College Student Perceptions of Teaching and Learning Quality

Autor/inn/en	Frick, Theodore W.; Chadha, Rajat; Watson, Carol; Wang, Ying; Green, Pamela
Titel	College Student Perceptions of Teaching and Learning Quality
Quelle	In: Educational Technology Research and Development, 57 (2009) 5, S.705-720 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-007-9079-9
Schlagwörter	Instructional Design; Course Objectives; Prior Learning; Time on Task; Educational Opportunities; Feedback (Response); College Students; Student Attitudes; Instructional Effectiveness; Student Surveys; Correlation; Course Evaluation; Evaluation Criteria; Educational Technology + Suchen Sie Ihr Suchwort? Lesson concept; Lessonplan; Unterrichtsentwurf; Vorkenntnisse; Zeitaufwand; Bildungsangebot; Bildungschance; Collegestudent; Schülerverhalten; Unterrichtserfolg; Schülerbefragung; Korrelation; Unterrichtsmedien
Abstract	Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10