scholarly journals Appendix 7: Student Survey Results

2012 ◽  
pp. 197-199
Keyword(s):  
Student Survey ◽  
Survey Results

scholarly journals Adding “Student Voice” to the Mix: Perception Surveys and State Accountability Systems

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842199072
Author(s):  
Jack Schneider ◽  
James Noonan ◽  
Rachel S. White ◽  
Douglas Gagnon ◽  
Ashley Carey
Keyword(s):  
Survey Data ◽  
Student Voice ◽  
School Quality ◽  
Student Perception ◽  
State Level ◽  
Student Survey ◽  
New School ◽  
State Accountability ◽  
Survey Results ◽  
School Ratings

For the past two decades, student perception surveys have become standard tools in data collection efforts. At the state level, however, “student voice” is still used sparingly. In this study, we examine the ways in which including student survey results might alter state accountability determinations. Reconstructing the accountability system in Massachusetts, we draw on a unique set of student survey data, which we add to the state’s formula at a maximally feasible dosage in order to determine new school ratings. As we find, student survey data shift school accountability ratings in small but meaningful ways and appear to enhance functional validity. Student survey results introduce information about school quality that is not captured by typical accountability metrics, correlate moderately with test score growth, and are not predicted by student demographic variables.

Librarians, step out of the classroom!: how improved faculty-led IL instruction improves student learning

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Meagan Lacy ◽  
Alexandra Hamlett
Keyword(s):  
Student Learning ◽  
Research Process ◽  
Control Group ◽  
Student Survey ◽  
Content Type ◽  
Actual Application ◽  
Faculty Teaching ◽  
Survey Results ◽  
The Impact

PurposeIn most higher education institutions, information literacy (IL) instruction is usually considered the purview of librarians, not disciplinary faculty. However, a small but growing body of research indicates that students learn the research process best when these skills are taught in the context of a course or a discipline. For this reason, teaching faculty should share ownership of IL instruction — but how? In this case study, community college librarians explain how they successfully trained faculty to integrate IL into their English Composition courses and teach IL independently.Design/methodology/approachUsing a multimethods approach, the investigators draw on faculty interviews, student surveys, and content analysis of student essays to evaluate the impact of faculty-led IL instruction on student learning after one semester.FindingsFaculty reported that their instruction of IL was improved, and students work better as a result of their collaboration with the librarians. Compared to previous semesters, faculty perceived gains in terms of students’ ability to synthesize and cite evidence in their writing. Student survey results indicate perceived gains in their IL skills, but an assessment of their written work reveals a discrepancy between this perception and the actual application of these skills.Research limitations/implicationsBecause there is no control group, no conclusions can be drawn as to whether faculty-led IL instruction is as effective as librarian-led IL instruction or whether students’ academic performance improves due to faculty teaching IL. However, the purpose of this study is primarily descriptive. It addresses how other libraries may create a culture of shared ownership of IL instruction on their campuses.Practical implicationsThis study offers an alternative model to library instruction and suggests ways instruction librarians can prioritize their outreach and instructional efforts to maximize impact on student learning.Originality/valueWhile much has been written about how librarians can improve IL instruction, few studies mention the role of faculty. This case study starts the conversation.

scholarly journals Current Educational Technologies in English Lexis and Grammar Distance Learning at General Secondary Education Institutions

2021 ◽  
pp. 262-277
Author(s):  
Nataliia Serdiuk
Keyword(s):  
Distance Learning ◽  
Secondary Education ◽  
Educational Process ◽  
Educational Technologies ◽  
English Learning ◽  
Student Survey ◽  
Online Services ◽  
Survey Results ◽  
Grammatical Structures ◽  
Learning English

The question of the specifics of modern distance learning remains one of the most pressing issues, especially in today's world affected by global virus pandemic. We consider the study of the use of modern educational technologies in English lexis and grammar distance learning relevant and timely. The purpose of the article is to characterize popular current educational technologies and their possibilities in distance learning of English lexical and grammatical structures, to define five most perspective online services for pupils of general secondary education institutions. Methods. The author implements the purpose with the help of theoretical (analysis and synthesis of own experience and of domestic scientists concerning the use of existing educational innovative computer technologies in English learning) and empirical research methods (observation of the educational process), together with the elements of statistical (analysis of student survey results). The results. Considering student survey results, the author’s experience, the article names and characterizes 43 modern online educational technologies in English learning, they online platforms (Zoom, Microsoft Teams, Google Classroom, Skype, Nz.ua, ClassDojo, Moodl), online services (Google Drive, Padlet, Google Forms, Microsoft Forms, Kahoot!, Grammarly, Quizlet, Quizizz, Plickers, Socrative, Hot Potatoes, LinguaLeo, ToonDoo, Classtime, Lang-8, Сoursera, LearnEnglish, BBC Learning English, British Council LearnEnglish, Tandem, Enpodcast, Bussu), mobile apps (Memrise, Rosetta Stone, Babbel, FluentU, MindSnacks, Open Language, Mosalingua, Messenger, Telegram, Viber, WhatsАрp), virtual whiteboard (Paint, Google Slides, Bitpaper.io). The article suggests grouping these technologies according to 7 purposes of use (to conduct online English lessons in real time; to create virtual classes, lessons and tasks; to send tasks and communicate; online services for learning English vocabulary and grammar; to use a virtual board; to store works and materials of pupils; to assess and control English language skills). Conclusions. The benefit of the study is that the possibilities of online services in distance learning of English lexical and grammatical structures have been emphasized, and five the most perspective for pupils of general secondary education institutions have been defined as Moodle, Google Classroom, Google Forms, Kahoot!, Zoom.

STUDY PROCESS INNOVATIONS IN COMPLIANCE WITH THE SPECIFIED LEARNING OUTCOMES IN THE STUDY PROGRAMMES

2013 ◽  
Vol 1 (13) ◽  
Author(s):  
Ilma Neimane
Keyword(s):  
Information Search ◽  
Professional Competence ◽  
Successful Implementation ◽  
Student Survey ◽  
Process Innovations ◽  
Survey Results ◽  
Study Process ◽  
The Individual ◽  
Physical Capacities ◽  
Qualitative Changes

In modern information society studies are a dynamic planning of educational activities focussed on development of new or changed human intellectual and physical capacities. The growing importance of information (information search, processing, storing, sharing, application) and information mobility promote qualitative changes in the study process – the curriculum acts as a driving force that causes the individual to identify the need to constantly update the knowledge and improve skills. The new instructions in education significantly impact the person’s possibility to constantly upgrade the skills and competences throughout their lives and re-enter the educational system according to their needs. The study process provides student’s self-realisation, beginning with setting the study aims and objectives to assessment of the results obtained. No longer is the objective of the study process to give only knowledge but to encourage students for independent, critical, and reflective work as well. The article examines the innovations at Liepaja University focusing on the expected study outcomes in the study programmes. The article analyses the attainable professional competences envisaged by the study course programmes and student survey results, in which students indicate both the positive professional competence moments in successful implementation of the study process and make their suggestions for improvement of the study process.

scholarly journals Adaptive Learning in Psychology: Wayfinding in the Digital Age

2016 ◽  
Vol 20 (3) ◽  
Author(s):  
Charles Dziuban ◽  
Patsy Moskal ◽  
Jeffrey Cassisi ◽  
Alexis Fawcett
Keyword(s):  
Adaptive Learning ◽  
Student Survey ◽  
Cooperative Research ◽  
Mutual Cooperation ◽  
Cognitive Reactions ◽  
Learning Platform ◽  
Seamless Transition ◽  
Survey Results ◽  
Psychology Course ◽  
Outcome Metrics

This paper presents the results of a pilot study investigating the use of the Realizeit adaptive learning platform to deliver a fully online General Psychology course across two semesters. Through mutual cooperation, UCF and vendor (CCKF) researchers examined students’ affective, behavioral, and cognitive reactions to the system. Student survey results indicated that students found the system easy to use and were generally positive about their seamless transition to adaptive learning. While the majority of students were successful, learning outcome metrics utilizing Realizeit indices indicated a potential for early prediction of students who are likely to be at risk in this environment. Recommendations are presented for the benefits of cooperative research between users and vendors.

Utilization of problem-based learning in an entrepreneurship business planning course

2008 ◽  
Vol 11 (1) ◽  
pp. 53-62 ◽  
Author(s):  
Joseph R. Bell
Keyword(s):  
Problem Based Learning ◽  
Classroom Technology ◽  
Business Planning ◽  
Student Survey ◽  
Self Directed Learning ◽  
Future Assessment ◽  
Structured Problems ◽  
Directed Learning ◽  
Survey Results ◽  
Independent Thinking

This article demonstrates the implementation and efficacy of Problem-Based Learning (PBL) in an undergraduate entrepreneurship business planning course. Throughout the course, ill-structured problems arise that require independent thinking and ongoing problem solving with students taking responsibility for their own learning. The course incorporates the latest classroom technology and how that technology is utilized to deliver self-directed learning. The PBL methodology is then evaluated in light of anonymous student survey results. The objective is to create a framework for future assessment in evaluating PBL in the business planning course.

Mine, Yours, or Ours? Perceptions of Student-Created Intellectual Property Ownership

2019 ◽  
pp. 251512741986642
Author(s):  
Craig A. Silvernagel ◽  
Myrna R. Olson ◽  
Robert H. Stupnisky
Keyword(s):  
Intellectual Property ◽  
Mixed Methods Study ◽  
Administrator Perceptions ◽  
Student Survey ◽  
Policy Rules ◽  
Transfer Processes ◽  
Survey Results ◽  
Low Levels ◽  
The University ◽  
Proactive Communication

In this mixed-methods study, we examined student and administrator perceptions concerning student-created intellectual property (IP) ownership in the higher education setting. Survey results showed students had low levels of IP-related knowledge and worried that the university might claim ownership of their ideas or class projects. Students also reported inadequate communication from the university concerning IP policy rules and technology transfer processes. Interviews with campus IP administrators about student survey results led us to assert that communication inadequacies are perpetuating misunderstanding between students and university IP ownership intentions. Recommendations include implementation of several proactive communication activities and an IP training program for faculty.

E-Service Delivery in Higher Education

2012 ◽  
Vol 2 (2) ◽  
pp. 70-80
Author(s):  
Matt Elbeck ◽  
Brian A. Vander Schee
Keyword(s):  
Higher Education ◽  
Master Of Business Administration ◽  
Website Design ◽  
Student Survey ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
Student Loyalty ◽  
Basic Performance ◽  
Business Administration Students ◽  
Survey Results

This study explores graduate students’ expectations regarding website design in higher education. Focus group discussions and the Kano method are used to improve the college website experience of Master of Business Administration students. Student survey results (n = 110) suggest 23 features describing an ideal college website. Results guide college website design according to three need-based groups; basic, performance, and excitement to improve website value to students and ultimately student loyalty.

scholarly journals University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys

2020 ◽  
Vol 15 (1) ◽  
pp. 59-89
Author(s):  
Jung Mi Scoulas ◽  
Sandra L. De Groote
Keyword(s):  
Graduate Students ◽  
University Students ◽  
Undergraduate Students ◽  
Resource Use ◽  
Student Survey ◽  
Student Surveys ◽  
Library Resources ◽  
Survey Results ◽  
Physical Spaces ◽  
Website Use

Abstract Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action.     Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resources and services, although the 2018 student survey also attempted to quantify students’ library visits and their use of library resources. While the surveys were not identical, the four questions that appeared in both surveys (i.e., library visits, resource use, library space satisfaction, and library website use) were recoded, rescaled, and analyzed to measure the differences in both surveys. Results – The survey results reveal that students’ library visits and use of library resources in 2018 were higher than in 2016. In particular, undergraduate students’ use of library resources in 2016 were lower than those in 2018, whereas graduate students’ use of library resources remained similar in both years. Another key finding indicates that the mean score of students’ library quiet study space satisfaction in 2018 was higher than in 2016. However, when compared to the 2016 survey, there was a decrease in students’ ease of library website use in the 2018 survey. Conclusion – Assessing students’ behavior and satisfaction associated with their use of library physical spaces, resources, and services should be conducted on an ongoing basis. Over time, the survey findings can be used as evidence based data to communicate patterns of users’ behavior and satisfaction with various stakeholders, identify areas for improvement or engagement, and demonstrate the library’s impact. Survey results can also inform further strategic and assessment planning.

scholarly journals Screencasting as a means of providing timely, general feedback on assessment

2011 ◽  
pp. 18-21 ◽  
Author(s):  
Katherine J Haxton ◽  
David J McGarvey
Keyword(s):  
Learning Environments ◽  
Best Practice ◽  
Video Clip ◽  
Virtual Learning Environments ◽  
Student Survey ◽  
Computer Screen ◽  
Short Video ◽  
Survey Results ◽  
Whole Class ◽  
Teaching In Higher Education

Feedback has been highlighted as a key area for improvement in teaching in higher education following recent National Student Survey results. While feedback may be provided in a variety of forms, both general and specific to individual students, there is often a need to provide general feedback to a whole class without consuming valuable and limited contact time.Screencasting involves recording a short video clip of a computer screen with narration. It can be used to demonstrate various computer programmes, how to perform data analysis and to provide feedback on assessment, both individually and to the class as a whole. Camtasia or other screencast facilities were used to produce short videos of solutions to problem based assessments, incorporating general feedback and addressing misconceptions that had arisen. The resulting video files can be made available through virtual learning environments or on external websites giving the students round the clock access to a „mini lecture‟ enabling them to use the feedback at a time and place of their choosing. We have experimented with screencast feedback in a number of chemistry modules, focussing on feedback for in-class tests and problem-solving activities.In this communication we will look at screencasting as a means of providing efficient and effective whole class feedback, highlighting the strengths and challenges of this technology. We will discuss the experiences of both students who receive screencast feedback and tutors who provide it, and finish with our suggestions for best practice in the area.

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