scholarly journals Application of AHP FSE Method in the Network Course Quality Evaluation

2011 ◽  
Vol 15 ◽  
pp. 4136-4141 ◽  
Author(s):  
Rubo Geng ◽  
Gang Xu
Keyword(s):  
Quality Evaluation ◽  
Course Quality

scholarly journals Development of teaching quality evaluation questionnaire for preclinical courses: an exploratory factor analysis

2019 ◽  
Author(s):  
Pan He ◽  
Xiaofei Ye ◽  
Nannan Feng ◽  
Hengye Huang ◽  
Yulan Qiu
Keyword(s):  
Factor Analysis ◽  
Medical Students ◽  
Exploratory Factor Analysis ◽  
Teaching Methods ◽  
Quality Evaluation ◽  
Teaching Effectiveness ◽  
Teaching Quality ◽  
Teacher Characteristics ◽  
Course Quality ◽  
Teaching Attitudes

Abstract Background Course quality assessment contributes to evaluate teaching effectiveness and to improve student learning. Several course quality assessment questionnaires have been carried out associated with teaching quality evaluation of medical education. However, little is known about views of medical students regarding the quality of preclinical courses. To fill this gap, we aimed to develop a novel multi-dimension instrument for assessing teaching quality with the perception of medical students in preclinical courses.Methods The original Teaching Quality Evaluation Questionnaire (TQEQ) containing seven dimensions: course contents, teaching abilities, teaching methods, teaching attitudes, learning outcomes, teacher characteristics, student subjection, consisting of 47 items was formed according to literature reviews and group design. We sent the original questionnaires with items in a random order to medical students of Shanghai Jiao Tong University School of Medicine. After collecting the valid questionnaires, the exploratory factor analysis was conducted to assess construct validity and Cronbach’s alpha coefficient was used for evaluating internal consistency reliability of the questionnaires.Results In total, 590/646 (91.3%) of participants completed the questionnaire regarding preclinical course evaluation. The exploratory factor analysis yielded seven common factors, learning outcomes, teaching attitudes, student subjection, teaching abilities, teaching methods, teacher characteristics, teaching interactions, consisting of 39 items explained 58.449% of total variance and the factor loading value was above 0.4. In addition, Cronbach’s alpha coefficients ranged from 0.669 to 0.914.Conclusion This study provides a new, validated and useful instrument for measuring teaching effectiveness of preclinical courses based on the views of medical students. It is feasible for use in medical schools.

scholarly journals A Four-in-one Teaching Model for Fundamental Nursing Based on UCD Theory

2020 ◽  
Vol 15 (15) ◽  
pp. 188
Author(s):  
Pan Li ◽  
Chunyan Li
Keyword(s):  
Index System ◽  
Quality Evaluation ◽  
Course Design ◽  
Course Evaluation ◽  
Nursing Personnel ◽  
Evaluation Index System ◽  
Evaluation Index ◽  
Teaching Model ◽  
Teaching Program ◽  
Course Quality

With the change of health concept and medical mode, the nursing personnel in the 21st century will confront day by day expanding work domain, and new opportunities and challenges put forward new requirements for the scale and quality of nursing personnel training. The core problem of nursing education reform is course reform. At present, nursing specialty teaching has such problems as the lack of learning initiative and imperfect course evaluation system which seriously affect the teaching effect. Hence, this study applied UCD theory, summarized the principles of multimedia teaching design based on UCD theory, and applied it in network course design of nursing teaching. The detailed design application method expanded in detail from three aspects: course process, course content and course experience. Meanwhile, four-in-one (blended-flipped-autonomous-collaborative) teaching model was proposed. The teaching model is based on the functional structure relation between course objective and course implementation process, and element analysis model of course quality process. The course quality evaluation index system oriented to objective-process was constructed from six dimensions (including course objective adaptation, teaching resource guarantee, teaching program execution, teaching program suitability, quality assurance effectiveness and course objective attainment) to assess the application effect of four-in-one teaching model in Fundamental Nursing. The results show that the four-in-one teaching model better improves students’ self-management ability, information acquisition ability, learning and cooperation ability, compared with traditional teaching models. Objective-process course quality evaluation index system can quantify evaluation of teaching effect from multiple dimensions and make teachers optimize course design with pertinence.

scholarly journals Student Creativity Boosting with Innovative Digital Activities to Enhance Study Course Quality

2015 ◽  
Vol 1 ◽  
pp. 341
Author(s):  
Ieva Rudzinska ◽  
Anisoara Pop ◽  
Mirela Dredetianu
Keyword(s):  
Student Satisfaction ◽  
Quality Evaluation ◽  
Evaluation Model ◽  
Quality Criteria ◽  
Digital Tools ◽  
Deep Approach ◽  
Course Quality ◽  
Individual Work ◽  
Study Process ◽  
Quality Evaluation Model

<p><em>The article aims to introduce some digital activities for ESP (English for Specific Purposes) courses and show the effect of their introduction on the quality of study process in an ESP course and on its results. With the help of ESP course quality evaluation model (Rudzinska, 2011) ESP course quality is evaluated along the following criteria: study course clarity, adequacy, cooperation, individual work, variety, and deep approach. Quantitative and qualitative research methods are used to investigate the improvement of study process quality due to the introduction of digital tools. The base of the research are the students of a Latvian higher education institution (HEI) (Institution A) and a Romanian  HEI (Institution B), who from 2008/2009 to 2011/2012 studied ESP (Business English and Sports English) with the help of such digital tools as <a href="http://www.bighugelabs.com/">Bighugelabs</a>, Piclits, Glogster, Textivate, Freemind and Wikipedia article creation. In Institution B student satisfaction level with the use of digital tools was surveyed through a 5-point Likert scale questionnaire and oral interviews. In Institution A the students freely reflected on their learning experience with the help of the mentioned digital tools. The results in both HEIs show high student satisfaction with the introduction of digital tools: in Institution B slightly satisfied were 15%, moderately satisfied: 10%, very satisfied: 58%, and extremely satisfied: 15% of respondents. Qualitative analysis showed that ESP course quality due to the introduction of digital tools improved in relation to quality criteria, summarized in the mentioned quality evaluation model (clarity, adequacy, cooperation, individual work, variety, and deep approach), as well as in relation to other quality criteria:  accessibility, availability, novelty, variety, creativity, an opportunity to be proud about the results of the work done; the weaknesses were due to lack of accessibility (Internet connection in my village is too slow), lack of creativity (I’m not very creative) and complicated techniques of digital tool application.</em></p><p> </p>

scholarly journals Evaluating the Quality Of E-Courses from The Students Perception and E-course Quality Evaluation Metrics (DAU- EQEM) at Dar Al Uloom University

2021 ◽  
Vol 12 (6) ◽  
pp. 1962-1969
Author(s):  
Mohammad Samir Abdel-Haq, Evan Asfoura
Keyword(s):  
Quality Evaluation ◽  
Learning System ◽  
Kingdom Of Saudi Arabia ◽  
Course Quality ◽  
Advanced Level ◽  
Electronic Learning ◽  
University Preparation ◽  
E Learning ◽  
The University

E-learning and e-courses have received great practical and research interest during the previous years. Recently, there has been a growing interest in increasing efficiency and adherence to quality standards for e-learning and e-courses. With the restrictions imposed by the recent COVID-19 pandemic and the shift to reliance on e-learning and e-courses, this has increased the interest of higher education institutions, especially in the Kingdom of Saudi Arabia, Dar Al-Uloom University has developed a framework to ensure the quality of electronic and electronic learning courses DAU-EQEM The framework consists of eight standards, And that was applied through this study on 272 electronic courses distributed over three colleges in addition to the university preparation program at Dar Al Uloom University. To verify the evaluation results, the evaluation results were matched with the results of a survey of students' perception at the university about the quality of e-courses. The questionnaire consists of 5 themes and 25 items. The results showed a great convergence in the results of the evaluation tools used to verify the quality of electronic courses at Dar Al Uloom University. The results also showed an advanced level of quality of e-courses at Dar Al Uloom University, with the need to develop plans to ensure continuous improvement and raise the level of performance related to the e-learning system and its e-courses.

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