Evaluating Online Programs Using a BSC Approach

2011 ◽  
pp. 958-964
Author(s):  
Barbara J. Keinath
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Online Programs ◽  
For Profit ◽  
Learning Alliance ◽  
Instruction And Learning ◽  
External Forces ◽  
Educational Market ◽  
The Impact

Accountability pressures on higher education have increased in recent decades (Dill, 1999; Garvin, 2000; Jacob & Hellström, 2003). Pressure for financial accountability stacks up alongside pressures to assess student learning outcomes. Student satisfaction has always been a factor in institutional success, but added mobility and growth in the for-profit educational market have increased the impact of student satisfaction. Further, citizens, parents of students, alumni, taxpayers, and, for the for-profit institutions, shareholders constitute powerful external forces. Online programs sit in a special spot in these pressures. As relatively new entrants in the educational repertoire, questions about quality of instruction and learning share center stage with questions about costs (The Learning Alliance, 2004). Online programs require an investment in technology, staff, course development, and marketing. Many campus stakeholders doubt that such investments will produce high-quality instruction and significant student learning. Even some early adopters are now starting to question the role of online learning (The Learning Alliance, 2004).

Evaluating Online Programs Using a BSC Approach

2011 ◽  
pp. 875-881
Author(s):  
Barbara J. Keinath
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Online Programs ◽  
For Profit ◽  
External Forces ◽  
Educational Market ◽  
The Impact

Accountability pressures on higher education have increased in recent decades (Dill, 1999; Garvin, 2000; Jacob & Hellström, 2003). Pressure for financial accountability stacks up alongside pressures to assess student learning outcomes. Student satisfaction has always been a factor in institutional success, but added mobility and growth in the for-profit educational market have increased the impact of student satisfaction. Further, citizens, parents of students, alumni, taxpayers, and, for the for-profit institutions, shareholders constitute powerful external forces.

Do Technological Advancements Lead to Learning Enhancements?: An Exploration in Virtual Product Dissection

2017 ◽  
Author(s):  
Elizabeth M. Starkey ◽  
Cailyn Spencer ◽  
Kevin Lesniak ◽  
Conrad Tucker ◽  
Scarlett R. Miller
Keyword(s):  
Virtual Reality ◽  
Active Learning ◽  
Student Satisfaction ◽  
Student Learning ◽  
Engineering Students ◽  
Learning Assessment ◽  
Immersive Virtual Reality ◽  
Engineering Programs ◽  
Educational Benefits ◽  
The Impact

Recent shifts into larger class sizes and online learning have caused engineering educators to rethink the way they integrate inductive, or active learning activities into their courses. One way engineering educators have done this is through the integration of new technological environments. However, little is known about how the type of technological environment utilized in active learning exercises impacts student learning and satisfaction. Thus, as a first step to understanding the impact of technological advancements on student learning and satisfaction, a study was conducted with 18 senior level undergraduate engineering students who were asked to perform product dissection, or the systematic disassembly of a product, using three technological interfaces (computer, iPad, immersive virtual reality). Variations in the complexity of the product dissected were also explored. The results of this study indicate that variations in technological interfaces did not impact student learning as assessed by a Student Learning Assessment (SLA). However, the complexity of the product dissected did impact learning, with students scoring significantly lower on the SLA when dissecting the most complex product. The results also indicated that students perceived learning and satisfaction were highest when using the immersive virtual reality system. These results suggest that the costs of investing in more technological advanced systems for product dissection may not yet outweigh the educational benefits. However, the increase in student satisfaction with VR environments has the potential to positively impact student retention in engineering programs.

scholarly journals Not-for-Profit Performance Reporting: A Reflection on Methods, Results and Implications for Practice and Regulation

2021 ◽  
Author(s):  
Danielle McConville ◽  
Carolyn Cordery
Keyword(s):  
Research Data ◽  
For Profit ◽  
Not For Profit ◽  
Performance Reporting ◽  
Profit Performance ◽  
Research Questions ◽  
The Impact ◽  
Interesting Area ◽  
Prevailing View

AbstractThis paper presents a critical analysis of present approaches to studying not-for-profit performance reporting, and implications of research in this area. Focusing on three approaches: content analysis of publicly available performance reporting; quantitative analysis of financial data; and (rarer) mixed/other methods, we consider the impact of these on our knowledge of not-for-profit performance reporting, highlighting gaps and suggesting further research questions and methods. Our analysis demonstrates the important role of regulation in determining the research data available, and the impact of this on research methods. We inter-connect the methods, results and prevailing view of performance reporting in different jurisdictions and argue that this reporting has the potential to influence both charity practices and regulators’ actions. We call for further research in this interesting area. Contribution is made to the methodological literature on not-for-profits, and ongoing international conversations on regulating not-for-profit reporting.

Physical classroom environment affects students’ satisfaction: Attitude and quality as mediators

2019 ◽  
Vol 47 (5) ◽  
pp. 1-10 ◽  
Author(s):  
Heesup Han ◽  
Hyoungeun Moon ◽  
Hyerin Lee
Keyword(s):  
Student Satisfaction ◽  
Classroom Environment ◽  
Physical Environment ◽  
Forward Selection ◽  
Perception Of Quality ◽  
High Level ◽  
The Impact ◽  
Students Satisfaction

Boosting student satisfaction with courses is undoubtedly a key challenge for higher education institutions. Our research was designed to understand better the role of the physical classroom environment, attitude toward the course, and perception of the quality of the course in forming student satisfaction with the course. Responses to paper-based surveys were collected during classes from students majoring in hospitality and tourism in 5 high-level universities in South Korea. We analyzed 401 responses by using a series of multiple regression analyses based on forward selection. The results showed that air quality, odor, noise, and equipment/amenity are essential physical classroom environment factors in determining attitude, perception of quality, and satisfaction. Attitude toward the course completely mediates the effect of odor on satisfaction, and quality partially mediates the impact of equipment/amenity on satisfaction. Overall, in this study we identified the salient role of certain features of the classroom physical environment in building students’ satisfaction with a course via attitudes toward, and evaluation of the quality of the course.

The Omagh bombing and the community’s response

2017 ◽  
Author(s):  
David Bolton
Keyword(s):  
Medical Education ◽  
Northern Ireland ◽  
Local Community ◽  
Peace Process ◽  
For Profit ◽  
Not For Profit ◽  
Belfast Agreement ◽  
Therapeutic Services ◽  
The Impact

In this Chapter the author describes the circumstances and impact of the Omagh bombing which occurred in Northern Ireland in August 1998, just as the peace process was beginning to see political progress and violence had significantly reduced. The impact on casualties and their families in Omagh, Buncrana in the Irish Republic, and in Madrid, Spain, is described, as are the distress and traumatic consequences for the wider community. The responses of neighbours and friends, the wider Omagh community, its medical, education, not-for-profit and civic services, are described. The contribution of commemorative and arts based events is demonstrated. The risk to the developing peace process and the Belfast Agreement is outlined and how this impacted upon the development of therapeutic services for the local community. The role of politics and politicians in ensuring services were developed, is described.

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

Exploring the Impact of School Leadership on Student Learning Outcomes

2016 ◽  
pp. 953-977
Author(s):  
Andreas Kythreotis ◽  
Panayiotis Antoniou
Keyword(s):  
Student Learning ◽  
School Leadership ◽  
Learning Outcomes ◽  
Principal Leadership ◽  
Student Learning Outcomes ◽  
Future Research ◽  
Policy And Practice ◽  
The Impact

The chapter aims to explore the various models proposed in the literature related with the impact of school leadership on student academic achievement. In doing so, and drawing mainly from the mediate and indirect models, the chapter also discusses the role of various intermediate/moderate variables that facilitate the impact of principal leadership on student-learning outcomes. Results from a qualitative exploratory study that took place in Cyprus are also presented. This study developed a framework of school principals' actions and strategies that teachers considered as effective in relation to improving their quality of teaching and student outcomes. Some of the problems related with measuring the impact of school leadership on student achievement, such as issues of conceptual and operational definitions of school leadership and methodological issues in research design are also elaborated. Finally, implications for policy and practice on school leadership are discussed and suggestions for future research are provided.

Using Web 2.0 Tools to Enhance the Student Experience in Non-Teaching Areas of the University

2010 ◽  
pp. 247-266 ◽  
Author(s):  
Lisa Cluett ◽  
Judy Skene
Keyword(s):  
Student Engagement ◽  
Web 2.0 ◽  
Student Satisfaction ◽  
Student Learning ◽  
Online Community ◽  
Student Experience ◽  
Web 2.0 Tools ◽  
The University

This chapter aims to provide an overview of the nexus between student learning and student engagement outside the classroom, and to highlight the importance of non-teaching units in contributing to student satisfaction. It discusses the role of non-teaching units (such as libraries, guilds, student services departments, and other bodies) in creating online communities using Web 2.0 tools. The chapter uses the NODE project hosted by the University of Western Australia as a case study to demonstrate how some of these principles can be put into action. The significance of non-teaching units is confirmed, in addition to providing recommendations for fostering greater collaboration between staff and advice on setting up a Web 2.0-based online community in a university.

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