Overall Satisfaction Of Students Research Articles

Student satisfaction and co-creation behavior in game-based learning in the context of higher education

ABSTRACT Drawing on an increasing body of investigation on student satisfaction and the Service – Dominant Logic theoretical framework (SDL), this study focuses on student perception of the value of Game-Based Learning (GBL) and student co-creation behavior in Higher Education (HE). To understand how student co-creation behavior promotes the creation of mutual value for students and in what ways this perception of value may contribute to satisfaction, a survey-based study was conducted with a sample size of 356 respondents. Structural Equation Modeling (SEM) was used to test the proposed model. Our results show that student co-creation behavior during GBL has no impact on the overall satisfaction of students, although there is a positive relationship between student citizenship behavior and student perception of value. The results show that students’ optimal perception of GBL in the context of their HE experience positively impacts their satisfaction with GBL. Finally, drawing on the findings, several managerial implications are suggested for Higher Education Institutions (HEIs), mainly for educators and educational developers.

Investigation and Analysis on the Effect of Digital Teaching Means in Western Universities

With the continuous development of modern information technology, promoting the digitalization of education has become a strategic action. In this paper, the Logit model of virtual simulation experiment project satisfaction is constructed, and the empirical analysis is carried out based on the survey data of virtual simulation experiment project in Yunnan universities. The results show that: the project characteristics and experimental content of virtual simulation experiment have a positive effect on student satisfaction; The overall satisfaction of students with the development of virtual simulation experiment project is low; The development of digital teaching means in western universities is still hindered and its use effect still needs to be improved. Based on this, this paper puts forward relevant suggestions from various aspects, in order to strengthen the construction of virtual simulation experiment projects in western China, so as to further improve the use effect of digital teaching means in western colleges and universities.

Students’ evaluation of professional experience placement quality in a pre-registration nursing programme: A cross-sectional survey

AimTo evaluate the quality of student nurses' experiences and overall satisfaction with professional experience placements at a regional Australian University. BackgroundProfessional experience placements are a crucial component of pre-registration nursing programs. However, the absence of standardised approaches to assess placement quality has created uncertainty on what constitutes a high-quality placement from a student’s perspective. DesignCross-sectional survey. MethodsA descriptive cross-sectional survey was administered online to 800 second and third year undergraduate nursing students at an Australian university. The survey contains demographic questions (e.g., year of study, placement specialty, duration, setting and geographic location), a validated Placement Evaluation Tool and free-text comments. The Placement Evaluation Tool is a 20-item questionnaire that measures two key factors: clinical environment (factor 1), learning support (factor 2) and overall satisfaction of students’ learning experiences during a professional experience placement. A descriptive analysis was conducted to evaluate the student’s overall experience and satisfaction. Multivariate linear regression was used to assess the relationship between the quality of the student experience and demographics and presented as beta coefficient (β) and confidence interval (CI). Free-text comments were thematically analysed. ResultsA total of 1104 survey responses were received (as students may rate more than one placement), with an estimated 71% response rate. Most responses (60.3%) were third-year students. Most students experienced high-quality placements, reflected in the overall positive placement experience (PET item 1–19 score: mean 85.9 out of 95) and high student satisfaction (PET item 20: mean 8.53 out of 10). Multiple linear regression analyses revealed that the third year of study and public facilities were independent predictors of positive student experiences (β: 2.61, 95% CI: 0.75, 4.47 and β: 3.72, CI: 0.90, 6.55, respectively). Further analysis of PET items related to factor 1 and factor 2 revealed that high positive experiences in public facilities may be due to the higher learning support (β: 2.54, CI: 0.80, 4.27). Three main themes were perceived to be important to students' professional experience: (i) staff and facilitator attitudes, (ii) learning opportunities and (iii) a team-based learning environment. ConclusionsMost students reported high-quality placement experience and high satisfaction; however, a lack of learning support may contribute to less positive student experiences. This finding emphasises the importance of collaboration between clinical facilities and educational institutions to enhance the student’s placement experience.

THE IMPACT OF ARTIFICIAL INTELLIGENCE ON UNIVERSITY MAJOR

This research investigation assesses how Artificial Intelligence (AI) influences the decision-making processes of university students in selecting both their field of study and major. With the advancements in AI technology, the field of education has also seen the integration of AI-driven tools and systems designed to assist students in making informed decisions about their academic and career paths. This study aims to explore how recommendation systems, personalized career guidance and data-driven insights influenced by AI impact students’ decision making. In conducting this research, we employ a multifaceted approach, gathering data through surveys, and a thorough analysis of the extant literature. By immersing ourselves in students' experiences and perspectives, our primary goal is to gain insights into the effectiveness of AI in enhancing decision-making processes. Our aim extends to explore both the advantages and challenges linked to the utilization of AI, while also gauging its influence on students' overall satisfaction and confidence in their chosen majors. Furthermore, our research examines the considerations surrounding the use of AI in decision- making while also investigating biases that may arise within AI algorithms. By addressing these concerns, our study strives to provide insights and recommendations for enhancing AI systems and ensuring fair and transparent decision-making processes for students. The outcomes of this study will enhance our comprehension of the intersection between AI and education. Offering valuable insights for educators, policymakers, and AI developers, it seeks to elucidate the effective utilization of AI in aiding students' decision-making processes related to their majors. This, in consequence, elevates the success rate, engagement levels, and overall satisfaction of students throughout their academic journeys.

Cloud-Edge Computing Technology-Based Internet of Things System for Smart Classroom Environment

In view of the main challenges faced by the realization of smart classroom environment in classroom teaching, such as inconvenient use of equipment, inability to comprehensively obtain multi-source heterogeneous data in real time, and lack of effective support for smart teaching, an IoT system archi-tecture based on cloud-edge computing technology is proposed. The system architecture consists of four parts: sensor layer, edge computing layer, core network layer and platform application layer, which are respectively used to obtain multi-source heterogeneous data, configure edge nodes on demand, transfer information and provide various educational services. A question-naire survey was adopted to investigate the teachers and students in the smart classrooms of Central China Normal University where the proposed system was implemented. The results showed that the overall satisfaction of students and teachers is high. Among them, 100.00% of teachers and 97.14% of students agreed that the system can effectively collect educational data and give students feed-back; 96.00% of teachers and 91.43% of students believed that it can pro-mote classroom teaching and bring pleasant experience to teachers and stu-dents. In brief, the proposed solution is completely practicable and can pro-vide a reference for the research, construction and application of smart classrooms.

Cognitive Technology for Academic Counselling in New Normal

The objectives of this research on Cognitive Technology for Academic Counselling in the New Normal were (1) to design an architecture of cognitive technology for academic counselling in the new normal, (2) to develop a system of cognitive technology for academic counselling in the new normal, (3) to assess the academic performance of students using cognitive technology for academic counselling in the new normal, and (4) to assess the satisfaction of students using cognitive technology for academic counselling in the new normal. The sample group in this study were 30 students at a secondary school level 1 from Ongkharak Demonstration School, Srinakharinwirot University, in the 2021 academic year. The students were enrolled on a course in Design and Technology and selected by multistage randomization, i.e. 1) group randomization and, 2) simple random sampling. The research tools were, (1) a system of cognitive technology for academic counselling in the new normal, (2) a performance assessment form, (3) a test and worksheets on design and technology, and (4) a satisfaction assessment form. The research results found: (1) learning outcomes after using the system were significantly better than before at the .01 level, and (2) the overall satisfaction of students using cognitive technology for academic counselling in the new normal was at the highest level (Mean = 4.50, S.D. = 0.64).

A Study on Satisfaction and Influencing Factors of Educational Practice of Preschool Education Majors in Higher Vocational Colleges.

In September 2020, the Ministry of Education and other nine departments issued the notice of “Action Plan for Improving the Quality of Vocational Education (2020–2023)” which emphasizes strong practical teaching. The state pays more and more attention to the quality of practical practice in higher vocational colleges. From the perspective of student satisfaction, this study explores the satisfaction of preschool education students on educational practice and related influencing factors, so as to carry out better educational practice and improve the quality of students’ educational practice in colleges and universities. This study uses the questionnaire method, according to the existing literature and theory to build the results of self-compiled “higher vocational college students majoring in preschool education practice satisfaction and influencing factors questionnaire.” A total of 463 students majoring in preschool education in higher vocational colleges were investigated. The following research results are obtained. 1. The overall satisfaction of students majoring in preschool education in higher vocational colleges to educational practice is above the average. In descending order of satisfaction question scores, other factors influencing student’s satisfaction are the tutors in the educational practice park, the educational practice base, the content of educational practice, the management of educational practice, the tutors in the school of educational practice, and the time of educational practice. 2. For constructing the influencing factor model of educational practice satisfaction, it is found that the influencing factors of educational practice satisfaction are university management rational factors, support factors from the educational base, and students’ own factors.

Online Learning Satisfaction Among the Zhumadian Vocational and Technical College Students

The COVID-19 pandemic has affected education at all levels in a variety of ways. Teachers and students around the world face this challenge together. As a result, online learning during the influenza pandemic has become a trend research topic. With its flexible, convenient, interactive, time-free and resource-rich characteristics, online learning has brought revolutionary new ways of learning. In this research, 62 college students from Zhumadian Vocational and Technical College, different genders and different places of origin, were selected as research subjects. Overall, the students surveyed were between 4 points and 4.5 points (Total score 5 points) satisfied with their online learning. It can be seen that during the epidemic period, the overall satisfaction of students in Zhumadian Vocational and Technical College with online teaching is relatively high, and there are still individual problems in the online learning of college students in Zhumadian Vocational and Technical College, which directly affect their satisfaction with online learning, such as insufficient online teaching interaction. Based on the above conclusions, this study puts forward relevant suggestions from the school level, the level of the online learning platform and the level of learners respectively, in order to play a certain role in improving the satisfaction of college students in online learning.

Application and Evaluation of the Flipped Classroom Based on Micro-Video Class in Pharmacology Teaching.

With the continuous development of information technology, new teaching resources “micro-video class” and teaching model “flipped classroom” have gradually attracted the attention of teachers. Whether and how they can be applied in pharmacology teaching has already become the focus of medical education research in recent years. This paper explores the application and evaluation of the flipped classroom based on micro-video class in pharmacology teaching in our college. Students in Class 1 and Class 2 majoring in clinical medicine of 2018 in Chengdu Medical College were randomly divided into experimental group and control group. The teaching model of flipped classroom based on micro-video class was used in the experimental group, while the traditional teaching model was used in the control group. Theory tests and questionnaires were carried out at the end of the course. The average scores of theoretical knowledge in experimental group were significantly higher than those in control group (P < 0.05). In addition, the results of the feedback questionnaire showed that the overall satisfaction of students participating in flipped classroom based on micro-video class was higher (P < 0.05), and students thought that their learning enthusiasm, learning efficiency, and abilities of autonomous learning and problem-solving were greatly improved compared with those of students taught applying the traditional teaching model. Flipped classroom based on micro-video class model successfully improved the outcome of pharmacology teaching. It is supposed to provide reference for the reform of pharmacology teaching in medical college.

Survey Of Maritime Student Satisfaction: A Case Study On The International Student Survey To Identify The Satisfaction Of Students In Mathematical Courses

This study presents the analyses of students’ preferences, satisfaction and perception of learning mathematical subjects at higher education maritime institutions in Croatia, Latvia, Estonia and Poland. All these institutions participate as project partners in the MareMathics project. In order to evaluate the effectiveness of teaching and learning mathematics, a preliminary student survey was conducted in all project partner institutions. Two indicators were analyzed: exam success rate and learning outcomes achieved. The developed online questionnaire contained a number of questions about the teaching methods and tools used by lecturers. Students assessed the impact of different teaching methods, expressed their satisfaction with learning materials, their impact on the results achieved by them, and the overall course. The analysis of the obtained data revealed that students faced difficulties in completing their tasks within subjects on mathematics and statistics. These research results lead to the conclusion that the used methods and tools of teaching mathematics and statistics, which are the essential influential factors on the overall satisfaction of students, are not effective and need to be modernized in the institutions under consideration. And this fact is crucial in the process of study and teaching of mathematical subjects as those subjects make up the base and necessary tools in learning other courses contained in the study program, especially in technical and engineering studies.

If submitting to a peer-reviewed section of the journal, the instructions in Ensuring a Blind Review have been followed.

Research topic on “The Study of Students’ Satisfaction with Online Teaching and Learning During The COVID-19 Epidemic, Case Study: Fundamentals of Western Dance Course, Performing Arts Program, Chiang Mai Rajabhat University” which their objectives including: 1. To study students' satisfaction in the management of online learning and teaching in 4 areas, the researchers studied information from the academic documents and collected information in the field trip by using the survey instrument then the results were combined and analyzed according to the objective.&#x0D; The results were found that students’ satisfaction with the management of the online teaching and learning format in all 4 areas. Area 1 item 1, overall satisfaction 1) overall satisfaction of students towards teaching and learning management which the level of satisfaction level was at 4.13 points, item 2 divided into 4 areas, 1) content and practice which the satisfaction level was at 4.4 points. 2) the online teaching and learning models which the level of satisfaction was at 3.99 points. 3) the measurement and evaluation, the satisfaction level was at 4.22 points and 4). information technology, the satisfaction level was at 3.91 points, so the level of satisfaction was at the high level in 3 areas and the level of satisfaction level was at the highest level in 2 areas.

Qualitative analysis of attitudes to distance learning in the context of the COVID-19 pandemic

Topicality of the study of the attitude to the distance learning format is due to the need to study the impact of such interaction in the “pedagogue-studentˮ system on the quality, motivation and overall satisfaction of students with the learning process. The study involved 120 people from 6 six higher education institutions in Moscow. The use of content analysis allowed us to identify 8 significant contexts (areas) around which the statements of the study participants are grouped: “Roadˮ, “Teachersˮ, “Returnˮ, “Distance learningˮ, “Full-time, full-time attendingˮ, “Training, training formatˮ, “Provided, changedˮ, “Qualityˮ. The results obtained indicate that the main disadvantages of the distance learning format, according to the respondents, are the lack of live communication with teachers, a decrease in the level of motivation and self-organisation, which ultimately has a negative impact on the psychoemotional state of students and the quality of material assimilation. At the same time, among the obvious advantages, there is a reduction in transport and time costs for the road to the place of study, as well as the opportunity to study the material at a convenient time. The results obtained can be used in the development of distance learning programmes for students of higher educational institutions of the Russian Federation.

Lectures in distant format: certain methodological techniques

This article is the result of research carried out during the pandemic, which was intended to determine the interrelation between certain methodological techniques and engagement of students in the distant learning process. The following techniques were used for improving the effectiveness of educational process: well-defined structure of the lecture, presentation as the system of questions and topics for discussion, grasping new material in the form of discussion, test cases on the material learned, weekly results and systematization of knowledge, implementation of video materials in homework. The authors held lectures in accordance with all listed points, observing the response and motivation of students. The surveys conducted at the beginning and at the end of the lecture course indicate a sharp increase in cognitive activity, overall satisfaction of students, and interest in further study of the discipline. The students also gave a five point scale rating to each of the offered methodological techniques; in spite of the hypothesis advanced by the authors, the students highlighted presentation as the system of questions and discussion during a distant lecture. The research demonstrates that such methodological techniques effectively increase students' engagement in the learning process, as well as stimulate cognitive activity. The described aspects of conducting lectures can be applied not only in distant format, but in offline learning as well.

Capturing Student Satisfaction: A Case Study on the National Student Survey Results to Identify the Needs of Students in STEM Related Courses for a Better Learning Experience

The UK higher education has been one of the top destinations for international students over the last few decades, and it is beneficial to the UK local and national economy. However, recent changes of the governmental policies on the way UK universities are funded and the recession that still affects economies around the world have left many universities around the UK at financial survival risk. With relatively limited access to reduced research funds, student recruitment has a vital importance for most universities. It has been well established in the literature that academic reputation and the level of services have the most significant impact on national and international students. Thus, universities, to maintain their market share, must spend much energy and resources to improve the level of services offered to their students. The recently introduced National Student Survey (NSS) has become one of the most important metrics to assess student satisfaction that influences directly the university league tables and the Teaching Excellence Framework (TEF), which in turn effects international and national student recruitment. It is not surprising that underpinning student satisfaction has become the major target of UK universities. Therefore, a research investigation has been carried out to identify the most influential factors that comprise to the decision of overall satisfaction for the students studying Science, Technology, Engineering and Mathematics (STEM) subjects. On this purpose, a detailed statistical analysis was carried out on the NSS results and it was concluded that there is strong evidence, that “teaching” and “organisation and management” are the vital influential factors on the overall satisfaction of students.

Are the Teachers and Students Satisfied: Sustainable Development Mode of Entrepreneurship Education in Chinese Universities?

Entrepreneurship education plays an important role in sustainable development. Chinese governmental agencies are making all-out efforts to promote schoolwide entrepreneurship education from top to bottom to achieve sustainable economic and social development. This is a phenomenon worth studying and summarizing. Improving the satisfaction degree of teachers and students of entrepreneurship education in universities for sustainable development becomes a typical mode of entrepreneurship education in Chinese universities. The data are derived from 12,269 valid questionnaires in student volume and 1,241 valid questionnaires in teacher volume from top universities in China, and regression and variance analyses were applied. The results show that the overall satisfaction of teachers and students is higher than the national average. There are significant differences in the overall satisfaction of different types of teachers and students. Teachers are most satisfied with the organizational leadership measures of the universities in entrepreneurship education and least satisfied with the lack of professional human resource management strategies for entrepreneurship education teachers. Students are most satisfied with entrepreneurship policy and least satisfied with entrepreneurship learning, especially that entrepreneurship theory learning and practice learning are closely combined with students’ majors. The overall satisfaction of students of entrepreneurship education mainly comes from the influence of “entrepreneurship policy dividend,” entrepreneurship learning, and entrepreneurship competition and entrepreneurship practice, which go hand in hand. The overall satisfaction of teachers is most affected by the satisfaction of organizational leadership, followed by the satisfaction of mechanism guarantee and teaching management. This study introduces the sustainable development model of entrepreneurship education in top Chinese universities through the improvement of satisfaction of entrepreneurship education and has certain reference significance for managers and teachers of entrepreneurship education practice in other developing countries.

An evaluation of student satisfaction of the joint master programs at Foreign Trade University in Vietnam

Globalization has become increasingly popular. Nevertheless, education in Vietnam has lagged behind developed countries. Thus, one of main reasons for Vietnam to engage in international collaboration is to improve training quality and enrich the human resource for economic development. This study aims to assess joint master programs at the Faculty of International Education at Foreign Trade University based on the overall student satisfaction. The SSI model developed by Temizer and Turkyilmaz (2012) to measure student satisfaction at private university is applied in the research. The data of this research are analyzed by the SPSS 20.0 software. The online questionnaires in the research are used for collecting opinions of joint master students at the Faculty of International Education at Foreign Trade University. From the analysis of 237 respondents, the results show that image (IM), perceived value (PV), perceived quality (PQ), and student expectation (EXP) impact on student satisfaction, in which perceived value and image mostly affected the overall satisfaction of students coming from joint master programs at Foreign Trade University.

The Challenge With Clinical Radiology Electives: Student and Faculty Perspectives Identify Areas for Improvement

PurposeTo determine medical students' and radiologists’ attitude toward radiology electives at a distributed medical school and identify specific areas for improvement. MethodsDuring a single academic year, both students and faculty preceptors were surveyed anonymously following a senior radiology elective. The survey was based on an established theoretical framework for studying the educational environment which takes into account domains: (1) goal orientation, (2) organization/regulation, and (3) relationships. Mann-Whitney tests were performed to determine if there was any difference between the overall satisfaction of students and preceptors, responses from the different elective sites and students’ ratings of the domains. Statistical significance was set at P < .05. Thematic analysis was performed on the narrative comments to identify specific challenges. ResultsThe response rate was 82.0% for students (95/116) and 19.5% (31/159) for radiologists. There was no difference in responses based on elective site. Overall, the elective was viewed positively by both groups however students rated their experience as significantly better than their preceptors (P = .0012). Students viewed the relationships domain more positively than both the other two (goal orientation, P = .0001; organization/regulation, P = .0038). Thematic analysis identified that the student challenges were lack of autonomy, structured teaching, and preceptor continuity and the preceptor challenges were ambiguous learning objectives/expectations and insufficient resources. ConclusionsThe radiology elective challenges identified in this study provide educators with specific areas to target when updating radiology electives. A better elective experience may improve students' radiology knowledge and attitude towards the specialty as well as radiologists’ interest in teaching.

Student Perceptions Regarding Group Learning Activities in a Hybrid Medical Curriculum.

Problem- and team-based learning strategies have been introduced in the revised integrated curriculum of our medical college. This study aims to assess perceptions of students regarding recently introduced group learning activities into our hybrid curriculum. This descriptive cross-sectional study has used a pre-validated questionnaire to find out the perceptions of medical students studying at College of Medicine, Imam Abdulrahman Bin Faisal University (IAU). The response of students on the questionnaire was recorded by using a 5-point Likert scale. The data was analyzed by using one-way ANOVA. Mean and standard deviation were calculated. Additionally, three open-ended questions were asked to assess the merits and demerits of these newly implemented group learning approaches. Out of 736 students, 190 (25.81%) completed the questionnaire. Among the 190 respondents, 64 were from second year, 65 were from third, and 61 were from fourth. Overall, the results show a positive response of students and that they favor the introduction of group learning instructional design in the hybrid curriculum. Students perceived group learning to be helpful in developing their critical thinking, socialization, motivation, and communication skills. This study concludes that group learning activities introduced in a hybrid curriculum have remained successful in promoting group dynamics and overall satisfaction of students toward group learning. However, some issues have been reported too. The views of the students recorded in this study might be helpful in evaluating the implemented hybrid curricula and in optimizing the group environment and function.

Evaluation of the Satisfaction of Undergraduate Students Through the Structural Equations Modeling

Access to higher education has increased in private networks due to scholarships and funding. Student satisfaction is a dynamic process and involves several aspects that significantly impact student learning. The objective of this study was to evaluate the determinants of the overall satisfaction of university students in relation to the course, and this study proposes to test whether the constructs indicated by Paswan and Young can be used to measure the overall satisfaction of students of this private university. The results showed that the teacher–student interaction, the demand, and the organization of the course influence the teacher’s involvement and the student’s interest.

Impact of Library Service Quality on Students’ Satisfaction in Higher Educational Environments: The Case of Wollo University

Aims: The main aim of the study is to analyze the impact of library service quality dimensions on students’ satisfaction in higher education.&#x0D; Study Design: Cross-sectional research design was applied. The explanatory research design was used to identify cause and effect relationships between library service quality dimensions and students’ satisfaction.&#x0D; Place and Duration of Study: The study was conducted in wollo university, North East Ethiopia between January 2016 and September 2017.&#x0D; Methodology: 366 students were selected proportionally by using simple random sampling technique after students stratified into colleges to identify their perceptions of library service quality. Close-ended structured self-completion questionnaires, adapted from the SERVQUAL instrument were used to collect data. Descriptive statistical analysis was used to describe respondents’ demographic characteristics. Correlation and multiple linear regression analysis was used to analyze the impact of each of the five dimensions of SERVQUAL on the overall satisfaction of students’ about library service with the aid of statistical package for social science ( SPSS) version 20.0.&#x0D; Results: Correlation of library service quality and students’ satisfaction was 0.569, p&lt;0.01. It was significant enough to show the correlation between the two variables. Since the correlation was positive, library service quality and student satisfaction are positively related, which means better library service quality brings higher students’ satisfaction. The coefficient of determination i.e adjusted R-square (R2) value was 0.843 representing that 84.3% of students satisfaction can be explained by the five dimensions of library service quality.&#x0D; Conclusion: Correlational results indicate that there is a positive correlation between the dimensions of library service quality and students’ satisfaction. Regression tests revealed that offering quality library service has a positive impact on overall students’ satisfaction.