Student Expectations Research Articles

The Influence of Student Learning, Student Expectation and Quality of Instructor on Student Perceived Satisfaction and Student Academic Performance: Under Online, Hybrid and Physical Classrooms

Abstract The main aim of this research is to study the influence of traditional, online, and hybrid teaching modes on student academic performance. For this purpose, three determinants of perceived satisfaction and academic performance are used to compare student learning outcomes across the different teaching mediums. This is the first study to examine different teaching modes and their influence on students enrolled in higher education institutions. The study context is a set of China’s higher education sector after the COVID-19 outbreak. Data were collected on the model variables through an online questionnaire and distributed amongst a sample of undergraduate students who were enrolled at Overseas Education College at Jiangsu University. Data collection was divided into three categories: pre-pandemic, pandemic, and endemic situations in China. Structural equation modelling technique was adopted to inspect the collected data and confirm the hypothesis. Results show that student learning and student expectations have a significant positive impact on student perceived satisfaction in all contexts. Moreover, online mode of teaching yielded higher level of student satisfaction and hence, their academic performance. Findings of this study have generated implications for stakeholders of the education sector. Teachers must consistently improve themselves in terms of knowledge and skills, while the ministry of education should set required standards and monitor compliance. They should make some courses related to technology and innovation as a part of the undergraduate syllabus. These will help to stay relevant in today’s competitive academic sector.

Student Perceptions of the Role of Tutors in Office Administration Courses in Public Administrastion Study Program of Universitas Terbuka

Whether a student is successful or not in undergoing lectures really depends on the role of the tutor in guiding the student. In this regard, the role of the tutor is very important because the tutor is a facilitator of learning for students. The problem currently occurring at the Universitas Terbuka is that there are many tutors who teach not in accordance with student expectations, such as not assessing discussions and assignments, not responding quickly to obstacles faced by students, not opening up discussion space and so on. For this reason, there needs to be a perception from students as a form of evaluation of the role of tutors in providing academic services to students so that they become quality graduates and can compete internationally. The aim of this research is to analyze student perceptions of the role of tutors in office administration courses as an effort to improve the quality of tutors' academic services to students. The research method used is quantitative. Research data was obtained directly from the field through a survey, namely by filling in a Google form. The selection of informants was based on purposive sampling. As for data analysis, researchers used interactive analysis. The research results show that students' perceptions of the role of tutors in Office Administration courses at the Universitas Terbuka are generally positive. The students assessed that the tutor was able to clearly convey the objectives and plans for learning activities, explain important concepts, and provide initiation materials equipped with supporting media such as video, audio or relevant articles. This shows that tutors play an important role in helping students understand the material and improving the quality of academic services, which ultimately supports students in competing on the international stage.

A 3-D interactive microbiology laboratory via virtual reality for enhancing practical skills

Virtual Reality (VR) laboratories are a new pedagogical approach to support psychomotor skills development in undergraduate programmes to achieve practical competency. VR laboratories are successfully used to carry out virtual experiments in science courses and for clinical skills training in professional courses. This paper describes the development and evaluation of a VR-based microbiology laboratory on Head-Mounted Display (HMD) for undergraduate students. Student and faculty perceptions and expectations were collected to incorporate into the laboratory design. An interactive 3-dimensional VR laboratory with a 360° view was developed simulating our physical laboratory setup. The laboratory environment was created using Unity with the (created) necessary assets and 3D models. The virtual laboratory was designed to replicate the physical laboratory environment as suggested by the students and faculty. In this VR laboratory, six microbiology experiments on Gram staining, bacterial streaking, bacterial motility, catalase test, oxidase test and biochemical tests were placed on the virtual platform. First-year biomedical science students were recruited to evaluate the VR laboratory. Students’ perception of the virtual laboratory was positive and encouraging. About 70% of the students expressed they felt safe using the VR laboratory and that it was engaging. They felt that the VR laboratory provided an immersive learning experience. They appreciated that they could repeat each experiment multiple times without worrying about mistakes or mishaps. They could personalise their learning by concentrating on the specific experiments. Our in-house VR-based microbiology laboratory was later extended to other health professions programmes teaching microbiology.

A qualitative study of final year student veterinary nurses' career plans and expectations

Introduction: The limited longevity of veterinary nurses' clinical careers is a current challenge faced in the veterinary industry. In order for veterinary nurse job vacancies to be filled, it is essential for graduate veterinary nurses to be motivated to seek employment in clinical practice. The aim of this study was to explore the career plans and expectations of final year student veterinary nurses. Method: Online semi-structured interviews with ten final year student veterinary nurses were used to collect qualitative data. Thematic analysis was used to analyse the data. Results: The results revealed that there were aspects of clinical practice the participants were looking forward to and others they perceived would be challenging and may threaten the longevity of their clinical career. An example was the demanding nature of the job role. Discussion: All participants expressed a desire to work in clinical practice following their graduation, but were aware that they were unlikely to have long-term clinical careers. It is recommended that veterinary nurse educators should support students to develop the resilience necessary for them to face the challenges of clinical practice and also help them to gain the transferrable skills they may require for alternative future career paths.

Student’s Readiness for Career Satisfaction in the Private Universities of Nanchang, Jiangxi, China

This study investigates the factors influencing students' readiness for career satisfaction among business graduates in Nanchang, Jiangxi, China. Drawing on a descriptive survey analysis methodology, data were collected from 250 business administration students attending private institutions in Nanchang. The research explores the roles of societal norms, student expectations, skills, and career counsellor proficiency in shaping career satisfaction. Findings emphasize the importance of aligning career choices with personal values, enhancing students' skills, and ensuring effective career guidance services. The study contributes to understanding the complexities of career satisfaction and offers insights for educators, policymakers, and career counsellors to improve outcomes for business graduates.

Colorblind racial ideology and student expectations and reactions to a university-sponsored diversity workshop.

Colorblind racial ideology and student expectations and reactions to a university-sponsored diversity workshop.

Psychological Responses of Chinese Medical Students to the COVID-19 Pandemic: Empirical Research Qualitative.

This study aims to explore the psychological reactions of medical students during the pandemic. A qualitative study. A purposive sampling technique was employed, and a qualitative approach was adopted. Semi-structured questionnaires were utilized, and online interviews were conducted. Forty medical students were selected as participants for the interviews. The interview data were analyzed using Colaizzi's seven-step analysis method. The study identified five themes related to the psychological reactions of medical students during the pandemic. Firstly, COVID-19's influence on medical careers was characterized by increased interest and determination in pursuing medical professions, heightened admiration for frontline workers, reinforced commitment to a medical career due to the pandemic, and recognition of the significance of medical education. Secondly, challenges and concerns in medical career pursuit were identified, including negative sentiments towards medical careers during COVID-19 and hesitations and concerns about entering the medical field amidst the pandemic. Thirdly, the impact on mental well-being encompassed diverse anxieties expressed by participants regarding control, transmission, treatment, and intentional spreading of the virus. Participants experienced an emotional progression from calmness to fear and anxiety, with heightened anxiety when relatives or acquaintances contracted COVID-19. Academic delays also contributed to anxiety among medical students. Fourthly, changes in behaviors and mindset were observed, including altered behaviors and mindset in response to the pandemic, as well as increased attention to personal hygiene and disease prevention measures. Lastly, expectations of medical students from government, public, and parents were explored. Understanding the psychological reactions of medical students during public health emergencies is crucial for their well-being and professional development. The findings have implications for medical education and the development of strategies to enhance the psychological well-being of medical students during similar crises.

THE TRANSFORMATIVE POTENTIAL OF COMPUTER-SUPPORTED COLLABORATIVE LANGUAGE LEARNING IN KAZAKHSTAN

Language learning is an essential skill in an increasingly interconnected world, facilitating effective communication and fostering cultural understanding. It is a critical aspect of education in a globalized world, particularly in culturally diverse nations like Kazakhstan. Through various methodologies and technologies, language learning empowers individuals to navigate diverse linguistic landscapes and engage meaningfully with people from different backgrounds. This article explores the transformative potential of Computer-Supported Collaborative Language Learning (CSCLL) as an innovative approach to language education in Kazakhstan. Grounded in theories of social constructivism and socio-cultural learning, CSCLL integrates technology with collaborative learning methodologies to enhance language acquisition and proficiency. Kazakhstan's linguistic landscape, characterized by the significance of Kazakh, Russian, and other languages, underscores the relevance of innovative language education approaches. CSCLL offers benefits such as increased motivation, improved communicative competence, and enhanced cultural awareness, aligning well with Kazakhstan's multicultural context. However, effective CSCLL implementation requires attention to factors such as technological infrastructure, teacher training, and curriculum alignment. Through research methods including surveys, experimental studies, content analysis, and longitudinal studies, this article provides insights into the perceptions, experiences, and expectations of educators and students regarding CSCLL in Kazakhstan. Despite challenges such as technological disparities and pedagogical adaptation, CSCLL holds promise for enhancing language learning outcomes and promoting cultural competence in Kazakhstan's educational system.

Education Research: What Medical Students Value in Neurology Residents: A Qualitative Study to Inform Resident as Teacher Curricula.

Residents are responsible for much of the formal and informal teaching of neurology clerkship medical students. High-quality resident teachers can enhance clerkship satisfaction, decrease neurophobia, and increase specialty interest. To train such residents, some institutions have developed resident as teacher (RAT) curricula. Existing RAT curricula are highly variable, partly because of our limited understanding of medical student attitudes and expectations regarding the qualities and skills of effective resident teachers. We sought to identify important themes in resident teaching, based on qualitative analysis of written evaluations by students, to better inform future RAT curricula in neurology. Clerkship student evaluations of residents from 2012 to 2023 at a single institution were collected and anonymized. The narrative comments were thematically coded using conventional content analysis in an iterative process of reconciliation and recoding. Randomly selected evaluations were analyzed in batches of 50 at a time until thematic saturation was achieved. A total of 200 evaluations yielded 6 themes with 27 subthemes: (1) Work-based learning, teaching and assessment: "sets expectations," "student involvement in care," "student autonomy over care," "helps students prepare/practice," "gives feedback," "mentorship and coaching," and "challenges students"; (2) Attitudes as teacher: "likes to teach," "made time to teach," "inspirational/fun," "patience," "approachability," and "learner-centric"; (3) Learning environment: "safety" and "clear communication"; (4) Role modeling: "knowledge," "skills," "attitudes," and "leadership"; (5) Content of teaching: "clinical skills," "medical knowledge," "nonmedical topics," and "directed to further learning"; and (6) Context of teaching: "bedside/in exam room," "attending rounds," "in workflow," and "break for teaching." The most prevalent subthemes were "student involvement in care," "gives feedback," "safety," "made time to teach," and "approachability." In their written evaluations of neurology residents, medical students identified many attributes, skills, and methods that led to a positive learning experience. Many of these themes highlighted the importance of residents facilitating work-based learning, cultivating the learning environment, and serving as role models rather than formal teaching activities alone. We provide recommendations for further RAT curricular development informed by these results. Using these findings, we further illustrate how residents influence the tripartite interaction between the learner, their subject, and their environment seen in existing learning theories.

The expectations of parents of secondary school students about leadership of school principals

Students’ parents are important stakeholders of school leadership. Student mobility and some other problems in a school environment may occur when the expectations of students’ parents cannot be met. Hence, I studied the expectations of the parents of secondary school students about the leadership of school principals through focus-group interviews using a phenomenology design. According to the findings, the leadership expectations of parents about school principals were categorised in 4 sub-themes: behaviour, values, skills and competencies, and characteristics. Parents of students expect school principals to prioritise student success, create unity and integrity, ensure open and sincere communication, and student safety and happiness. They also expect values that include managerial competence and problem-solving skills, showing interest and sensitivity, sensitivity to differences, respect for justice and equality, and a democratic attitude. At the same time, parents of students expect school principals to be innovative, visionary, consistent, empathetic, and disciplined – they want principals to be good role models for students.

초등교사의 기대에 영향을 미치는 학생 특성 탐색

Objectives The purpose of this study is to examine student characteristics that affect elementary teachers' ex-pectations in terms of students' academic performance, peer relationship, and attitude. Methods For this purpose, the panel data of the Korea Education Longitudinal Study (KELS) 2013 from elementary school students were used. For this data, the predicted mean matching method was applied to handle missing values, multicollinearity was checked, and multiple regression analyses were conducted. Results It was found that variables affecting teachers' expectations were students' previous academic perform-ance, class attitude, gender, parental support, monthly income, physical self-concept, and single-parent family status. The effect size and direction of the variables varied by the sub-component of teacher expectations. Conclusions Based on these findings, this study proposed a teacher training program to prevent teachers' biases against students and called for the establishment of longitudinal data to conduct research on teachers' evaluations and expectations of students.

Decision Support System for Selection of An Excellent-Students at Faculty Level in University of X Based on GAP Methods

The aim of this study is to develop a Decision Support System (DSS) for the selection of an excellent-students in one of the faculties of X University using the gap analysis method (GAP). It was used to identify differences between students' expectations of selection criteria and students' actual performance. A survey was conducted on 31 students to obtain the necessary data. The result of this study revealed a gap between students' expectations and performance regarding academic grades and participation in student organizations. The result before implementation GAP with profile matching there were 29 accurate with two inaccurate data (93.54%). After implemented, there were 30 accurate and one was inaccurate at 96.78%. The DSS used GAP is a relevant solution to reduce errors and more objective.

Peer effects of local students on the human capital of migrant children in middle schools: Evidence from China

The role of peer effects in children's human capital accumulation has attracted increased amounts of attention. Using data from a nationally representative survey of Chinese middle school students, this paper exploits random student-classroom assignment as a quasi-natural experiment to identify the peer effects of local students on the human capital of migrant children in Chinese middle schools. The results indicate that the peer effects of local students significantly improve the human capital of migrant children, including academic performance, cognitive abilities and non-cognitive abilities. Moreover, these peer effects can be further explained by improved parent-child relationships and parental expectations, increased student effort and expectations, and optimized teachers' teaching and school climate. Additionally, the peer effects from local students varies with migrant children's gender, Hukou, number of siblings and grade. Our research contributes to complementing the research field regarding peer effects and provides a new policy-oriented direction for the development of migrant children's human capital.

Exploring the continuing effects of COVID-19 on tertiary screen production education in Australia

ABSTRACT This article considers how the COVID-19 pandemic impacted tertiary-level screen production education in Australia. Six university educators across four Australian states present a series of critical thematic reflections, interrogating their lived experiences of teaching screen production courses during periods impacted by COVID-19 lockdowns and social distancing requirements. The analysis reveals the pandemic amplified areas like concept development and fundamental production skills using mobile devices, while more advanced technical skills and student collaboration suffered due to remote learning conditions. Managing health risks through COVID-safe protocols became a major priority. Student storytelling shifted towards shorter individual projects exploring themes of isolation, though some collectives producing anthology series also emerged. While some pandemic-driven changes like online meetings have persisted, the authors identify an ongoing need to foster students’ interpersonal skills and technical proficiency developed through collaborative, hands-on learning experiences. The diverse reflections highlight common challenges but also differences across states based on varying COVID-19 conditions and restrictions. Overall, the authors argue for balanced, responsive approaches going forward to equip graduates with frameworks to navigate screen industry shifts alongside changing student expectations around delivery modes.

Distance Learning in a Cyber Islamic University: Best Experience from Indonesia

Backgroung: The quality of online learning is a demand for the State Islamic Institute of Syekh Nurjati Cirebon as a pilot project for a cyber-based Islamic university which since 2021 has had a distance learning program of Islamic Education Study Program. The Asian Association of Open Universities (AAOU) and Academic Partnership and The Asia-Pacific Economic Cooperation (APEC) organizations provide some criteria for the quality of online learning. Mixed research with sequential methods was carried out on the study program academic community using closed and open questionnaires online and through some focus group discussions. The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. This shows that the implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. However, until now the study program has not had any graduates. Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program. Objective: The aim of this research is to determine the level of service quality and student expectations regarding distance education carried out by the Syekh Nurjati State Islamic Institute, Cirebon, Indonesia. Method: This research adopts mix methods approach with sequential explanatory design. The data obtained through online closed and open questionnaires as well as Focus Group Discussion (FGD) with managers. Results and Discussion: The results show that from 8 quality dimensions (leadership management, student and learner profile, student information and support, assessment and integrity, infrastructure, learning media and resources, learning design and development, curriculum design, and learning outcomes) the average score is in the range of 84-86. The results obtained revealed that implementation of the distance learning program is good, with the curriculum design dimension having the highest score while learning outcomes having the lowest score. This is supported by the results of open statements and some focus group discussion agendas that the curriculum is very in line with the development and profile of the study program. Research Implications: The implication of this research are as follows: Optimizing and updating the Learning Management System, standardizing assessments, and accuracy of feedback are the aspects that need to be improved by the distance learning program.

Supporting the Biomedical Science UG Project Research Journey Through Staff-Student Partnerships.

Introduction: Developing research skills enhances graduate attributes and student employability. The UG research project is coined the pedagogy of the 21st century but the diversity of supervisory styles is a source of student perceived inequality of experience. The goal of this study was to provide structure and support to undergraduate (UG) biomedical science research students and supervisors by co-creating research informed resources that are accessible, engaging and student centred. We asked 1) How do UG students experience research supervision? 2) What approaches do supervisors use to support UG project students? 3) How do students as partners benefit from being involved in pedagogical research? Materials and Methods: In Stage One, 3 UG student research partners co-developed questionnaires and followed these up with semi-structured interviews. Fifty two UG project students took part in an interactive poll and 14 supervisors answered a questionnaire. Seven students and 4 supervisors were interviewed. These were analysed by thematic analysis. In Stage Two, the questions were asked of UG project students (n = 79) via an interactive poll and the resource developed in Stage One was trialled with students (n = 68) and supervisors (n = 37). Results: The global theme identified was that students feel strongly that the student-supervisor relationship influences their experience, satisfaction and success. In all polls, >90% of students but <60% of supervisors agree that a good student/supervisor partnership has an effect on the success of the final project. A smaller percentage of students felt strongly that they were able to develop a successful partnership with their supervisor. We co-created a visual model and a list of discussion points of how the student-supervisor partnership can be developed, aimed at making supervision more effective whilst being non-prescriptive. Discussion: The resource can be easily adapted. Students believe it helped them to develop a staff-student partnership and supervisors commented that it helps to clarify roles and manage student expectations. This scalable project will support the practice of future UG biomedical science project research students and supervisors. Working with students as partners enabled the development of richer ideas whilst supporting their employability.

An Empirical Study of Student Satisfaction at Selected Private Universities in Bangladesh

Satisfying students in higher education has proven to be a difficult task, although universities are striving to meet student needs and expectations. Private universities are trying to become more student-oriented and are seeking to understand students’ perceptions of higher education facilities. This research was designed to measure the gap between students’ expectations and perceptions of various aspects of private universities in Bangladesh. It uses a SERVQUAL framework and the Gaps Model of Service Quality. The population of students at private universities in Bangladesh is represented by a sample of 412 respondents from five top-tier private universities. Findings indicate that the overall service quality of private universities fails to meet student expectations. Students’ perceptions are lower than their expectations in every aspect. Students expect more for acceptance of their degree, availability of on-campus jobs, maintenance of a proper study environment, and provision of prompt advising, counseling, and assistance to solve problems. The most expected SERVQUAL dimensions are assurance and empathy, while the dimension most perceived is assurance. The biggest gaps between expectation and perception lie in the dimensions of responsiveness and empathy. The article offers useful information by which to understand students’ expectations, perceptions, and the gaps between them, which has several implications for university and government authorities.

Technology Acceptance Model for Smartphone Use in Higher Education

Context. The technology acceptance model (TAM) is a theoretical framework that consists of perceived usefulness (PUS), perceived ease of use (PEU), attitude toward using (ATT), behavioral intention to use (USI), and actual system use. Here, actual system use is posed by the smartphone use in higher education (SHE) described such as student self-management (MNG), student learning results (LRS), student achievements perceptions (SFB), student cost-benefits perceptions (VCB), and student expectations (EXP) that help to understand and explain how students’ acceptance and adoption of smartphone technology could be better achieved. Nowadays, after the COVID-19 pandemic, student motivation (MTV) and student quality perceptions (SQY) are two factors that reinforce the TAM model. Problem. The research confronts challenges from the dynamic and rapidly changing technology and education environments. The post-COVID-19 era introduces uncertainties, potentially affecting the TAM-SHE model's long-term sustainability. The fluidity of student preferences and technological advancements obstruct the establishment of a universally applicable framework for smartphone acceptance in education. This raises concerns about the model's adaptability and generalizability across diverse educational settings, emphasizing the careful consideration of evolving factors. Therefore, the following research question is proposed: What is the TAM for SHE empirical framework as an innovative tool? Purpose. The research aims to explore students' acceptance of smartphone technology in education using the technology acceptance model (TAM), focusing on perceived usefulness, ease of use, attitude, intention, and actual system use within smartphone use in higher education (SHE) in the context of post-COVID-19 era, the study considers student motivation (MTV) and student quality perceptions (SQY) as crucial factors enhancing the TAM-SHE framework. Methodology. We determined the following steps: Step 1. A qualitative study based on the Delphi Panel-Focus Group and Analytic Hierarchy Process (AHP) to determine the questionnaire TAM-SHE among three specialists: 1 information technology expert, 1 information technology professor, and 1 university student related to TAM for SHE and questioned about the items and factors related to the preliminary questionnaire design. Step 2. A literature review to explain the items and factors for the questionnaire (ex-ante) proposal involved in the design will be applied to more than 523 Mexican university students in the second semester of 2023. Step 3. Once all the data in the questionnaires had been collected were probed regarding the Cronbach Alpha reliability. A quantitative study on confirmatory factor analysis based on partial least square structural equation modeling (PLS-SEM) with SMART PLS (4.0.9.8) was used to probe convergent, discriminant, and nomological validity for the final conceptual TAM-SHE framework. Theoretical and practical findings. We propose a robust empirical TAM-SHE framework able to explain and predict how their factors enhance smartphone use in higher education. Transdisciplinary and sustainable innovation originality. The utilization of smartphones in higher education contributes to sustainable development by reducing educational disparities between students from different socioeconomic backgrounds. Additionally, mobile learning aligns with the Sustainable Development Goals (SDGs), particularly SDG4, by advancing sustainable quality higher education. Furthermore, it facilitates worldwide access to education, promoting a more inclusive and equitable learning environment Conclusions and limitations. For the post-COVID pandemic era, more studies are necessary to verify the new student motivations (MTV), student quality perceptions (SQY), and the actual system use factors to facilitate mobile technology in use for higher education through the technology acceptance model (TAM).

Optimization of the Educational Experience in Higher Education Using Predictive Artificial Intelligence Models

Aim: This study investigates the application of machine learning-based predictive models in university education, in order to improve student experience and satisfaction, evaluating the effectiveness of these tools in a modern educational context. Theoretical Framework: The research analyzes the strategic transformation in higher education, driven by digitalization and the evolving expectations of students and the labor market. The crucial role of AI-based predictive models in this change is explored. Methodology: A methodology combining opportunity identification and business case development in educational settings is employed. The approach focuses on business design and experimental machine learning techniques, emphasizing model accuracy, evaluation of the costs of inaccurate predictions, and ethics in data manipulation. Results: The predictive models achieved 95.7% accuracy in predicting student satisfaction, showing a significant positive correlation between teaching personalization and student satisfaction. These results highlight the ability of the models to influence educational decisions that improve the student experience and underscore their adaptability to specific learning needs, thus contributing to a more personalized and effective education. Discussion: The importance of balancing the adoption of advanced technologies with the maintenance of a student-centered pedagogical approach is emphasized. The methodology used to identify modeling heuristics highlights how strategic decisions can guide the technical development of AI models, ensuring that solutions are not only innovative, but also aligned with educational needs. Research Implications: The approach taken suggests that the application of predictive models has the potential to radically transform teaching and learning, aligning them with the demands of the digital future. Originality/Value: The proposed machine learning model is revealed as an effective tool to identify areas for improvement in university education. Its high accuracy in classifying students provides a unique perspective on how to improve educational quality and student satisfaction, emphasizing the importance of addressing individual needs for educational improvement.

Community Partners' Perceptions of the Benefits and Burdens of Participating in a Community Engagement Course with Medical Students.

Service-learning courses improve medical students' ability and willingness to participate in community engagement as future physicians. However, few studies examine the community partners' (CP) perceptions of the utility of these courses in accomplishing the goals of their organizations. This qualitative study sought to understand the CPs' perspective of the benefits and burdens they face while participating in a university-affiliated medical school's Community Learning and Social Medicine (CLSM) course. This was a qualitative focus group study conducted with CPs participating in the CLSM course. A trained facilitator virtually conducted focus groups. The study team recorded and professionally transcribed these conversations. The team subsequently developed a code book, and two independent coders analyzed all materials. The team used reflective thematic analysis to identify prominent themes. Fifteen out of 28 CPs participated in the study. The study team organized themes from the analysis into three categories: benefits to participation, challenges to participation, and minor themes. CP-perceived benefits to participating in the CLSM course included help with organizational activities, dissemination of clinically relevant skills to medical students, and effective engagement with community members. Barriers to participation included course constraints and a lack of clarity on course content and student expectations. CPs also described their role in medical student education as an extension of faculty members. Finally, CPs offered solutions for improving course communication among site leads, students, and course instructors. CPs acknowledged that this service-learning course provides collective benefit to students, community organizations, and community members. However, challenges such as navigating student schedules and understanding course expectations lead to additional work for CPs. Acting on suggestions for improvement will help secure this course's longevity and collective benefit to the community.