scholarly journals Identifying predictors of students’ perception of and engagement with assessment feedback

2017 ◽  
Vol 19 (3) ◽  
pp. 239-251 ◽  
Author(s):  
Nadia Ali ◽  
Lubna Ahmed ◽  
Sarah Rose
Keyword(s):  
Higher Education ◽  
Multivariate Analysis ◽  
Learning Environment ◽  
First Language ◽  
Predictor Variable ◽  
Individual Student ◽  
Education Students ◽  
Student Gender ◽  
Assessment Feedback ◽  
The Individual

Higher education students’ perception of and level of engagement with the feedback they receive has gained increasing attention in the literature to identify areas which require educators’ attention. However, predictors of students’ perception and engagement have yet to be identified. To address this, a survey measuring students’ views and practices regarding feedback was completed. Characteristics of the individual student (gender, age and whether English is their first language), the learning environment (student living on or off campus) and course-related variables (year of study of the course and whether the second subject was the same or a different discipline) were analysed to assess whether these variables predict students’ perception and engagement with feedback. Multivariate analysis established that the only significant predictor variable was year of study of the course, thus identifying a key predictor while ruling out numerous potential predictors. As the only significant predictor of students’ relationship with feedback was their year of study, further analyses were conducted to establish which specific areas of perception of and engagement with feedback change as a function of this.

scholarly journals Evaluation of a Mobile Web Application for Assessment Feedback

2021 ◽  
Author(s):  
Mireilla Bikanga Ada
Keyword(s):  
Web Application ◽  
Individual Student ◽  
Enabling Technology ◽  
Mobile Web ◽  
Group Feedback ◽  
Assessment Feedback ◽  
Sequential Explanatory Mixed Method ◽  
The Individual ◽  
Summative Feedback ◽  
Insight Into

AbstractThis paper reports an evaluation of a mobile web application, “MyFeedBack”, that can deliver both feedback and marks on assignments to students from their lecturer. It enables them to use any device anywhere, any time to check on, and receive their feedback. It keeps the feedback private to the individual student. It enables and successfully fosters dialogue about the feedback between the students and the educator. Feedback and marks were already being delivered using the institution’s learning environment/management system “Moodle”. The study used a sequential explanatory mixed-method approach. Two hundred thirty-nine (239) participants were reported on their experiences of receiving feedback and divided among several groups: (a) feedback delivered in “Moodle”, (b) formative feedback in “MyFeedBack”, and (c) summative feedback in “MyFeedBack”. Overall, results showed a statistically significant more positive attitude towards “MyFeedBack” than “Moodle”, with the summative assessment subgroup being more positive than the formative subgroup. There was an unprecedented increase in communication and feedback dialogue between the lecturer and the students. Qualitative results enriched and complemented the findings. The paper provides guidelines for an enabling technology for assessment feedback. These offer insight into the extent to which any of the new apps and functionalities that have become available since this study might likely be favourably viewed by learners and help achieve the desired pedagogical outcomes. These include: (1) accessible using any device, making feedback accessible anywhere, anytime; (2) display feedback first (before the grade/mark); (3) enable personalisation of group feedback by the teacher; (4) provide privacy for each student; (5) facilitate dialogue and communication about the feedback; and (6) include a monitoring feature. Three goals already put forward in the literature—(1) making the feedback feel more personal, (2) getting a quicker turnround by making it easier for the teachers to achieve this, and (3) prompting more dialogue between the educators and students—are advanced by this study which shows how they can be supported by software, and that when they are achieved then users strongly approve them.

scholarly journals New applications for importance-performance analysis (IPA) in higher education

2017 ◽  
Vol 36 (6) ◽  
pp. 780-800 ◽  
Author(s):  
Fraser McLeay ◽  
Andrew Robson ◽  
Mazirah Yusoff
Keyword(s):  
Higher Education ◽  
Performance Analysis ◽  
Student Satisfaction ◽  
Business Models ◽  
School Context ◽  
Management Tool ◽  
Individual Student ◽  
Factor Level ◽  
Content Type ◽  
The Individual

Purpose The constantly evolving higher education (HE) sector is creating a need for new business models and tools for evaluating performance. In this paper, an overview of the importance-performance analysis (IPA) model and its applicability as a management tool for assessing student satisfaction in the HE sector is provided. The purpose of this paper is to apply IPA in a new and novel manner, undertaking analysis at three levels; the individual student, for individual attributes and at a construct or factor level which combines individual attributes that are correlated. A practical application is illustrated, assessing the gap between the importance placed on specific student satisfaction attributes and corresponding levels of student-perceived performance realised. Design/methodology/approach The “service product bundle” (Douglas et al., 2006) is refined based on focus group evaluation. Survey responses from 823 students studying across four Malaysian private universities are analysed using factor analysis and the IPA model utilised to identify importance-performance gaps and explore the implication of the iso-rating line as well as alternative cut-off zones. Findings Factor reduction of 33 original measurement items results in eight definable areas of service provision, which provides a refined and extended management tool of statistically reliable and valid constructs. Research limitations/implications The research is undertaken in a private business school context in Malaysia. Further research could focus on other universities or countries, as well as faculties such as computing and engineering or explore other elements of education-based performance. Practical implications The research method and study outcomes can support HE managers to allocate resources more effectively and develop strategies to improve quality and increase student satisfaction. Originality/value Distinct from other IPA-based studies, analysis is undertaken at three levels; the individual participant, for individual items and at the factor level.

scholarly journals Progression på tid og på tværs. Fremdrift og fleksibilisering som styringsregime på de videregående uddannelser

2014 ◽  
Vol 9 (16) ◽  
pp. 6-17
Author(s):  
Laura Louise Sarauw
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Education System ◽  
Personalized Learning ◽  
Individual Student ◽  
New Approach ◽  
Higher Education System ◽  
Personal Profile ◽  
Speed Up ◽  
The Individual

Med den kommende studiefremdriftsreform følger både krav om hurtigere gennemførelse og en fleksibilisering af systemet, der skal lette meritoverførslen og gøre det nemmere at sammenstykke en uddannelse på tværs af institutioner og uddannelser. Artiklen diskuterer de nye tiltag som en bestemt styring af de studerendes uddannelsesnavigation: Hvad sker der, når vi giver den enkelte studerende større frihed til at sammensætte uddannelse på tværs af moduler, der ikke har nogen på forhånd tilrettelagt (faglig) progression mellem sig? Vil den øgede valgfrihed medvirke til at motivere de studerende, højne gennemførelsen og gøre dem mere arbejdsmarkedsparate, sådan som regeringen fremlægger det? Og er prisen i givet fald en fragmentering af viden og instrumentel overfladelæring blandt de studerende, sådan som kritikerne foreslår?  The aim of the so-called ‘speed-up’ reform is to cut the time available for students to complete their university studies. One consequence of the reform is the increased requirement for flexibility within the Danish higher education system. To cope with the reform, the system will need to facilitate transfer of credits and make it easier for students to compose more personalized learning portfolios, which can include courses from different institutions and study programmes. The article discusses the possible implications of this new approach to steering students through the higher education system: What happens when we allow the individual student to compose a personal profile from different modules with no intentional progression between them? Will the students’ increased freedom serve to motivate them, make them complete their studies more quickly and make them more fit for the labour market like the Danish government presumes? Or will this be at the expense of leaving students with fragmented knowledge and superficial understandings as suggested by the critics?

scholarly journals TechTeach—An Innovative Method to Increase the Students Engagement at Classrooms

Information ◽  
2020 ◽  
Vol 11 (10) ◽  
pp. 483
Author(s):  
Filipe Portela
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Teaching Quality ◽  
Bring Your Own Device ◽  
Online Classes ◽  
Education Students ◽  
Interactive Tools ◽  
Evolution Of Technology ◽  
Flipped Classrooms

Higher education is changing, and a new normal is coming. Students are even more demanding, and professors need to follow the evolution of technology and try to increase student engagement in the classrooms (presential or virtual). Higher education students recognise that the introduction of new tools and learning methods can improve the teaching quality and increase the motivation to learn. Regarding a question about which type of classes students preferred, ninety-one point ninety-nine per cent (91.99%) of the students wanted interactive classes over traditional. Having this concern in mind over the past years, a professor explored a set of methods, strategies and tools and designed a new and innovative paradigm using gamification. This approach is denominated TechTeach and explores a set of trending concepts and interactive tools to teach computer science subjects. It was designed to run in a B-learning environment. The paradigm uses flipped classrooms, bring your own device (BYOD), gamification, training of soft-skills and quizzes and surveys to increase the student’s engagement and provide the best learning environment to students. Currently, COVID-19 is bringing about new challenges, and TechTeach was improved in order to be more suitable for this new way of teaching (from 0% to 100% online classes). This article details this method and shows how it can be applied in a real environment. A case study was used to prove the functionality and relevance of this approach, and the achieved results are motivating. During the semester, more than a hundred students experienced this new way of teaching and assessment. In the end, more than eighty-one per cent (81%) of the students gave a positive grade to the approach, and more than ninety-five per cent (95.65%) of the students approved the use of the concept of BYOD in the classroom. With TechTeach, the classroom is not a boring place anymore; it is a place to learn and enjoy regardless of being physical or not.

Minimizing Plagiarism by Redesigning the Learning Environment and Assessment

2011 ◽  
pp. 194-207 ◽  
Author(s):  
Madhumita Bhattacharya ◽  
Lone Jorgensen
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Internet Use ◽  
Process Approach ◽  
The Internet ◽  
Educational Setting ◽  
Institutions Of Higher Education ◽  
Education Students ◽  
High Stakes ◽  
Assessment Tasks

In this chapter we have raised a number of questions and made attempts to respond. These question are: Can plagiarism be stopped? Should we stop students from using the information available on the internet? Is it enough if the students just acknowledge the sources in their work? What action is required to minimize the harmful, and maximize the useful, aspects of internet use in the educational setting? We want our students to learn, and demonstrate their learning with honesty and integrity. In the institutions of higher education students learning is judged through assessment tasks in the form of assignments, tests, and examinations. We have to ensure that high stakes assessments do not act as an inspiration to cheating in the form of plagiarism. We have provided arguments in support of the integration of process approach with deliverables at the end of the course for assessment of students learning.

The role of the teacher in the education of university students

2020 ◽  
Vol 58 (9) ◽  
pp. 81-83
Author(s):  
Sabir Nurgalam Amiraliev ◽  
Keyword(s):  
Higher Education ◽  
Professional Socialization ◽  
Young Person ◽  
Cultural Development ◽  
Individual Student ◽  
Quality Level ◽  
Level Culture ◽  
The Individual ◽  
The University

Today, studying at a university is the most important way for a young person to socialize and adapt in a constantly changing society. Education is the management of the process of socialization of the individual, which consists of a purposeful influence on the intellectual, spiritual, physical and cultural development of the individual. Student education at the university continues under the influence of purposeful professional socialization of future professionals and is mainly associated with the humanization of education, which places additional demands on teachers to improve the quality, level, culture and culture of communication with students. Key words: students, education and formation of students, institution of higher education

scholarly journals Professional Integration of Sociology Graduates from the Lucian Blaga University of Sibiu, 2002-2009

2010 ◽  
Vol 8 (2) ◽  
pp. 141-163
Author(s):  
Andreea Simona Popesc
Keyword(s):  
Higher Education ◽  
Questionnaire Survey ◽  
Social Economic ◽  
Labour Markets ◽  
Integration Process ◽  
Education Students ◽  
Unequal Distribution ◽  
Professional Integration ◽  
Academic System ◽  
The Individual

Abstract The professional integration of higher education students is a problem for all contemporary societies, including the Romanian one. The surplus of graduates, the diplomas’ devaluation, the opportunities’ inequality and the unequal distribution of labour market’s posts are just a few determinant factors, which make the individual to adopt a variety of strategies to get a job.This research is particularly interested in the integration process on labour markets of sociology graduates in Romanian academic system, taking in consideration the case of sociology graduates from the Lucian Blaga University of Sibiu.The main objective is to understand all mechanisms of social, economic, cultural and familiar order, susceptible in influencing the individuals when they are searching a job.The instruments used in this research are based on questionnaire survey and interview. I used these to have an overview of the situation both quantitatively and qualitatively and for a better understanding of the professional integration process. I used the purposeful sample. The results of this research are expected to be able to capture the professional integration process of graduates in sociology from the Lucian Blaga University by identifying some of the factors that influence this process.

scholarly journals Approaches to the organization of students’ training in athletics

2021 ◽  
pp. 46-49
Author(s):  
Andrii Yefremenko ◽  
Viacheslav Shutieiev ◽  
Yaroslav Krainyk ◽  
Tetiana Shutieieva ◽  
Olha Lenska
Keyword(s):  
Higher Education ◽  
Physical Fitness ◽  
Opportunity To Learn ◽  
Educational Process ◽  
Current Level ◽  
Approaches To Teaching ◽  
Education Students ◽  
The Individual ◽  
Independent Work ◽  
Group Characteristics

The educational process of future coaches in sports requires the use of effective approaches to the organization of practical classes. Purpose. Finding ways to optimize the learning process of students in athletics. Methods: analysis of scientific and methodological sources; generalization; concretization. Results. Contradictions in the process of teaching athletics to higher education students engaged in various sports are identified, and ways to level them are presented. Conceptual approaches to teaching athletics were considered on the example of higher education students who are involved in various sports. Conclusions. Adaptation of educational concepts for players involves taking into account both the characteristics of physical fitness in relation to specialization, and the current level of physical fitness in relation to motor physical activity being studied. This will create an opportunity to harmonize these levels and allow for the formation of effective curricula. We believe that the previously acquired skills and features of sports specialization give players the opportunity to learn quality athletics sprint. Further research will be aimed at the applied application of the presented ways to optimize the educational process of higher education students in athletics. The organization of the educational process of higher education seekers should ensure the formation of a single educational space. The inclusion of the student in the process of forming this space takes place in practical classes and in the organization of independent work. Instead, the differentiation of the educational process should take into account the individual and group characteristics of higher education. The presented approaches allow to involve students in the educational process to a greater extent.

scholarly journals CRITICAL ANALYSIS OF MODELS OF IMPLEMENTATION OF A HIGHER EDUCATION SEEKER’S INDIVIDUAL EDUCATIONAL TRAJECTORY

2020 ◽  
pp. 152-157
Author(s):  
Victoria FEDOROVA ◽  
◽  
Mykhailo SHULIAK ◽  
Keyword(s):  
Higher Education ◽  
Critical Analysis ◽  
Educational Program ◽  
Free Choice ◽  
Academic Disciplines ◽  
Education Students ◽  
Student Centered ◽  
The Individual ◽  
The Right

Introduction. One of the most important components of the student-centered education concept is to give higher education students the right to independent- ly choose a certain part of the academic disciplines of the educational program, i.e. to implement their individual educational trajectory. Today, there are seven types of models for implementing the individual educational trajectory of a higher education seeker. However, the question remains which model to choose when creating an educational program. Purpose. Critical analysis of models of realization of individual educational trajectory of a higher education seeker. The methods of logical analysis and a systematic approach are used in the article for critical analysis of mod- els of realization of individual educational trajectory of a higher education seeker Results. The article critically analyzes seven models of implementation of individual educational trajectory of a higher education seeker, selected depending on the methodology used to form a variable part of the individual plan: a model that provides a completely free choice of educational components; a model of free choice within a certain set of educational components; a model of choice of educational components in continuous blocks; a model that provides a combination of free choice and continuous blocks; major-minor model; a model based on the concept of "mobility window", as well as a model that provides a combination of the above models. Examples of formation of individual educational trajectory with application of these models are given. Their main advantages and dis- advantages are identified. Conclusion. It is proved that there is no "universal" model of implementation of the principle of selectivity, which would be the most effective for all possible educa- tional programs. When designing each educational program, it is necessary to justify the choice of the model according to which the seeker will make the choice of disciplines. This choice will be different in each case depending on the characteristics of the industry, specialty, the available capabilities of the institution of higher education, in particular in the direction of international cooperation and so on. At the same time, the main criterion for choosing a model for implementing the principle of selectivity should be the quality of training, its competitiveness in the labor market and compliance with the principles of student-centered approach

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