WIL curriculum design and student learning: a structural model of their effects on student satisfaction

This study examines the structural relationship among key factors influencing student satisfaction and achievement in online learning. A structural model was developed by considering course structure, student–student interaction, instructor presence, student engagement, student satisfaction and achievement as key factors. In order to verify the effectiveness of the developed structural model, we utilized the survey data collected from a total of 250 students enrolled in two asynchronous online courses offered at Kyung Hee University in Korea in the fall semester of 2020. Then, the collected survey data were analyzed using the structural equation model. The verification of the statistical analysis results indicates that the course structure has a more significant effect on the student satisfaction and achievement than the other key factors such as the student–student interaction, instructor presence and student engagement. It also reveals that the student engagement affects only the student satisfaction and has a mediated effect between student–student interaction and student satisfaction.

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Measuring Hospitality and Tourism Management Students’ Satisfaction with Work Related Learning Using Partial Least Squares in Zimbabwe

Hospitality & Tourism Review ◽

10.38157/hospitality-tourism-review.v2i1.259 ◽

2021 ◽

Vol 2 (1) ◽

pp. 14-34

Author(s):

Absai Chakaipa ◽

Vitalis Basera ◽

Memory Chakaipa ◽

Phamela Dube

Keyword(s):

Least Squares ◽

Student Satisfaction ◽

Partial Least Squares ◽

Curriculum Design ◽

Extended Model ◽

Work Related ◽

Males And Females ◽

Tourism And Hospitality ◽

Students Satisfaction ◽

Satisfaction Relationship

Purpose: The study assessed Tourism and Hospitality Students’ satisfaction with work-related learning (WRL) attachment using a two-stage extended model proposed by Taylor and Geldenhuys (2019). It also intends to determine if there are significant student satisfaction differences between males and females and between the students pursuing bachelor or diploma in Tourism and hospitality. Also, the study assessed if there is a moderation effect of a third variable (intermediate) on expectation and perception to students’ satisfaction. Method: Data were collected from 488 students using a survey instrument at the onset and at the end of the attachment. Analysis of results was done using both SPSS 23 and R 4.0.3. The study also applied the Multi-Group Analysis-Partial Least Squares (MGA-PLS) analysis permutation to test students’ satisfaction. Results: The research found no significant differences between males and females, and the students’ category (bachelor and diploma) on both Expectation-Satisfaction and Perception-Satisfaction relationship in model A. However, the study found significant differences between males and females in the perception-satisfaction relationship in Model B. The MGSA-PLS results revealed that male students have a positive and significant effect on the perception-satisfaction relationship as opposed to a negative and insignificant effect for females. The moderating effect test revealed that a third construct, INTER - Intermediate variable (a product of construct Perceptions and Expectation) has a positive impact on student satisfaction. Implications: There is a need for collaboration between hospitality industry players and academics in curriculum design, so as to meet the demands of the industry.

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Student Course Evaluations In Traditional And Blended Courses: A Case Study

American Journal of Business Education (AJBE) ◽

10.19030/ajbe.v4i1.1269 ◽

2011 ◽

Vol 4 (1) ◽

Cited By ~ 1

Author(s):

Gadis Nowell

Keyword(s):

Blended Learning ◽

Student Satisfaction ◽

Student Learning ◽

Cost Benefit Analysis ◽

Research Question ◽

Cost Benefit ◽

Course Satisfaction ◽

Future Research ◽

Traditional Learning ◽

Net Benefit

It is generally held that blended learning is gaining acceptance and being adopted at college campuses throughout the U.S. Accompanying this trend has been an expansion of the research efforts in this area. These efforts have been guided mainly by the five pillars of the Sloan Consortium Quality Framework (Sloan-C) and two large questions. One question is, “Is blended learning better than other learning environments?" In this study, this question was examined from the perspective of the Sloan-C's student satisfaction pillar. The research question was stated as follows: “Is the level of student course satisfaction generated by blended learning higher than that which is generated by traditional face-to-face classroom learning?” The results of this study revealed "no differences" between blended and traditional learning on the student course satisfaction variable. In this regard, it is important to note that this finding of "no differences" is consistent with the existing research findings on student learning effectiveness as well. Given this combined evidential pattern the following question is relevant and has implications for future research efforts in this area: "Within the context of cost/benefit analysis, why should an institution invest the additional resources needed to effectively implement a blended format when, in accordance with the existing research evidence, there is little or no net benefit in terms of its impact on students; i.e., either in terms of student satisfaction or student learning?".

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Determinants and Consequences of Students Learning Satisfaction During Covid-19 Pandemic

Jurnal Ilmiah Akuntansi dan Bisnis ◽

10.24843/jiab.2021.v16.i01.p01 ◽

2021 ◽

Vol 16 (1) ◽

pp. 1

Author(s):

Arfah Habib Saragih ◽

Joansyah Adwie ◽

Adang Hendrawan

Keyword(s):

Online Learning ◽

Student Satisfaction ◽

Student Learning ◽

Student Performance ◽

Student Perception ◽

Learning Performance ◽

Intention To Use ◽

Learning Satisfaction ◽

Survey Results ◽

Positive Effect

This study examines the effect of student perception in online learning on student satisfaction and its impact on student learning performance and intention to use in the future. The regression analysis method was used based on the survey results from 157 students. Results indicate that students' perceptions of online learning had a positive effect on student satisfaction, intention to use, and student learning performance. Further, student satisfaction has a positive effect on student learning performance but does not affect the intention to use. The implications for lecturers, students, and faculties are also discussed. Keywords: student perception, online learning, student satisfaction, student performance, intention to use, covid-19 pandemic

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THE RELATIONSHIP BETWEEN LEARNING SPACE ATTRIBUTES WITH STUDENTS' SATISFACTION AND PERCEIVED PERFORMANCE

PLANNING MALAYSIA JOURNAL ◽

10.21837/pm.v16i6.480 ◽

2018 ◽

Vol 16 ◽

Author(s):

Fadhlizil Fariz Abdul Munir ◽

Asniza Hamimi Abdul Tharim ◽

Thuraiya Mohd ◽

Suzana Said

Keyword(s):

Student Satisfaction ◽

Structural Model ◽

Learning Spaces ◽

Learning Space ◽

Current Generation ◽

Learning Patterns ◽

Perceived Performance ◽

The Relationship ◽

Students Satisfaction ◽

Research Show

The shift in the learning patterns of the current generation motivates the changes in the setting of learning spaces. This research objective is to examine the association between Learning Space attributes with student satisfaction and perceived performance. A survey was conducted in Universiti Teknologi MARA (UiTM), Perak Branch, Seri Iskandar Campus, Malaysia. A questionnaire was administered and collected from 410 students, where respondents were asked to select their preferences based on a five-point Likert scale of agreement and satisfaction. The analysis was conducted using PLS-SEM: Smart-PLS Version 3.2 to examine the measurement and structural model of the research. Results indicated that there is a significant relationship between Learning Space attributes with student satisfaction and perceived performance. The overall findings of this research show that the research variables successfully predicted the model.

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Enhancing Student-Driven Learning Strategies by Examining the Faculty Conceptions of Teaching

Student-Driven Learning Strategies for the 21st Century Classroom - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-1689-7.ch019 ◽

2017 ◽

pp. 300-317

Author(s):

Despina Varnava Marouchou

Keyword(s):

Professional Development ◽

Student Learning ◽

Learning Environments ◽

Learning Strategies ◽

Curriculum Design ◽

Teaching Practices ◽

Level Of Detail ◽

Critical Examination ◽

Policy Makers ◽

Conceptions Of Teaching

Despite the extensive interest demonstrated by academics and policy makers, and the vast amount of information written, during the past twenty years or so, in the area of student learning, very little of what has been written has been transformed into solid policies and practices, “the discourse advocates for learning, but seldom gets down to the level of detail” (Weimer 2002, p. xii). By making instructors aware of their own conceptions of teaching they will be informed of how such conceptions influence their teaching practices. Thus, a critical examination of the conceptions of teaching can initiate adjustments directed towards a reform-based perspective, leading to student driven learning strategies. In this chapter the findings of the conceptions of teaching identified by a group of lecturers in a small university are discussed, secondly, the possibility of a relation between the lecturers' conceptions of teaching and student-driven learning strategies are outlined and thirdly, the importance of taking these issues into consideration, when exploring learning environments, learning outcomes, curriculum design and the professional development of academics.

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Exploring an Innovative Course Delivery Method for Accelerated BSN Students

International Journal of Nursing Education Scholarship ◽

10.1515/ijnes-2019-0011 ◽

2019 ◽

Vol 16 (1) ◽

Cited By ~ 1

Author(s):

Rhoda A. Owens

Keyword(s):

Student Satisfaction ◽

Student Learning ◽

Online Survey ◽

Student Evaluation ◽

Course Delivery ◽

Convenience Sample ◽

Graded Material ◽

Course Delivery Methods ◽

Evaluation Of Learning ◽

Bsn Students

AbstractBackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

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Higher education service quality, student satisfaction and loyalty

Quality Assurance in Education ◽

10.1108/qae-01-2019-0003 ◽

2019 ◽

Vol 27 (4) ◽

pp. 427-445 ◽

Cited By ~ 5

Author(s):

Viraiyan Teeroovengadum ◽

Robin Nunkoo ◽

Christian Gronroos ◽

T.J. Kamalanabhan ◽

Ashley Keshwar Seebaluck

Keyword(s):

Higher Education ◽

Service Quality ◽

Student Satisfaction ◽

Structural Model ◽

Perceived Value ◽

Second Order ◽

Equation Modeling ◽

Content Type ◽

Education Service ◽

Order Factor

Purpose The purpose of this study is to validate the higher education service quality (HESQUAL) scale using a confirmatory approach and test an improved structural model that predicts student loyalty from image, perceived value, satisfaction and service quality. In addition to validating the HESQUAL scale using a confirmatory approach, two other main limitations in the extant literature are addressed. Design/methodology/approach The model is tested using data collected from 501 students enrolled in different higher education institutions in Mauritius. A two-stage approach to structural equation modeling is used whereby the measurement model is first tested using confirmatory factor analysis and followed by the assessment of the structural model. Findings Importantly, results indicate that student satisfaction is influenced by technical service quality, image and perceived value, but not by functional service quality. Both dimensions of service quality however are significant predictors of image and perceived value. The study uses a comprehensive measure of service quality and demonstrates that it is worthwhile to consider functional service quality as higher-order model and clearly distinguish between functional and technical quality, as both the technical and functional aspects play an important role in shaping students’ perceptions and behaviors. Originality/value First, in the existing literature, service quality has not been considered as a second-order factor model in structural models of student satisfaction and loyalty, thus lacking either precision or parsimony. Second, the transformative quality aspect of higher education has been largely neglected in previous research testing such predictive models. The model delineates service quality into the functional and transformative (technical) aspects and treats functional service quality as a second-order factor comprising nine sub-dimensions.

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How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses

Business Communication Quarterly ◽

10.1177/108056990106400405 ◽

2001 ◽

Vol 64 (4) ◽

pp. 42-54 ◽

Cited By ~ 142

Author(s):

J.B. Arbaugh

Keyword(s):

Student Satisfaction ◽

Student Learning ◽

Student Attitudes ◽

Structural Characteristics ◽

Classroom Behaviors ◽

Mba Programs ◽

Web Based ◽

Immediacy Behaviors ◽

Instructor Experience ◽

Instructor Behavior

In this study I investigated whether instructor classroom behaviors, called "imme diacy behaviors," are significantly associated with student learning and satisfaction in Web-based MBA courses. Immediacy behaviors represent instructors' attempts to reduce the social distance between themselves and their students. While my study found that immediacy behaviors were positive predictors of student learning and course satisfaction, such other factors as student attitudes toward course soft ware, the length of a course, and prior student and instructor experience with Web-based courses were also significant predictors. These findings suggest that both structural characteristics of MBA programs and instructor behavior merit attention for Web-based courses to successfully deliver graduate management education.

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