Investigating the Effects of Group Response Systems on Student Satisfaction, Learning, and Engagement in Accounting Education

2007 ◽  
Vol 22 (3) ◽  
pp. 391-409 ◽  
Author(s):  
Carla Carnaghan ◽  
Alan Webb
Keyword(s):  
Student Satisfaction ◽  
Experimental Approach ◽  
Accounting Education ◽  
Exam Performance ◽  
Learning Effects ◽  
Student Survey ◽  
Group Response ◽  
Oral Participation ◽  
Response Systems ◽  
Implementation Problems

We examine group response systems (GRS) as an educational tool. We use an experimental approach and student survey data to assess vendors' claims that GRS improve student engagement and feedback, and thus improve learning. A key part of our design involves controlling for effects of moving to a more interactive pedagogy that have been found to affect learning. For a management accounting course, we find only limited GRS learning effects, as proxied by exam performance. Contrary to our expectations, we find a decline in engagement, as proxied by student oral participation, when GRS are used. We also find little evidence that GRS lead to greater student satisfaction with the course. We do find support for student satisfaction with GRS, from which we infer that implementation problems are not driving our results. In summary, we find little support for vendor claims, when controlling for changes in pedagogy.

An Open Source Solution for “Hands-on” teaching of PET/CT to Medical Students under the COVID-19 Pandemic

2020 ◽  
Author(s):  
Martin Biermann ◽  
Salim Kanoun ◽  
Trond Davidsen ◽  
Robert Gray
Keyword(s):  
Medical Students ◽  
Student Satisfaction ◽  
Student Survey ◽  
Technical Challenge ◽  
Course Work ◽  
Pet Ct ◽  
Hands On ◽  
Hands On Learning ◽  
Central Image ◽  
The University

Abstract Aims Since 2017, medical students at the University of Bergen were taught PET/CT “hands-on” by viewing PET/CT cases in native format on diagnostic workstations in the hospital. Due to the COVID-19 pandemic, students were barred access. This prompted us to launch and evaluate a new freeware PET/CT viewing system hosted in the university network. Methods We asked our students to install the multiplatform Fiji viewer with Beth Israel PET/CT plugin (http://petctviewer.org) on their personal computers and connect to a central image database in the university network based on the public domain orthanc server (https://orthanc-server.com). At the end of course, we conducted an anonymous student survey. Results The new system was online within eight days, including regulatory approval. All 76 students (100 %) in the fifth year completed their course work, reading five anonymized PET/CT cases as planned. 41 (53 %) students answered the survey. Fiji was challenging to install with a mean score of 1.8 on a 5-point Likert scale (5 = easy, 1 = difficult). Fiji was more difficult to use (score 3.0) than the previously used diagnostic workstations in the hospital (score 4.1; p < 0.001, paired t-test). Despite the technical challenge, 47 % of students reported having learnt much (scores 4 and 5); only 11 % were negative (scores 1 and 2). 51 % found the PET/CT tasks engaging (scores 4 and 5) while 20 % and 5 % returned scores 2 and 1, respectively. Conclusion Despite the initial technical challenge, “hands-on” learning of PET/CT based on the freeware Fiji/orthanc PET/CT-viewer was associated with a high degree of student satisfaction. We plan to continue running the system to give students permanent access to PET/CT cases in native format regardless of time or location.

Understanding the National Student Satisfaction Survey in Light of Intellectual Capital Framework

2022 ◽  
pp. 306-323
Author(s):  
Victoria Konovalenko Slettli ◽  
Elena Panteleeva
Keyword(s):  
Student Satisfaction ◽  
Performance Management ◽  
Intellectual Capital ◽  
Measurement Theory ◽  
Survey Study ◽  
Measurement Tool ◽  
Research Approach ◽  
Student Survey ◽  
Online Student ◽  
A Performance

The study aims to examine whether an online national student survey can contribute to the understanding of intellectual capital in higher education institutions. The study adopts a performance management and measurement perspective towards NSS and applies the lens of intellectual capital measurement theory which distinguishes between human, relational, and structural capitals. By adopting a conceptual and explorative research approach, the study is based on an intensive analysis of document sources related to the Norwegian online national student survey – Study Barometer. The results suggest that the Norwegian national student survey reflects certain categories of the intellectual capital framework – including those categories that are of interest to university stakeholders. However, the scope of the intellectual capital categories in the survey is limited to a few certain items. The study concludes that national online student survey can be used as a performance measurement tool and assist our understanding of the IC in HEIs – even though to a limited degree.

scholarly journals Active Learning: Subtypes, Intra-Exam Comparison, and Student Survey in an Undergraduate Biology Course

2020 ◽  
Vol 10 (7) ◽  
pp. 185
Author(s):  
Kristen M. McGreevy ◽  
Frank C. Church
Keyword(s):  
Active Learning ◽  
Student Satisfaction ◽  
Student Perceptions ◽  
Student Perception ◽  
Positive Trend ◽  
Student Survey ◽  
Learning Methods ◽  
Undergraduate Biology ◽  
Student Comprehension ◽  
Course Material

Active learning improves undergraduate STEM course comprehension; however, student comprehension using different active learning methods and student perception of active learning have not been fully explored. We analyze ten semesters (six years) of an undergraduate biology course (honors and non-honors sections) to understand student comprehension and student satisfaction using a variety of active learning methods. First, we describe and introduce active learning subtypes. Second, we explore the efficacy of active learning subtypes. Third, we compare student comprehension between course material taught with active learning or lecturing within a course. Finally, we determine student satisfaction with active learning using a survey. We divide active learning into five subtypes based on established learning taxonomies and student engagement. We explore subtype comprehension efficacy (median % correct) compared to lecture learning (median 92% correct): Recognition (100%), Reflective (100%), Exchanging (94.1%), Constructive (93.8%), and Analytical (93.3%). A bivariate random intercept model adjusted by honors shows improved exam performance in subsequent exams and better course material comprehension when taught using active learning compared to lecture learning (2.2% versus 1.2%). The student survey reveals a positive trend over six years of teaching in the Perceived Individual Utility component of active learning (tau = 0.21, p = 0.014), but not for the other components (General Theoretical Utility, and Team Situation). We apply our findings to the COVID-19 pandemic and suggest active learning adaptations for newly modified online courses. Overall, our results suggest active learning subtypes may be useful for differentiating student comprehension, provide additional evidence that active learning is more beneficial to student comprehension, and show that student perceptions of active learning are positively changing.

scholarly journals Factors Affecting Oral Participation in Lecturing Process in Prospective Accounting Teacher Students

2017 ◽  
Vol 12 (1) ◽  
pp. 61-67
Author(s):  
M. Fahmi Johan Syah ◽  
Syamsul Huda ◽  
Hermawan Setyo Budi
Keyword(s):  
Student Engagement ◽  
Path Analysis ◽  
Prospective Teacher ◽  
Accounting Education ◽  
Total Effect ◽  
Factors Affecting ◽  
Oral Participation ◽  
Teacher Students ◽  
The Relationship

The research aims to test the students engagement variable as intervening variable on the relationship between previous achievement and motivation to oral participation in accounting prospective teacher students at Muhammadiyah University of Surakarta. Besides, this research also tested whether attitudes affect oral participation directly. The population in this research is all students of accounting education at University of Muhammadiyah Surakarta (UMS), while the sample in this research was 300 samples. This research used path analysis test to identify direct, indirect, and total effect. The result of path analysis test showed that student engagement strengthens the relationship between previous achievement and motivation to oral participation in prospective accounting teacher students and attitude toward oral participation. Based on the result of research, it is needed to improve the students oral participation, the previous achievement and motivation must be improved. Both of these factors will increase the students engagement that is happy feeling in the process of discussion, having dedication, and being able to overcome various problems.

scholarly journals Getting students engaged

2011 ◽  
Author(s):  
Phil Race
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Satisfaction ◽  
Student Experience ◽  
Student Survey ◽  
Education Experience ◽  
League Tables

We live and work in challenging times. Now that it seems certain (post Browne, 2010) that the fees students pay for their higher education experience will double (or worse), we can't be surprised that the emphasis on 'the student experience' of higher education will intensify. Whether students are saddling themselves with ever-increasing amounts of debt to afford that higher education experience, or whether it is parents who foot the bill, the spotlight continues to focus ever more sharply on student satisfaction, alongside all available measures of the quality of student engagement in higher education. We already have league tables in which the reflection of the student experience as gained from the National Student Survey features prominently. And with diminishing budgets for teaching, class sizes are likely to continue to grow - in those disciplines where higher education survives least scathed. So how can we meet the challenge of 'getting students engaged'?

scholarly journals The impact of student timetables and commuting on student satisfaction

2021 ◽  
Author(s):  
Nigel Page ◽  
Gary Forster-Wilkins ◽  
Mark Bonetzky
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Negative Correlation ◽  
Widening Participation ◽  
Student Survey ◽  
Strong Negative Correlation ◽  
Diverse Range ◽  
Student Groups ◽  
The Impact ◽  
Minority Ethnic

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and ‘the timetable works efficiently for me’ (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.

scholarly journals What type of learning journey do students value most? Understanding enduring factors from the NSS leading to responsible decision-making

2020 ◽  
Vol 11 (4) ◽  
pp. 347-362
Author(s):  
Aftab Dean ◽  
Moade Shubita ◽  
Julia Claxton
Keyword(s):  
Decision Making ◽  
Student Satisfaction ◽  
Statistical Tests ◽  
Personal Responsibility ◽  
Statistical Modelling ◽  
Strategic Decision ◽  
Intellectual Stimulation ◽  
Student Survey ◽  
Content Type ◽  
Learning Journey

Purpose The purpose of this research is to support responsible decision-making in Higher Education (HE) settings by understanding what type of learning journey satisfies students most in their HE experience and what they want from the learning. Design/methodology/approach This paper analyses the key tool used to assess satisfaction factors for UK students, the National Student Survey (NSS). It adopts peculiar regression statistical tests to identify the NSS items that influence “overall student satisfaction” by reviewing responses over 9 years from accountancy students at business schools located in England. Findings The findings of the study provide evidence that students are most satisfied with a learning journey where they are part of a course that is “well organised and running smoothly”, which provides “intellectual stimulation” that helps in developing their ability to “present themselves with confidence” and provides “academic advice and support”. The findings of the paper show that students are not satisfied so much by utilitarian aspects of learning but rather those that relate to who they are and where they are in their learning journey, the level of intellectual stimulation they have experienced, the self-confidence they have developed and the supportive relationship they have developed with academics. A factor that did not relate highly was “assessment and feedback” which has been the focus of much university resource. Results show the factors that impacted overall satisfaction are most related to students wanting to develop personal responsibility. These findings shape the key principles of responsible design and management of HE programmes and influence strategic decision-making. Practical implications Focussing on helping students experience, the type of learning journey that develops the virtue of responsibility emergent from the analysis will not only satisfy the student but will also have a knock-on effect of improving NSS scores, university league table ranking and accreditation under the Teaching Excellence Framework. The improved reputation aspects would then feed back into increased student satisfaction (Dean and Gibbs, 2015). The findings will also help HE managers and leaders to evaluate their decisions through three lenses: responsibility, students’ experience and students overall learning journey. Originality/value Much of the information published on the NSS have been predominantly descriptive and has resulted in decisions being made for students based on uninformed analysis of the survey’s results. This study uses advanced statistical modelling to evidence the relationship between factors of the NSS and overall student satisfaction providing key information regarding students’ importance to the type of learning journey they value and that this relates to a desire in wanting to develop responsibility. This study shows the link between factors of the NSS to provide useful lenses for HE managers and leaders to use to support responsible decision-making processes.

A Comparison of Three Teaching Techniques in Anatomy and Physiology

2008 ◽  
Vol 11 (2) ◽  
pp. 67-75 ◽  
Author(s):  
Linda J. Carpenter ◽  
Andrea L. Boh
Keyword(s):  
Student Satisfaction ◽  
Learning Strategies ◽  
Student Response ◽  
Student Response Systems ◽  
Teaching Techniques ◽  
Anatomy And Physiology ◽  
Study Guides ◽  
The Third ◽  
Active Learning Strategies ◽  
Response Systems

Abstract The relative impact on student learning of three active learning strategies was studied. Sixty-three students in an undergraduate anatomy and physiology class used study guides for the respiration section, study guides combined with group quizzes for the phonation section, and study guides combined with student response systems (clickers) for the articulation and resonance section. Learning was measured by administering weekly quizzes, and student satisfaction was evaluated by a survey at the end of the third section of the course. Quiz scores were significantly higher under the clicker condition; students preferred clickers, but found the study guides to be most educationally beneficial. Study guides helped students organize information prior to class; clickers reassured them about what they had learned.

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