A qualitative study to improve the student learning experience

2017 ◽  
Vol 25 (4) ◽  
pp. 462-474 ◽  
Author(s):  
Raid A. Jastania ◽  
Gehan F. Balata ◽  
Mohamed I.S. Abd El-Hady ◽  
Ahmad Gouda ◽  
Mohamad Abd El-Wahab ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Learning Experience ◽  
Educational Institution ◽  
Content Type ◽  
Pareto Analysis ◽  
Factors Affecting ◽  
Net Promoter Score ◽  
Net Promoter ◽  
Additional Value ◽  
Students Satisfaction

Purpose For any educational institution, student satisfaction is an important goal. Thus, the purpose of the study is to use a structured improvement process, define–measure–analyse–improve–control (DMAIC) methodology, to improve students’ satisfaction regarding their learning experience at the College of Pharmacy/Umm Al-Qura University. Design/methodology/approach The study first defines the problem and develops the project charter. Then the study visualizes the students’ learning experience process that is defined using a flow chart and a value stream map. Students’ voices were captured through a modified version of a survey developed by Levitz (2015-2016) that covered different aspects of the students’ learning experience. Next, Pareto analysis and cause-and-effect diagrams were used to identify the few vital factors affecting students’ satisfaction. The net promoter score was chosen as a primary metric to measure students’ satisfaction regarding their learning experience. Findings The analysis results revealed that there were eight areas of dissatisfaction: poor catering services, improper physical environment, students’ feedback being overlooked, inappropriate measures for course delivery, absence of appropriate advice about future career, inefficient field experience and finally and poor academic support. Based on these results, an improvement plan was prepared and the first stage of the plan was implemented. The success of the plan was investigated by measuring the net promoter score which was increased by about 11.9 per cent after implementation of the first stage of the plan. Originality/value The study emphasizes that the DMAIC methodology can be applied successfully to improve students’ learning experience and to discover additional value for students.

The factors affecting student satisfaction with online education during the COVID-19 pandemic: an empirical study of an emerging Muslim country

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohamed A.K. Basuony ◽  
Rehab EmadEldeen ◽  
Marwa Farghaly ◽  
Noha El-Bassiouny ◽  
Ehab K.A. Mohamed
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Undergraduate Students ◽  
Mode Of Delivery ◽  
Muslim Country ◽  
Public And Private ◽  
Content Type ◽  
Factors Affecting ◽  
Students Satisfaction

Purpose This study aims to investigate factors affecting students’ satisfaction with online learning during the COVID-19 pandemic. Design/methodology/approach This study uses quantitative data. A survey of 280 respondents, representing undergraduate students in business schools in Cairo, Egypt is conducted. The survey includes both public and private universities. The participants are questioned about their opinions and attitudes toward satisfaction with online learning amidst the COVID-19 pandemic. Findings The findings of this study reveal that Egyptian university students prefer to use synchronous teaching methods using different platforms. Attending virtual sessions and real-time conference call classes are the most preferred mode of delivery as perceived by the respondents. Also, the results of this study found that the internet, platform, class time, loss of interest, motivation and self-motivation and use of online exams as an assessment can be considered as the factors that significantly affect students’ satisfaction with online learning in Egypt. Originality/value To the best of the knowledge, this study is among the first group of studies in Muslim emerging countries that explore the factors affecting students’ satisfaction with online learning during the COVID-19 pandemic.

Quality of learning experience, student satisfaction and perceived overall experience in the COVID-19 context

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Venugopal Prabhakar Gantasala ◽  
Swapna Bhargavi Gantasala ◽  
Tareq Na'el Al Tawil ◽  
Prerana Prasad
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Online Courses ◽  
Learning Experience ◽  
Decision Makers ◽  
Undergraduate Level ◽  
Content Type ◽  
The Relationship ◽  
Medical Programs

PurposeThe intention for this study was to explore any relationship that might exist between quality of learning experience (QLE), the second construct student satisfaction (SS) and the third construct perceived overall experience (POE) among undergraduate students within the higher education context. This study also attempts to explain the path direction between QLE, SS and POE.Design/methodology/approachThe researchers utilized structural equation modeling to analyze the variables considered for this study – QLE, SS and POE and for hypotheses testing. Respondents for this study were medical students' coordinators of the undergraduate level of medical colleges in the 28 states of India. Data collected for the study were possible by utilizing a questionnaire that was emailed to these student coordinators. The emailing effort returned 198 (n) filled questionnaires (complete) representing 198 institutions offering undergraduate-level medical programs out of a total of 542 institutions that offer undergraduate medical programs.FindingsFindings from this study confirm the relationship between QLE with SS, and PLE. Interestingly, the findings established a significant relationship between SS and POE.Practical implicationsDecision-makers and administrators of higher education institutions (HEIs) can utilize the findings from this study to focus on strengthening important elements of QLE in ways that positively impact SS and POE of students taking online courses and program offerings. The study reiterates the importance of course content, course structure, lecture-delivery quality, instructor mentoring and student-instructor interactions on SS and POE. The role of SS in reinforcing confirmation, perceived usefulness, perceived openness of the online courses and the perceived reputation was established. This relationship is key to administrators while they focus on improving SS and building on the institutions' reputation in addition to their efforts to support marketing and enrollments during the pandemic.Originality/valueResearchers in the past have examined the relationships between QLE and another construct of this study – SS. Past research has also examined the relationship between QLE and POE. However, there is not enough research exploring the relationship between SS and POE. This study establishes the relationship between SS and POE that benefits decision-makers in higher education.

Factors affecting agricultural students’ loyalty: a study at Nong Lam University Ho Chi Minh City

2021 ◽  
Vol 66 (1) ◽  
pp. 78-87
Author(s):  
Viet Vo Van ◽  
Thu Le Anh
Keyword(s):  
Service Quality ◽  
Student Satisfaction ◽  
Quantitative Research ◽  
Plant Protection ◽  
Animal Husbandry ◽  
Ho Chi Minh City ◽  
Research Approach ◽  
Factors Affecting ◽  
Agricultural Students ◽  
Students Satisfaction

This study was conducted with the objective of identifying the influence of service quality, university image on agricultural students’ satisfaction and loyalty. The quantitative research approach was applied. Data were collected using questionnaires with a sample size of 313 students who majored in Veterinary Medicine, Animal Husbandry, Agronomy and Plant Protection at Nong Lam University Ho Chi Minh City. The sample has been selected by convenient method. The research results show that agricultural students’ satisfactions and loyalty are affected by service quality and school image. In which, the school image has the stronger impact on student satisfaction and loyalty. From the findings, the researcher has made conclusions and some suggestions to contribute to improving student loyalty.

Design, implementation and academic perspectives on authentic assessment for applied business higher education in a top performing Asian economy

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mohammadreza Akbari ◽  
Hung Manh Nguyen ◽  
Robert McClelland ◽  
Kristof Van Houdt
Keyword(s):  
Student Satisfaction ◽  
Cognitive Skills ◽  
Tertiary Education ◽  
Educational Institution ◽  
Authentic Assessment ◽  
Active Role ◽  
Teaching Staff ◽  
Content Type ◽  
Authentic Assessments ◽  
Asian Economy

PurposeThe purpose of authentic assessment can enrich students with a set of skills that can have a significant impact on their employability. The key aim of these actions is to equip students with the practical skills to be work ready. The focus here is to demonstrate effects on student satisfaction and observations from teaching staff accrued over several semesters in an educational institution after introducing authentic assessments.Design/methodology/approachThis paper used a set of scaffolded authentic assessments for students in logistics and supply chain management (LSCM). A combination of literature and expert input was used to design and implement the authentic assessment. A multi-phase systematic approach using cyclical model steps articulated the course learning outcomes (CLOs).FindingsReinforced evidence that authentic assessments create options for divergent learners and provide opportunities for applying practical and higher-order cognitive skills in tertiary education system of an emerging economy. With the focus on student ability in doing things, students with diversified backgrounds and abilities in Asia can be encouraged to take an active role in their own learning. The formats of the newly redesigned assessments allow multidimensional cognitive capabilities such as art development (posters and video tasks) and reflective exercises. Importantly, formative types of authentic assessments help to decrease the level of anxiety by emphasising the aspect of doing and lead to better student satisfaction with the courses. All of these effects are shown to be repeatable in an Asian economy.Practical implicationsAuthentic assessments prepare students for the new world of work through a more focused scaffolding of their learning.Originality/valueStimulation of deeper learning in tertiary education students is relevant for a top performing Asian economy.

Influence of facilities performance on student’s satisfaction in Northern Nigerian universities

Facilities ◽  
2019 ◽  
Vol 37 (3/4) ◽  
pp. 168-181 ◽  
Author(s):  
Isa Abdullahi ◽  
Wan Zahari Wan Yusoff
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Structural Characteristics ◽  
Assessment Method ◽  
Success Factor ◽  
Validity And Reliability ◽  
Content Type ◽  
Building Components ◽  
Building Component ◽  
Students Satisfaction

PurposeHigher institutions in Nigeria have witnessed an increase in the number of student enrolments; Northern Nigerian universities are not excluded. As the number of students increases, so do their needs in terms of facilities such as lecture halls, libraries, laboratories, accommodation, studios, furniture and other auxiliary facilities services (among others things). The purpose of this study is to explore the structural characteristics of building features’ performance and to statistically group them into building components (dependent) and physical and non-physical building features (independent) constructs, relating to influence of facilities’ performance in student satisfaction in Northern Nigerian universities.Design/methodology/approachQuestionnaires used were designed to collect data on both academic facilities, based on student experience and satisfaction with respect to physical and non-physical facilities. The school building assessment method questionnaire by Sanoff (2001) was adapted. Hence, the validity and reliability of measures was examined via academicians and data analysis with statistical package of social science (SPSS) version 22. In general, the values of alpha coefficients were above 0.80.FindingsThe result of exploratory factor analysis revealed that all factors loaded more than 0.61. In conclusion, the results indicated acceptable factor loadings and effective grouping of the features according to the conceptualised framework for the building component. A hypothetical model of building components was then proposed, suggesting the effects of physical and non-physical building features on building components.Research limitations/implicationsThis research has been applied to a Northern Nigerian university. The research should be expanded to other institutions offering higher education.Practical implicationsBased on a conceptual framework, the study gives practical insights concerning the performance of building component as a key success factor for higher education institutions’ (HEIs) facilities.Originality/valueTherefore, the need to develop and improve instruments that will reflects facilities performance for students satisfaction in Nigerian universities became paramount. Thus there is lack of an integrating framework for facilities performance as well as students satisfaction and experience in the context of Nigerian HEIs, especially in the region of northern Nigeria.

scholarly journals Using mobile learning and social media to enhance learner feedback

2017 ◽  
Vol 9 (1) ◽  
pp. 70-90 ◽  
Author(s):  
Mireilla Bikanga Ada ◽  
Mark Stansfield ◽  
Gavin Baxter
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Educational Institution ◽  
Research Approach ◽  
Content Type ◽  
Media Applications

Purpose The purpose of this paper is to investigate an area of growing importance that is widely recognised in the literature relating to the issue of how to improve ways that assessments and feedback are provided to students within higher education. This paper reports on a study that aimed to explore the views of both educators (n=70) and students (n=540) on feedback and feed-forward at a UK university. The study also investigated their experience and attitudes to social media applications as a means of enhancing access to feedback within the context of mobile learning. Design/methodology/approach The research approach adopted in this study predominately conforms to a quantitative research design though embeds elements of qualitative research via a “mixed methods” approach. The overall methodology of the paper adheres to an exploratory case study in a higher education environment to identify various issues and approaches that could be addressed or enhanced to aid ways that assessments and feedback are disseminated to students within higher education. Findings Participants’ views were sought in relation to students receiving learning materials, as well as feedback from tutors directly to their smartphones and mobile devices. In addition, the study explored possible reasons for students not wanting to use social media and mobile devices for their learning and feedback. Overall, the results indicated a positive attitude on the part of educators and students to using mobile devices and social media applications for teaching and learning purposes. Research limitations/implications The case study presented in this paper draws on findings from one higher educational institution. Further research is required to determine the generalisability of the findings to allow comparison of the findings to be undertaken within other higher education institutions. Originality/value The originality of the paper is that it provides detailed empirical evidence and findings that provide several important implications in relation to enhancing the student learning experience and providing considerable improvements to the way that feedback is provided that make it more likely that students will take more notice to feedback and act upon it. This in turn enables educators to better plan and manage their teaching and student experience online and through students’ mobile devices. The value of this study is that it explores views of both educators and students, whereas many other previous studies tend to focus on the views of either educators or students.

Crisis-centric distance learning model in Jordanian higher education sector: factors influencing the continuous use of distance learning platforms during COVID-19 pandemic

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Abeer F. Alkhwaldi ◽  
Amir A. Abdulmuhsin
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
Structural Equation ◽  
Online Survey ◽  
Academic Staff ◽  
Learning Experience ◽  
Learning Systems ◽  
Content Type ◽  
Factors Affecting ◽  
Novel Coronavirus

Purpose This paper aims to investigate the factors that affect the acceptance of distance learning systems by university academic staff and students in Jordan. To achieve this objective, it has been proposed to examine the distance learning experience of Jordanian Higher Education Institutions (HEIs) after the universities institution suspended face-to-face (traditional) courses delivery owing to novel Coronavirus’ (COVID-19) fears. Design/methodology/approach This study expands upon unified theory of acceptance and use of technology 2 by incorporating contextual variables such as trust (TR), autonomy (AUT) and compatibility (CMP). Data collection has been carried out through an online survey, which targeted participants at public and private universities during the crisis time of coronavirus. Structural equation modelling has been used to validate the proposed research model. Findings The outcomes revealed that performance expectancy, facilitating conditions, TR and AUT were the significant predictors of distance learning acceptance in both samples. By identifying the factors affecting the acceptance of distance learning systems, it will be more useful to offer better services of distance learning. This will also help to demonstrate that distance learning will be capable of delivering the educational aims of HEIs to areas where a pandemic outbreak in the Middle East. Originality/value Distance learning provides university students with quality education, engaging platforms and most significantly a safe teaching environment. The results and implications to both practice and theory are described.

Factors affecting acceptance & use of ReWIND

2015 ◽  
Vol 12 (3) ◽  
pp. 183-201 ◽  
Author(s):  
Pradeep Kumar Nair ◽  
Faizan Ali ◽  
Lim Chee Leong
Keyword(s):  
Structural Equation ◽  
Learning Experience ◽  
Private University ◽  
Successful Implementation ◽  
Content Type ◽  
Factors Affecting ◽  
Learning And Teaching ◽  
Use Of Technology ◽  
Technological Advances ◽  
Facilitating Conditions

Purpose – This study aims to explain the factors affecting students’ acceptance and usage of a lecture capture system (LCS) – ReWIND – in a Malaysian university based on the extended unified theory of acceptance and use of technology (UTAUT2) model. Technological advances have become an important feature of universities’ plans to improve the flexibility and accessibility in a learning and teaching environment. For private universities, which are market-driven, it is vital to assess if these technologies influence the perceptions and behaviour of their target beneficiaries. Design/methodology/approach – The study is designed using a causal research design to examine the cause–effect relationship between the study variables. The study sample consists of 398 students selected via purposive sampling. Data are collected using a five-point Likert scale covering UTAUT2’s factors and variables featuring ReWIND’s acceptance and usage. Partial least squares-based structural equation modelling is used to analyse the data. Findings – The findings show that performance expectancy, effort expectancy, social influence, facilitating conditions, price–value, hedonic motivation and habit have significant influence on students’ acceptance and usage of ReWIND. Research limitations/implications – This research examines the factors affecting students’ acceptance and usage of ReWIND in a Malaysian university. The main limitation of this study is that it focuses only on the factors highlighted in the UTAUT2 model. Practical implications – The results provide a useful framework to the universities for the successful implementation of student-friendly technologies such as ReWIND to enhance their learning experience. Originality/value – Responding to the need of studies validating the UTAUT2 model in the adoption and use of different technologies, this study contributes to the literature by extending the UTAUT2 into the context of LCS at a private university in a developing country.

“To listen or to read?” Audio or written assessment feedback for international students in the UK

2014 ◽  
Vol 22 (2) ◽  
pp. 127-135 ◽  
Author(s):  
Esyin Chew
Keyword(s):  
International Students ◽  
Alternative Assessment ◽  
Learning Experience ◽  
Educational Institution ◽  
Student Survey ◽  
Audio Feedback ◽  
Content Type ◽  
Human Element ◽  
Digital World ◽  
Assessment Feedback

Purpose – In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students. Design/methodology/approach – By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out. Findings – All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback. Research limitations/implications – It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research. Practical implications – Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students. Originality/value – The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

scholarly journals Jamaican high school students satisfaction during the COVID-19 lockdown

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paul Golding ◽  
Camille Althea Jackson
Keyword(s):  
High School ◽  
High School Students ◽  
Student Satisfaction ◽  
Positive Emotions ◽  
Online Courses ◽  
Teaching Staff ◽  
Online Classes ◽  
School Students ◽  
Content Type ◽  
Students Satisfaction

Purpose Amid the worldwide lockdown and emergency transition to online classes caused by the COVID-19 pandemic, this paper aims to examine high school students’ satisfaction in this unique learning environment. Design/methodology/approach An exploratory factor analysis (EFA) was first used to extract a set of important factors from a number of variables. A logistic regression was subsequently used to access student satisfaction levels during the COVID-19 lockdown. In addition, a small qualitative study was conducted to gain additional insight into student satisfaction ratings. Findings A study sample of 486 usable responses revealed that students were most satisfied with the responsiveness of teaching staff, which included the provision of assignments and feedback on performance. The study also revealed that students experienced a range of emotions; those who experienced positive emotions (joy, pride, hope) were more satisfied than those who experienced negative emotions (frustration, anxiety, boredom). Research limitations/implications Policymakers and educators in high schools could benefit from these findings when formulating policy recommendations to support the manning of operations during crisis situations and justify the introduction of future offerings of blended or online courses. Originality/value The study was conducted in a real and unprecedented crisis which created a unique environment to examine factors influencing Jamaican high school students’ satisfaction levels during the lockdown.

Sign in / Sign up

Export Citation Format

Share Document