Analysis on Instructor and Course Characteristics and the Differences in Achievement Levels of University Course Evaluation: Centering on position, course division, class size

2017 ◽  
Vol 30 (4) ◽  
pp. 189-212
Author(s):  
Ji yeon Lee ◽  
Yeong ju Lee
Keyword(s):  
Class Size ◽  
Course Evaluation ◽  
Course Characteristics ◽  
University Course ◽  
Achievement Levels

Teaching Students in Mainland China

2011 ◽  
pp. 207-221
Author(s):  
William A. Sadera ◽  
David Robinson
Keyword(s):  
Learning Styles ◽  
Mainland China ◽  
Online Communication ◽  
Course Evaluation ◽  
Evaluation Tool ◽  
Mainland Chinese ◽  
Cultural Challenges ◽  
Culturally Different ◽  
Culturally Influenced ◽  
University Course

This case study examines the design, implementation and cultural challenges of delivering an online university course to a group of 21 Mainland Chinese educators. Culturally influenced challenges included: culturally different learning styles, inhibited online communication, and language issues. A mid-course survey and an end of the semester course evaluation tool provided anecdotal data to facilitate enacting solutions for the challenges presented in the design and delivery of the course.

scholarly journals Back to the future: team-centred, resourcebased learning as the antecedent of computer-based learning

2011 ◽  
Vol 6 (1) ◽  
Author(s):  
James E. Cresswell
Keyword(s):  
Class Size ◽  
Multiple Choice ◽  
Traditional Lecture ◽  
American Universities ◽  
Computer Based Learning ◽  
Lecture Notes ◽  
The Future ◽  
Computer Based ◽  
University Course

With respect to staff efficiency, it is hard to beat the traditional lecture as a format for a university course. With a folder of lecture notes, multiple-choice assessment and an optical mark reader, it is equally easy for the academic to process 10 or 100 or 500 students. Indeed, the example of many American universities suggests that class size need be limited only by the capacity of the auditorium.DOI:10.1080/0968776980060110

Study on Solving Ways of the Problems in University Course Syllabus

2012 ◽  
Vol 591-593 ◽  
pp. 2324-2327
Author(s):  
Wei Wei Zhang ◽  
Wei Yan Shang
Keyword(s):  
Teaching Quality ◽  
Course Evaluation ◽  
Quality Inspection ◽  
Teaching Materials ◽  
Teaching Management ◽  
Main Basis ◽  
University Course ◽  
Management Work ◽  
Syllabus Analysis ◽  
Course Syllabus

Syllabus is not only a programmatic document of guiding the teaching, organizing teach, develop lesson plans, writing the main basis of the teaching materials and teaching quality inspection, but also an important part of the course building and course evaluation, which plays an important role in talent training, in the meanwhile, which determines teaching management work whether successfully or not. It was necessary to know the questions existing in syllabus, analysis the cause of the questions and proposed corresponding solving ways so as to a reference of syllabus.

scholarly journals A Multivariate Two-Level Analysis of Higher-Education Course Characteristics Relating to Academic Procrastination

2021 ◽  
Author(s):  
Lisa Bäulke ◽  
Markus Dresel
Keyword(s):  
Higher Education ◽  
Self Regulation ◽  
Social Characteristics ◽  
Task Characteristics ◽  
Academic Procrastination ◽  
Individual Motivation ◽  
Course Characteristics ◽  
Widespread Phenomenon ◽  
University Course ◽  
Level Analysis

Procrastination is a widespread phenomenon in higher education. Recently, aspects of the higher education context targeting self-regulation, social characteristics and task characteristics have been theoretically linked to procrastination. However, only a few and mostly univariate studies on university course characteristics and their relations to procrastination exist. Therefore, the aim of the present study was to integrate several course characteristics, examine in which way they relate to procrastination, and determine if these relations are observable above and beyond individual motivation. We conducted a multivariate two-level study with a sample of 90 courses with 1,809 students from different faculties and semesters. Based on previous conceptualizations and findings, we included twelve course characteristics that potentially affect procrastination. Results imply that academic procrastination is associated with several course characteristics to a considerable degree, especially with the degree in which the course context satisfies basic needs as well as with the clarity and difficulty of assignments.

scholarly journals Introductory Biology Courses: A Framework To Support Active Learning in Large Enrollment Introductory Science Courses

2005 ◽  
Vol 4 (2) ◽  
pp. 143-156 ◽  
Author(s):  
Ann C. Smith ◽  
Richard Stewart ◽  
Patricia Shields ◽  
Jennifer Hayes-Klosteridis ◽  
Paulette Robinson ◽  
...  
Keyword(s):  
Active Learning ◽  
Case Studies ◽  
Course Evaluation ◽  
Online Discussions ◽  
Graduate Assistants ◽  
Science Courses ◽  
Scientific Teaching ◽  
Large Enrollment ◽  
Biology Courses ◽  
University Course

Active learning and research-oriented activities have been increasingly used in smaller, specialized science courses. Application of this type of scientific teaching to large enrollment introductory courses has been, however, a major challenge. The general microbiology lecture/laboratory course described has been designed to incorporate published active-learning methods. Three major case studies are used as platforms for active learning. Themes from case studies are integrated into lectures and laboratory experiments, and in class and online discussions and assignments. Students are stimulated to apply facts to problem-solving and to learn research skills such as data analysis, writing, and working in teams. This course is feasible only because of its organizational framework that makes use of teaching teams (made up of faculty, graduate assistants, and undergraduate assistants) and Web-based technology. Technology is a mode of communication, but also a system of course management. The relevance of this model to other biology courses led to assessment and evaluation, including an analysis of student responses to the new course, class performance, a university course evaluation, and retention of course learning. The results are indicative of an increase in student engagement in research-oriented activities and an appreciation of real-world context by students.

Differential Relationships of Student, Instructor, and Course Characteristics to General and Specific Items on a Course Evaluation Questionnaire

1980 ◽  
Vol 7 (4) ◽  
pp. 233-235 ◽  
Author(s):  
Lawrence M. Aleamoni ◽  
Gary S. Thomas
Keyword(s):  
Course Evaluation ◽  
Student Ratings ◽  
Evaluation Questionnaire ◽  
Course Characteristics ◽  
Personnel Decisions ◽  
Student Instructor

In colleges where student ratings are used for faculty personnel decisions, some scores are preferred over others.

scholarly journals Educating public health champions

2018 ◽  
Vol 77 (8) ◽  
pp. 978-994
Author(s):  
Sally Robinson ◽  
Tristi Brownett
Keyword(s):  
Public Health ◽  
Workforce Development ◽  
Public Health Practice ◽  
Action Learning ◽  
Course Evaluation ◽  
Public Health Workforce ◽  
Self Assessment ◽  
Knowledge Framework ◽  
University Course ◽  
The Impact

Objective: This article describes a university course that aimed to create public health champions and its evaluation. The course attracted 92 participants, over three cohorts. Participants included healthcare professionals, fitness instructors, a belly dancer, housing officers, community workers and those who worked in public health policy. Design: The course evaluation aimed to provide a longitudinal understanding of the participants’ learning and the impact of the course in terms of developing the attributes of public health champions. Setting: A university setting in England. Methods: Evaluation methods included questionnaires, self-assessment against UK Public Health Skills and Knowledge Framework statements, ‘check out’ sentences post action learning set meetings, impact statements and unstructured interviews. Results: The evaluation illuminated the participants’ experience of their learning journey, which comprised cognitive, affective and conative learning, the development of public health competences and evidence of putting the learning into public health practice. Conclusion: In total, 76 participants achieved a university award. There was evidence of participants identifying the underlying causes of ill health and using an evidence-based approach to planning, partnership and influencing others. Some participants reported actions that indicated they had become transformative leaders and public health champions. The article discusses limitations to the evaluation and current challenges to public health workforce development in England.

Assessing Self-Efficacy in Presentation and Moderation Skills

2019 ◽  
Vol 35 (4) ◽  
pp. 564-576 ◽  
Author(s):  
Tobias Ringeisen ◽  
Sonja Rohrmann ◽  
Anika Bürgermeister ◽  
Ana N. Tibubos
Keyword(s):  
Construct Validity ◽  
Self Efficacy ◽  
Self Report ◽  
Factor Analyses ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Constructed Self ◽  
University Course ◽  
Correlated Factors ◽  
Report Measure

Abstract. By means of two studies, a self-report measure to assess self-efficacy in presentation and moderation skills, the SEPM scales, was validated. In study 1, factorial and construct validity were examined. A sample of 744 university students (41% females; more than 50% between 20 and 25 years) completed newly constructed self-efficacy items. Confirmatory factor analyses (CFAs) substantiated two positively correlated factors, presentation (SEPM-P) and moderation self-efficacy (SEPM-M). Each factor consists of eight items. The correlation patterns between the two SEPM subscales and related constructs such as extraversion, the preference for cooperative learning, and conflict management indicated adequate construct validity. In study 2, criterion validity was determined by means of latent change modeling. One hundred sixty students ( Mage = 24.40, SD = 4.04; 61% females) took part in a university course to foster key competences and completed the SEPM scales at the beginning and the end of the semester. Presentation and moderation self-efficacy increased significantly over time of which the latter was positively associated with the performance in a practical moderation exam. Across both studies, reliability of the scales was high, ranging from McDonald’s ω .80 to .88.

Sign in / Sign up

Export Citation Format

Share Document