Measures Of Student Satisfaction Research Articles

Establishing the Link Between Usability and Student Satisfaction in Adaptive Online Learning

Online courses present a new element to learners in college courses. Interfaces (web pages) take the place of an instructor as the primary information delivery system. In other words, a student’s learning experience is now tied to the quality of a course’s human- computer interaction. One emerging method of online course delivery is an adaptive course that tailors to individual students needs, abilities, or preferences. There has been much work done on the algorithms that allow the course to adapt to individual students, but there seems to be a lack of research into the usability of these interfaces and how their quality affects student performance and satisfaction. This paper presents some of the data that was collected in a larger, grant-supported project and establishes relationships between usability metrics (ease of use and perceived usefulness) and student satisfaction and outcome measures in adaptive-online courses.

Assessing simulation-based clinical training: comparing the concurrent validity of students' self-reported satisfaction and confidence measures against objective clinical examinations

IntroductionSimulation-based education (SBE) literature is replete with student satisfaction and confidence measures to infer educational outcomes. This research aims to test how well students' satisfaction and confidence measures correlate with...

French intensive training course in laparoscopic surgery (HUGOFirst) on live porcine models: Validation of a performance assessment scale and residents’ satisfaction in a prospective study

Simulation as a method for practical teaching of surgical residents requires objective evaluation in order to measure the student's acquisition of knowledge and skills. The objectives of this article are to publish our evaluation and validation grids and also the measure of student satisfaction. A teaching platform based on practical exercises with a porcine model was created in 2009 at seven French University Hospitals. Three times a year, 31 Diplôme d'Études Spécialisées Complémentaires (DESC) surgical residents underwent timed assessment of the performance of five surgical tasks: trocar insertion (trocars) testing the convergence of instruments (convergence), intra-corporeal knot tying (knots), running of the small intestine to find a lesion (exploration), and performance of a running suture closure of the peritoneum (closure). Two experts evaluated performances prospectively on grid score sheets specifically designed and validated for these exercises. We measured time, scores on a rating scale, and the interest and satisfaction of the residents. Data for 31 residents between May 2011 and March 2012 were analyzed. Rating scales were statistically validated and correlated (Kappa correlation coefficient K>0.69) for each task. The performance times of the most experienced residents decreased significantly for all tasks except for small bowel exploration (P=0.2). After four sessions, times were significantly improved with better quality (fewer errors and higher average scores [>88%]), regardless of the residents' experience. Of the participants, 92% were satisfied, 86% thought that the sessions improved their technical skills and 74% thought it had a favorable impact on their clinical practice. This study shows that the performance of surgical techniques can be improved through simulation, that HUFEG grids are valid, and that this teaching program is popular with surgical residents.

An integer programming model for assigning students to elective courses

This paper deals with the problem of assigning students to elective courses according to their preferences. This process of assigning students to elective courses according to their preferences often places before academic institutions numerous obstacles, the most typical being a limited number of students who can be assigned to any particular class. Furthermore, due to financial or technical reasons, the maximum number of the elective courses is determined in advance, meaning that the institution decides which courses to conduct. Therefore, the expectation that all the students will be assigned to their first choice of courses is not realistic (perfect satisfaction). This paper presents an integer programming model that maximizes the total student satisfaction in line with a number of different constraints. The measure of student satisfaction is based on a student’s order of preference according to the principle: the more a choice is met the higher the satisfaction. Following the basic model, several versions of the models are generated to cover possible real-life situations, while taking into consideration the manner student satisfaction is measured, as well as the preference of academic institution within set technical and financial constraints. The main contribution of the paper is introducing the concept of the minimal student satisfaction level that reduces the number of students dissatisfied with the courses to which they were assigned.

Does student satisfaction with school facilities affect exam results?

Purpose – The purpose of this paper is to investigate the relationship between student satisfaction with school facilities and exam results. Design/methodology/approach – The authors combined exam results in Norwegian lower secondary schools with results from a nationwide, mandatory and annual survey that measures student satisfaction over a five-year period. The data were analyzed using regression methods (ordinary least squares and fixed-effects estimation). Findings – The authors found a modest, yet significant, relationship between satisfaction with school facilities and exam results. This is in contrast to earlier studies using Norwegian data, which indicate no such relationship. The authors argue that the difference is probably due to the fact that they have richer data than what were available to the earlier studies of Norwegian schools, and that they used a direct measure of student satisfaction rather than formal and technical measures of facility conditions. Originality/value – This paper offers new evidence of the relationship between school facilities and student achievement and should be of great interest to academics, school leaders and policy makers.

Talking about the elephant in the room: Improving fundamental assessment practices

This paper reports on an institution-wide strategy to improve first year assessment practices. Assessment is central to the student experience and to informing their developing conceptions of themselves as students. Despite this central importance, much national and international literature raises questions about the fitness-for-purpose of assessment practices in higher education. The reported strategy was developed in response to analysis of student feedback, which suggested, like the literature, substantial opportunity for improvement. Student feedback on their assessment experience was validated by an audit of first session assessment and used to inform the strategy. A significant improvement in quantitative and qualitative measures of student satisfaction across routine data sources is provided to demonstrate impact. This supports a conclusion that the first year student experience can be impacted by the systemic application of a small number of fundamental good practice assessment strategies which are outlined.

Is It Worth the Effort? The Impact of Incorporating Synchronous Lectures into an Online Course

This study explores student achievement, sense of social community, and sense of learning community (Rovai, 2002) in two sections of an online course taught concurrently by the same instructor. One section was delivered in a fully asynchronous format; the other incorporated weekly synchronous lectures using an Adobe Connect environment. Students were randomly assigned to one of the two sections but allowed to change sections (before the semester began) if unwilling or unable to participate in weekly Adobe Connect meetings. Data included grades on course assignments, final course grades, end-of-course evaluations, and responses to the Classroom Community Inventory (Rovai, Wighting & Lucking, 2004). No significant differences were found on measures of academic achievement, student satisfaction, social community, or learning community between the two sections.

The Effects of Survey Timing on Student Evaluation of Teaching Measures Obtained Using Online Surveys

Teaching evaluations are an important measurement tool used by business schools in gauging the level of student satisfaction with the educational services delivered by faculty. The growing use of online teaching evaluations has enabled educational administrators to expand the time period during which student evaluation of teaching (SET) surveys can be completed by students. This added benefit increases the complexity of data collection and introduces new questions related to the time window during which SET survey administration should commence and stop. This article examines the role of the timing of SET survey completion on student satisfaction measures in the context of online marketing courses. The results indicate that there are significant differences between those students who respond early to survey invitations and those who respond late. Early responders and late responders reflect different segments of the student body, have different course evaluation formation dynamics, and exhibit different grade expectations. The findings suggest the existence of systematic biases in SET scores related to response rate, requiring educators to closely examine policies related to the timing of SET survey administration.

Examining Preservice EFT Teachers' TPACK Competencies in Turkey

This study investigates the impact of written group feedback, versus audio feedback, based upon four student satisfaction measures in the online classroom environment. Undergraduate students in the control group were provided both individual written feedback and group written feedback, while undergraduate students in the experimental treatment group were provided both individual written feedback and audio group feedback. Using a one-tailed t-test, the four student satisfaction measures were analyzed and one was found to be significant for students’ perception that the instructor seemed genuinely concerned with whether students learned. The authors believe the study, when combined with their previous research, has significant impact on understanding strategies for improving instructor effectiveness with online students. Furthermore, the authors believe this area of student satisfaction resides primarily in positive perceptions of instructors’ engagement and “social presence.” In addition, the authors believe the provision of audio feedback (either individual or group) to be more time efficient, while allowing for increased instructor creativity. Finally, the use of audio feedback may be perceived as more accessible or practical by the student, rather than written feedback alone.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

ANALISIS KEPUASAN MAHASISWA TERHADAP KUALITAS PELAYANAN TENAGA ADMINISTRATIF DI FAKULTAS FARMASI UNIVERSITAS AHMAD DAHLAN YOGYAKARTA

Student satisfaction measurement has been done with populatif observation and data collected prospectively at the fourth level students of the Faculty of Pharmacy Ahmad Dahlan University. The purpose this study to describe and determine student satisfaction ratings gap that arises from servqual. The results obtained indicate generally that the service element in the Faculty of Pharmacy is namely employees has not given in accordance with the expectations of student performance is characterized by a range of values of each gap there is nothing close to the ideal of zero (0). Gap values of employees in the education ministry on Tangible dimensions with a gap value -0,90, Reliability with the gap value -0,90, Assurance gap value -0,90, Empathy with the gap value -1,10 and Responsiveness to the value gap -1,10 . While the reliability of the employee dimension into the first rank and dimensions of responsiveness on the faculty is considered the most excellent service to students.

HEMŞİRELİK YÜKSEKOKULU MEZUNLARININ OKULLARI VE MESLEKLERİ İLE İLGİLİ GÖRÜŞLERİ VE MEZUNİYET SONRASI PROFİLLERİ

Ataturk University School of Nursing Graduates’ Opinions on Their Schools and Professions, and Profiles after Graduation Purpose: This study was carried out to examine Ataturk University School of Nursing graduates’ opinions on their schools and professions, assess profiles after graduation, and create a database for development work of our faculty strategic plans. Method: Graduates’ (1989-2006) home addresses, all public and private organizations established the application area in their work in the study conducted as a descriptive study between March 2007-March 2009. 301 (25.1%) graduates from the Ataturk University HYO undergraduate program between specified dates has created. Results are presented as percentage distributions. The study was based on ethical principles.Results: It is detected that 81.0% of the graduates works, 84.4% works in the public sector, 50.6% participated in certificate programs, 12.8% and 13.2% have, respectively, master and doctoral degree degree, 91.4% satisfies with their profession, 74.2% satisfies from Ataturk University HYO, below 70% of those satisfies with its practical training, its transparency and impartiality, its social, cultural and sporting activities, 77.6%, in general, evaluated by a good level of school, and the school’s modernity, communication, education quality selfrenewal was regarded as a good (respectively, %79.7, %79.4, %75.4, %76.1). Conclusion: It is proposed that the development of leadership qualities and increasing motivation of the students throughout their education, students are guided to graduate education, students to participate in scientific programs habit, working for a better quality of education, careful consideration to students' social lives and activities, the research and development activities, consulting services and student expectations, constantly revised and updated, each year, the measurement of student satisfaction with graduate satisfaction.

Assessment innovation and student experience: a new assessment challenge and call for a multi-perspective approach to assessment research

The impact of innovative assessment on student experience in higher education is a neglected research topic. This represents an important gap in the literature-given debate around the marketisation of higher education, international focus on student satisfaction measurement tools and political calls to put students at the heart of higher education in the UK. This paper reports on qualitative findings from a research project examining the impact of assessment preferences and familiarity on student attainment and experience. It argues that innovation is defined by the student, shaped by diverse assessment experiences and preferences, and therefore its impact is difficult to predict. It proposes that future innovations must explore assessment choice mechanisms which allow students to shape their own assessments. Cultural change and staff development will be required to achieve this. To be accepted, assessment for student experience must be viewed as a complementary layer within a complex multi-perspective model of assessment, which also embraces assessment of learning, assessment for learning and assessment for lifelong learning. Further research is required to build a meta-theory of assessment to enhance the synergies between these alternative approaches and minimise the tensions between them.

Enhancing Student Satisfaction Based on Course Evaluations at Budapest University of Technology and Economics

The Department of Management and Corporate Economics ran an extended survey including a questionnaire and various problem solving techniques among students on five different business courses in 2011, in order to acquire deeper knowledge about the factors influencing student (dis)satisfaction and to lay the foundation for long-term course improvement actions. According to PDCA logic, we repeated the student satisfaction measurement process in 2012 to assess the effectiveness of short-run improvement actions. This article summarizes our main results and highlights the improvement actions needed in the long run. Improving student satisfaction is a must for all courses, as the financial issues of the faculty and the departments are strongly affected by student course ratings.

Satisfaction with Education

Many studies confirm a collection of students satisfaction measurement. It represents the first level of Kirkpatrick model. This level is the basic one and used in a lot of companies, but some gaps and problems are discussed. The aim of the article is to show problematic aspects of student satisfaction measurement at Institute of Chemical Technology Prague. These aspects should be taken into account if the measurement is used as a source for changes or teachers evaluation. The article shows that received data are not representative and offers other methods to evaluation of education.

Leadership of the National Student Survey for enhancement

Purpose – The purpose of this paper is to analyse student satisfaction as identified in the UK National Student Survey (NSS) at an institutional level in one post-1992 UK university, to discuss the perceived factors behind changes in NSS results and to identify the possible impact of institutional-level quality enhancement interventions. Design/methodology/approach – The paper reviews some of the literature available on the NSS, teaching evaluation and on learning and teaching leadership in higher education and demonstrates by comparison with practice how different approaches to change management were experienced. Findings – Over a period of eight years within one HEI, it was possible to identify four distinct phases of NSS scores and to identify strong trends in both quantitative and qualitative results. Research limitations/implications – It is postulated that evidence-informed institutional-level interventions in learning and teaching practice can have an impact on the external evaluation of student satisfaction when they are part of a coherent strategy. However, although some aspects of the work are generalisable to other contexts, it is also recognised that individual environments and experiences will impact on outcomes. Social implications – This paper argues, first, that the NSS could be as much an indicator of organisational culture as a measure of student satisfaction with courses; second, that areas that students highlight as being important tend to be consistent and third, that regardless of the foci or type of interventions, senior staff level engagement is a critical factor in achieving high NSS scores and enhancing student satisfaction. Originality/value – The paper will be valuable to those using the NSS for quality enhancement at a strategic level.

Assessing Graduate Teacher Training Programs

Some effort to test the effectiveness of teacher assistant training programs is common, but these evaluations are typically limited to measures of student satisfaction. Two forms of assessment commonly used in elementary and secondary teacher training programs, measuring levels of teaching anxiety and teacher efficacy, may be of use for sociology programs interested in formally evaluating the effect of teaching seminars. The aim of this pilot study was to investigate the effects of a newly established teaching seminar using the Teaching Anxiety Scale and a Teaching Confidence Scale. Findings from pre- and posttest data show that the seminar lowered graduate students’ feelings of anxiety about teaching for the first time and increased their levels of confidence regarding mastery of common pedagogical skills. Qualitative feedback from evaluations further illustrates the positive effects of the seminar on students’ senses of themselves as teachers and their knowledge of effective teaching practices.

Determination of Factors Affecting Student Satisfaction of Islamic Azad University

Student satisfaction is an important qualitative indicator for higher educational institutes. Measures of student satisfaction show the key factors for meeting users’ needs. This paper focuses on the Determination of Factors Affecting Student Satisfaction of Islamic Azad University, using an exploratory factor analysis with Principal Component Analysis. Varimax rotation method was used during the exploratory factor analysis. Seven factors were extracted: (1) Academic advising effectiveness, (2) Campus support services, (3) Campus life (4) Responsiveness to diverse populations, (5) Safety and Security (6) Campus climate, (7) financial aid effectiveness. Students view academic advising as an important needed service.

What matters most

PurposeThis study presents institutional research and aims to explore the underlying factors that contribute to hospitality management students' satisfaction and perceptions of service quality at a higher education college in Ireland. Research focusing on hospitality and leisure management education argues for greater cognisance of the relevance of students' experience with third level education. Therefore, the current paper seeks to address the issue of student feedback and satisfaction measurement in light of recent proposals.Design/methodology/approachThe responses to a “course satisfaction questionnaire” taken from a database of first year students (n=263) were factor‐analysed using the principal component technique, the purpose of which was to identify latent explanatory variables of the student satisfaction concept as applied in a hospitality management context. Descriptive analysis was used to examine the level of satisfaction within the data. Tests for gender and nationality differences were conducted. Correlational analysis along with multiple regression techniques were applied to the data set to explore the salient relationships between satisfaction variables.FindingsAnalysis reveals a multidimensional structure of student satisfaction. Six underlying factors accounted for a high percentage of variance in explaining student satisfaction. Academic support, welfare support and course communication structures are identified as being significant determinants while differences based on nationality are observed, particularly in relation to pre‐placement support.Practical implicationsIssues such as quality of student life and other non‐institutional factors need to be accounted for in offering a more comprehensive explanation of student satisfaction. The role of pre‐work placement preparation is emphasised. The potential to chart the level and structure of student satisfaction throughout the whole institution is suggested. Furthermore, the prospect of conducting longitudinal research serves as a unique opportunity. The use of quantitative techniques, bolstered by qualitative methods, is recommended as a future direction for data collection, analysis and synthesis.Originality/valueThis paper attempts to fill a gap in student satisfaction research from a hospitality and tourism management perspective.

Student satisfaction, teacher internships, and the case for a critical approach to international education

In recent times distinctions between the economic and political imperatives of international education and its cultural and educational aspects have become conveniently aligned. This alignment is troubling because it allows the pursuit of profit to fit neatly and without apparent controversy into the pursuit of more lofty political cultural and educational goals. Measures of student satisfaction with international education do little to challenge this comfortable affiliation. Indeed, they appear to reinforce the view that international education as currently pursued is travelling well and yielding maximum profits and benefits for all. The discussion in this article is based on the results of a pilot study that examined international student satisfaction with a teacher education internship program in Australia. Our findings showed that students were satisfied with their international education experience and that the internship/work integrated learning experience enhanced their satisfaction. Importantly however, our pre-departure study showed that students expected study abroad to make a difference to their lives even before they left home. The study led us to consider the meaning of student satisfaction and whether assessments of satisfaction might simply confirm what students already expect. If this is the case, it is not altogether clear what student satisfaction with international education means or measures.