considerations for future potential online/blended classes on anatomy education.

Evaluating Student Perceptions and Performance of Active Learning Strategies in a Pharmacotherapy Course

Learning-preferences vary and thus it is beneficial for students to experience a variety of active-learning pedagogies for meaningful learning and long-term retention. This novel study attempted to evaluate systematically and longitudinally, student perceptions of multiple formats of active-learning strategies. Four different active-learning strategies were utilized in a course - team-based-learning (TBL), case-study, flipped-classroom, and interactive-technology. Student perspectives indicated active-learning strategies were helpful for learning. Faculty in higher-education could implement active-learning strategies in their courses for enhanced student-engagement, long-term retention, and success. This easily replicable method of collecting student perceptions on learning-experience anonymously enables learner-centered course design and promotes continuous-quality-improvement in higher-education.

Using Q‐Methodology to Evaluate Student Perceptions of Online Anatomy in the Time of COVID‐19

BackgroundSince the seventeenth century, the primary approach to teaching anatomy has involved hands‐on learning using cadaveric specimens. However, the ability to use this long‐standing tradition was curtailed in the 2020‐2021 school year due to the COVID‐19 pandemic. Many institutions closed physical classrooms entirely, launching experiential courses, such as anatomy, into the online space.HypothesisWe hypothesized that Q‐methodology could be used to uncover student perceptions of an introductory anatomy and physiology course that was offered online for the very first time.MethodsQ‐methodology, considered the study of subjectivity, is an approach that statistically uncovers groups of individuals with shared perceptions within a larger cohort. Instructors can use Q‐methodology to identify groups of students with shared needs, allowing for more specific and productive course reform. In the current study, Q‐methodology was used as a means of course evaluation in the fall 2020 and winter 2021 semesters. Students were asked to sort 44 opinion‐based statements in a quasi‐normal table based on their level of agreement. By‐person factor analysis of 166 responses revealed three statistically distinct groups of students.ResultsThe three groups were assigned the following monikers: Connected and Contented (CC), Disconnected and Disgruntled (DD), and Interconnected and Collaborative (IC). CC students (n=66) felt generally ambivalent toward course components and were comfortable with the technology skills required to participate in the online course space. DD students (n=50) were deeply unhappy with several elements of the course, including lectures, assignments, and evaluations. These students also felt as if they were teaching themselves. Finally, IC students (n=29) looked favourably upon the tutorial space and the role of teaching assistants. Analysis also revealed that some sentiments were shared across all three groups, including the preference for physical rather than virtual specimens, and the desire for more practice questions from faculty in order to prepare for bellringer exams. Interestingly, cohort opinions did not remain static across both semesters. There was a positive attitude shift as more students felt “Disconnected and Disgruntled” in the fall, and “Connected and Contented” in the winter.ConclusionsThese findings are useful for anatomy instructors interested in transitioning courses to an online or blended space, particularly in the face of ever evolving public health restrictions. The current study also models the wealth of information that can be uncovered using Q‐methodology ‐ useful for anyone interested in the previously amorphous study of subjectivity.

Evaluating Student Perceptions of a Course-Embedded Faculty Advising Model

This study evaluated student perceptions of a course-embedded faculty advising model within an online MA program. Faculty advising contributes to student degree completion and career success. Instructor presence, community, the incorporation of synchronous sessions, and the use of web-conferencing software impact student engagement, which leads to increased student satisfaction and retention. The course-embedded structure of model contributes to reduced resource needs and high levels of sustainability. Structured, individual synchronous faculty advising sessions were built into 4 courses and student experience was assessed utilizing a survey. Results are discussed in the context of relevant theories and best practices.

Evaluating Student Perceptions of Open and Commercial Psychology Textbooks

Abstract Prior studies on students’ perception of open educational resources (OERs) indicates that students find open resources as good or better than commercial textbooks (Hilton, 2016). However, studies published to date have not attempted to control for student knowledge of cost as a variable influencing perception of quality. The purpose of this study was to evaluate students’ perception of the quality of brief, de-identified open and commercial textbook samples, then determine whether their preferences changed after learning textbook costs. As part of an in-class activity, students enrolled in an introductory-level psychology course reviewed samples of two commercial and two open textbooks. Participants rated the materials on quality measures (Gurung & Martin, 2011), selected a preferred textbook, and provided a rationale for their choice. Next, participants were informed of the cost of each textbook and asked to re-rate textbook quality and indicate whether their textbook preference had changed. Prior to learning the cost of the textbooks from which each sample was selected, 81.29% of responding participants indicated preference for a specific commercial text, citing quality factors related to quality/clarity of writing, book layout, and quality of figures as primary drivers of preference. Following the cost reveal, only 42.46% of responding participants indicated a preference for a commercial textbook while 57.53% indicated a preference for an open textbook. An exact McNemar’s test determined that this was a statistically significant difference in the proportion of respondents who selected open and commercial texts before and after price data were available, p < .01. Qualitative comments for participants who indicated a preference shift toward the open textbook referenced cost and quality of the materials as components of their decision-making, supporting previous studies that demonstrate cost is an important predictor of students’ textbook preferences (Clinton, 2019). Regression analysis showed that visual appeal, engaging writing, and clarity of writing predicted participants’ desire to use the text in class, but quality of examples was only a significant predictor for one of four texts. Suggestions for future research are discussed.

Development and psychometric properties of student perceptions of an online course (SPOC) in an RN-to-BSN program

Background and purposeDespite the rapid growth in offering online RN-to-BSN programs, limited information is available on student perception of online courses. The aims were to develop and to evaluate Student Perceptions of an Online Course (SPOC) scale. MethodsA quantitative study using a two-phase methodological design was applied. A convenience sample of 201 RN-to-BSN students was used to establish internal consistency and evidence of validity including exploratory factor analyses. ResultsThree factors of student engagement, organization, and resources were verified. The overall SPOC had high reliability with Cronbach's alpha =0.98. ConclusionsThe SPOC is valid and reliable. It can be used in research and quality assurance/improvement work on the delivery of online nursing education.

Student Outcomes and Perceptions Related to Chroma Key (Green Screen) Technology Utilized in a Drug Literature Evaluation Course

Evaluate student perceptions of a blended course design for pharmacy education utilizing chroma key (i.e., green screen) technology plus a face-to-face active learning session. Green-screen videos were created using the TouchCast Studio® iPad® application to replace face-to-face didactic instruction in a 2016 course module. Third-year pharmacy student opinions of using asynchronous green-screen video content in a required drug literature evaluation course and performance on five identical examination items using a historical control (2012–2015) were assessed. In total, 62 (48%) of students responded to the post-exposure perception survey. While only 37.1% of responding students preferred online learning compared to traditional learning in general, 67.7% of responding students considered a green-screen video an acceptable substitute to an in-person demonstration, and 85.5% of responding students found the green-screen video modules to be helpful for their learning. Furthermore, 58.1% of respondents agreed that they would like to see more courses incorporate green-screen technology in the future. Intervention group student performance on identical exam items did not significantly differ from students in the control group on a collective basis (2012–2015). This pilot study supports the utility of green-screen technology in pharmacy education as a newer tool to facilitate delivery of didactic content in a blended learning approach. Replacing face-to-face instruction with green-screen videos was well received by students and did not negatively impact examination scores. Analysis of student outcomes and perceptions over more extended periods of time and in other curricular content areas is warranted.

Evaluating Student Perceptions in Peer to Peer Learning and Assessment Practices in Design Based Learning Environment

Considering the past decade, the changes involved in learning and teaching have been in terms of strategies, methods and practices to learning and teaching; assessment method; interface between a teacher and student; communication and feedback; self-reflective practices and designing pro-industry curriculum. For all the stakeholders involved, it becomes vital to know the student perception about the learning and teaching. The purpose of the paper is to evaluate the perception of the student experience on peer to peer learning and assessment. Issues related peer to peer learning has been identified based on the student response to a survey conducted at the end of the unit. The purpose of the paper is also to serve as a medium to contribute to the existing knowledge base on peer to peer learning and assessment in design/project based learning. The outcome of the paper is to review the existing literature, innovate a new approach and suggest a mutually acceptable solution to the issues related to peer to peer learning and assessment.

Evaluating Student Perceptions of Course Delivery Platforms

In this paper we evaluate effectiveness of course delivery mode on three dimensions: values, networking opportunities and learning. While students and their future employers are two important customers for the business program, we focus on the perception of students regarding the effectiveness of course delivery mode on program performance. The three dimensions are evaluated based on a questionnaire survey administered to business program students at several universities. We present the results of statistical analysis and draw conclusions based on the results.

Evaluating Student Perceptions of Using Blogs in an Online Course

This article is based on an exploratory study on the use of blogs to support learning in an online MBA school. In this paper, the authors examine students’ perceptions toward blogs and their effectiveness. The study finds that although students are open to the idea of using blogs to enhance presentation and reflection of their learning, concerns exist on their suitability for threaded discussions in the presence of other platforms like threaded discussion boards. Therefore, what is less clear is the learning value and potential of blogs, especially that subset of learning that is orchestrated (and credentialed) by formal learning organisations.