Relevant bibliographies by topics / Student satisfactions surveys

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Student satisfactions surveys'

Author: Grafiati
Published: 10 January 2023
Last updated: 28 January 2023

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Journal articles on the topic "Student satisfactions surveys"

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Kandiko Howson, Camille, and Frederico Matos. "Student Surveys: Measuring the Relationship between Satisfaction and Engagement." Education Sciences 11, no. 6 (June 16, 2021): 297. http://dx.doi.org/10.3390/educsci11060297.

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This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement.
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Scoulas, Jung Mi, and Sandra L. De Groote. "University Students’ Changing Library Needs and Use: A Comparison of 2016 and 2018 Student Surveys." Evidence Based Library and Information Practice 15, no. 1 (March 12, 2020): 59–89. http://dx.doi.org/10.18438/eblip29621.

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Abstract Objective – This study examines differences in university students’ library use and satisfaction (e.g., in-person library visits, online and print resource use, space satisfaction, and library website use) between 2016 and 2018 based on local survey data. It also discusses how these findings provided guidance for future planning and action. Methods – The academic university library developed the surveys for undergraduate and graduate students and distributed them in Spring 2016 and 2018. Both student surveys focused on examining students’ needs relative to library resources and services, although the 2018 student survey also attempted to quantify students’ library visits and their use of library resources. While the surveys were not identical, the four questions that appeared in both surveys (i.e., library visits, resource use, library space satisfaction, and library website use) were recoded, rescaled, and analyzed to measure the differences in both surveys. Results – The survey results reveal that students’ library visits and use of library resources in 2018 were higher than in 2016. In particular, undergraduate students’ use of library resources in 2016 were lower than those in 2018, whereas graduate students’ use of library resources remained similar in both years. Another key finding indicates that the mean score of students’ library quiet study space satisfaction in 2018 was higher than in 2016. However, when compared to the 2016 survey, there was a decrease in students’ ease of library website use in the 2018 survey. Conclusion – Assessing students’ behavior and satisfaction associated with their use of library physical spaces, resources, and services should be conducted on an ongoing basis. Over time, the survey findings can be used as evidence based data to communicate patterns of users’ behavior and satisfaction with various stakeholders, identify areas for improvement or engagement, and demonstrate the library’s impact. Survey results can also inform further strategic and assessment planning.
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Rizwan, Muhammad. "Factors Affecting Student Satisfaction in Distance Learning: A Case Study of COMSATS (VIRTUAL CAMPUS)." Journal of Learning Improvement and Lesson Study 1, no. 1 (July 29, 2021): 1–10. http://dx.doi.org/10.24036/jlils.v1i1.3.

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Generally, In Pakistan people perceived that quality of distance learning education is poor. Therefore, we decided to carry out the study to see if it’s only people opinion or legend. The aim of the study is to analyze the association between instructor performance (IP), student instructor interaction (SII), course evaluation (CE) and student satisfaction (SS) variables in distance education by taking Virtual COMSATS as a Case study. Target population of this research was the COMSATS (VIRTUAL CAMPUS). students out of which 251 graduate and undergraduate students were selected as sample for current research. The purpose of this research study was to understand the key factors affecting student satisfaction in distance learning .Researchers also collect information through primary data using survey questionnaire that distributed through email to all the students of VCOMSAT. From literature review it was found that in distance learning education student satisfaction is based on instructor performance, student-instructor interaction, course evaluation, Learning management system use, instructor attitude etc. From literature review we found that course evaluation and instructor performance is very important for student satisfaction in distance learning. Researchers need to compare student’s satisfactions with subject wise. Comparison of practical subjects and without practical subjects needs to identify with student satisfaction. There is also required to compare lecturer motivation with student satisfaction and performance. Future research is also need to compare satisfaction of rural area and urban areas students in distance learning education and also need to compare with traditional education.
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Strode, James, Melissa Davies, and Heather J. Lawrence. "Missing the Mark: Gathering Better Data From Student-Athlete Exit Interviews." Case Studies in Sport Management 9, no. 1 (January 1, 2020): 25–31. http://dx.doi.org/10.1123/cssm.2020-0014.

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A great deal of sport management literature in recent years draws upon the need for effective quantitative and qualitative research methods. However, there are limited cases for a sport management faculty to effectively teach students proper process, design, and implementation of survey or interview research, particularly for real-world sport applications, such as student-athlete exit interviews. This case aims to fill this gap and outlines a plan for students to identify limitations in current student-athlete exit data collection methods and to learn the common barriers associated with effective research design. Students are made aware of common missteps throughout the research process and are provided foundations for effective survey and interview design. Information taught via this case can also be used across sport management contexts, such as fan experience surveys, retail customer satisfaction surveys, or donor satisfaction interviews.
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Jaggars, Shanna Smith, Amanda L. Folk, and David Mullins. "Understanding students’ satisfaction with OERs as course materials." Performance Measurement and Metrics 19, no. 1 (February 5, 2018): 66–74. http://dx.doi.org/10.1108/pmm-12-2017-0059.

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Purpose The purpose of this paper is to introduce a survey instrument to measure three components of students’ perceptions of open and affordable course materials – quality, integration, and experience – and discuss its reliability and predictive validity. Design/methodology/approach The authors distributed an end-of-semester online survey to students enrolled in sections of 12 courses that adopted OER in Fall 2016, as well as conducting a within-interview survey with the instructors of those courses. The authors calculated the descriptive statistics from the responses to the student survey, as well as examining the inter-item and inter-rater reliability of the instrument. Finally, explored correlations in the data gathered through both the student and faculty surveys were explored. Findings The authors found that both students and faculty were generally pleased with the quality and experience of using open and affordable digital materials. The authors also found that our three survey subscales had strong inter-item reliability, and that the quality and experience subscales had predictive validity in terms of whether students would choose a traditional or digital text in future courses. Originality/value In addition to providing evidence in terms of the full survey instrument’s reliability and predictive validity, factor analysis indicates that a short scale of quality and experience Likert scale items could be used by practitioners to effectively assess satisfaction of digital materials among traditionally aged undergraduate students.
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Payne, Geoff. "Enhancing student engagement through effective ‘customer’ evaluation." Learning and Teaching 11, no. 1 (March 1, 2018): 57–81. http://dx.doi.org/10.3167/latiss.2018.110104.

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Most undergraduates’ main, hands-on involvement in student engagement is completing satisfaction surveys, such as the U.K. National Student Survey (NSS), whose findings make significant contributions to university policy formation. It is therefore important that these surveys produce reliable and valid data, but previous and current NSS versions fail to do this. This article compares the U.K.’s model of ‘satisfaction’ with that of the U.S. National Survey of Student Engagement (NSSE). Whereas the NSS treats the student as a passive consumer, the NSSE treats the student as an active participant who shares personal liability for some of the educational outcomes. The NSSE’s greater use of factual rather than opinion questions, allowance for variation in types of students and student effort, and wider interpretation of ‘student engagement’ are seen as more fit for purpose and less influenced by the ideologies of neoliberalism and managerial control.
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Šurinová, Yulia, and Martina Jakábová. "Student as a Customer or Improving Students´ Involvement in the Education Process." International Journal of Engineering Pedagogy (iJEP) 4, no. 1 (February 2, 2014): 73. http://dx.doi.org/10.3991/ijep.v4i1.3002.

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Trying to develop the new sophisticated methods of teaching teachers sometimes forget to use the basic and the first principle of quality management, which is customer orientation. The study proposes the way how to involve students to education improvement process. The emphasis is put on the student´s expectations investigation, expectation transformation into actions and student´s satisfaction survey. It may be assumed, that treating students as customers or even as a collaborative partner makes students involved in the education improvement process. The study is based on the assumption that we know the requirements of other stakeholders and the teacher constantly monitors the latest trends in the field of lecturing, which incorporates into lectures. To verify the study´s hypothesis, two surveys were conducted. Students´ expectations and students´ satisfaction after the education process survey data were drawn from a sample of 27 of 27 (100% sample) students of the subject Quality Audits. Our variables under study were related to students�?? satisfaction with the educational process. Building on prior literature, the results from this research allow identifying the main strategies for students�?? involvement into the educational process. The presented research is intended to be a useful reference to teachers and scholars interested in continuous improvement process in education. This article first makes a brief interpretation of some concepts concerning customer satisfaction in terms of continuous improvement process in higher education. Then, our methodology and research approach is presented. The next part of the study discusses the results of the two surveys carried out to follow if the curriculum improvement based on students´ expectation awareness can improve students´ satisfaction with the subject. The paper suggests the standardized curriculum development process in basic steps of the cyclic model of the PDCA on the basis of a profound analysis of students�?? expectations following and meeting. For instance, it provides a basis for differentiating and linking evaluation results to continuous improvement. Finally we present the principal findings of the research, limitations and conclusions.
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Bowles, David Peter. "Psychological predictors of National Student Survey course satisfaction." Journal of Perspectives in Applied Academic Practice 8, no. 2 (December 21, 2020): 7–15. http://dx.doi.org/10.14297/jpaap.v8i2.423.

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Course satisfaction has been linked independently to University provision quality, student self-efficacy and basic psychological need fulfilment. In the current paper we seek to unite those disparate areas with a view to understanding how University factors interact with psychological factors in the determining of student satisfaction, as measured by the National Student Survey (NSS). Study one was focused on data from the NSS itself (N = 1321), in which it was demonstrated that variance in overall course satisfaction is mostly driven by satisfaction with teaching quality and the students' personal development. Study two (N=250) was focused on the psychological factors that relate to students’ personal development that might influence course satisfaction. This questionnaire-based study indicated that self-efficacy, skill confidence and the three basic psychological needs of autonomy, competence and relatedness were associated with course satisfaction. However, those variables shared much variance and only the fulfilment of the need to feel competent uniquely predicted levels of course satisfaction. We conclude that efforts to maximise student satisfaction should focus on enabling academic staff to excel as inspirational tutors, tutors who foster competence and confidence in their students' academic journey.
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Sukawati, Anak Agung Nyoman, Wandari Tania, Tina Carolina Antoro Putri, and Billy Chandra. "STUDI KORELASI ANTARA BINUSMAYA DENGAN KEPUASAN MAHASISWA UNIVERSITAS BINA NUSANTARA: STUDI KASUS PROGRAM STUDI KOMPUTERISASI AKUNTANSI." CommIT (Communication and Information Technology) Journal 1, no. 1 (May 31, 2007): 60. http://dx.doi.org/10.21512/commit.v1i1.468.

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The article purpose was to know the relation between BinusMaya with student satisfaction of Bina NusantaraUniversity. The used research method was survey method, corelational technique with collecting data using questioner.The research result was there is correlation coefficient + (0,4336) which mean there is positive relation and includingmedium category between BinusMaya with student satisfaction. Determination coefficient was 0,188 which means 18,8% of student satisfaction variation can be explain by BinusMaya variable. The conclusion was there is positive correlationbetween BinusMaya with the student satisfaction, which means the more effective of BinusMaya so the student satisfactionis getting higher.Keywords: BinusMaya, student satisfaction, computerize accounting
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Moseley, Jamie, Michael Hellawell, Claire Graham, and Alison Briggs. "Evaluation of a large group supervision model in a university student-led physiotherapy clinic." British Journal of Healthcare Management 28, no. 3 (March 2, 2022): 61–67. http://dx.doi.org/10.12968/bjhc.2021.0098.

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Background/Aims Clinical placements are a crucial aspect of training for student healthcare professionals, but the traditional 1:1 student–staff placement ratio puts a strain on placement capacity. This study evaluated a large group supervision model in physiotherapy in a university setting, looking at the student placement experience and patient outcomes. Methods The effectiveness of the supervision model was assessed using several indicators: student satisfaction, student performance, patient satisfaction and clinic contribution to placement capacity. Both students (n=34) and patients (n=85) filled out surveys to measure their satisfaction, and the results of the National Student Survey were also analysed in relation to the clinic and the wider physiotherapy course. Results Both patients and students reported high levels of satisfaction with the clinic and the placement model, with students noting the usefulness of the clinic in preparing them for work and increasing their employability. Summative assessment scores were also high. Overall, the clinic was able to provide 15–25% of the course's placement capacity per block. Conclusions The large group supervision model is just as effective, if not more so, than traditional placement models in terms of both capacity and quality, with very positive feedback from both students and patients. This method of training should be considered and researched further in other healthcare education contexts.
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Dissertations / Theses on the topic "Student satisfactions surveys"

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Leung, Tak-ting. "Job satisfaction among student guidance teachers in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18813616.

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Stephens, Paul. "UNDERGRADUATE STUDENT SATISFACTION: INVESTIGATING THE MEASUREMENT, DIMENSIONALITY, AND NATURE OF THE CONSTRUCT USING THE RASCH MODEL." UKnowledge, 2014. http://uknowledge.uky.edu/epe_etds/25.

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Of the many potential and espoused outcomes of higher education, it was satisfaction that rose to prominence for Alexander Astin, stating, “it is difficult to argue that student satisfaction can be legitimately subordinated to any other education outcome” (1993, p. 273). This high endorsement of the construct of satisfaction is backed by a plethora of arguments of its importance for college and university decision makers. A thorough and accurate rendering of student satisfaction measurement is requisite. To calculate student satisfaction as the magnitude of item endorsement leaves a measure that is sample specific. The goal of a universal and unidimensional measure is only advanced by determining which items do or do not contribute to a model of linearity and unidimensionality. This research utilizes the Rasch model to advance exploration of the variable of student satisfaction. Using data collected from the Noel-Levitz Student Satisfaction Inventory, analysis was conducted to determine if reported ascribed importance and experienced satisfaction adhered to the assumption of the Rasch model. Results suggest that student satisfaction and ascribed importance do adhere to these assumptions of measurement, but only after ordinal rankings of dissatisfaction are collapsed into a single entity. The determined separation of satisfaction and dissatisfaction likens Herzberg’s Motivation-Hygiene Theory. Additional discussion and implications focus on contrasting analysis when applying the Rasch analysis relative to classical test theory, recommendations of modified instrument scaling to better capture the construct, implications for higher education, and heightened understanding of student satisfaction as a whole.
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Jackson, Julie A. "AN EXAMINATION OF MASTER’S LEVEL GRADUATE STUDENT EXPERIENCES AND ATTITUDES." Bowling Green State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1174940455.

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Leung, Tak-ting, and 梁德婷. "Job satisfaction among student guidance teachers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195960X.

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Brown, Jenny Hunt. "Study abroad program evaluation what can be learned from student satisfaction surveys? /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1263410162/.

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Raines, Thomas K. "Doctor of ministry program evaluation using a student satisfaction survey." Dallas, TX : Dallas Theological Seminary, 2007. http://dx.doi.org/10.2986/tren.001-1238.

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Brown, Susannah K. "An exploration of student success and satisfaction using the National Survey of Student Engagement." Diss., Wichita State University, 2011. http://hdl.handle.net/10057/3939.

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Institutions of higher education around the country are concerned with student performance and retention. This dissertation used the theory of sense-of-community to explore how universities and colleges can influence student grade point averages and persistence to degree completion. Data were collected with the National Survey of Student Engagement at a Midwestern University. Factor analysis suggested four factors of sense-of-community within the National Survey of Student Engagement: Campus Social Milieu, Divergent Thinking, Institutional Involvement, and Relationship Quality. Results of further analyses indicated that sense-of-community influenced student satisfaction primarily through Relationship Quality and Campus Social Milieu. Sense-of-community also had a slight influence on student success. Campus Social Milieu, Relationship Quality, and Institutional Involvement seemed to affect grade point average; Relationship Quality and Institutional Involvement seemed to affect degree completion. Institutions wishing to assist the increase of academic achievement and graduation rates in addition to students’ satisfaction with their experience in college are advised to invest in programs and policies building sense-of-community among their students, faculty, and administrators.
Dissertation(Ph.D.)--Wichita State University, College of Liberal Arts and Sciences, Dept. of Psychology
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Bradford, George. "A Relationship Study of Student Satisfaction With Learning Online and Cognitive Load." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2069.

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This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., 'learning') from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p < .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
Ph.D.
Department of Educational Research, Technology and Leadership
Education
Education PhD
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Reinschmiedt, Heather J. "Postsecondary students with disabilities receiving accommodations : a survey of satisfaction and subjective well-being /." Available to subscribers only, 2008. http://proquest.umi.com/pqdweb?did=1564022381&sid=9&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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Thesis (Ph. D.)--Southern Illinois University Carbondale, 2008.
"Department of Rehabilitation." Keywords: Postsecondary students, Disabilities, Accommodations, Well-being, Student satisfaction Includes bibliographical references (p. 65-77). Also available online.
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Griffith, Sunday Dawn. "Using the National Survey of Student Engagement as a Tool to Determine Influences of Overall Student Satisfaction with the College Experience and Help Define Student-Centeredness." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321542752.

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Books on the topic "Student satisfactions surveys"

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Harvey, Lee. Student satisfaction manual. Buckingham [England]: Society for Research into Higher Education, 1997.

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Howard, Phil. Student satisfaction surveys: A 'how to' guide. Preston: University of Central Lancashire, 1999.

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Northrup, David A. Response effects: Variations in university students' satisfaction by method of data collection. North York, Ont: York University, Institute for Social Research, 1993.

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Chow, Henry P. H. Life satisfaction, educational experience & academic perfeormance: A survey of university students in Regina. [Regina]: University of Regina, Dept. of Sociology & Social Studies, 2002.

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University of Central England in Birmingham. Centre for the Study of Quality in Higher Education. Student Satisfaction Research Unit. Report on the 1992 survey of student satisfaction with their educational experience at UCE. Birmingham: University of Central England in Birmingham, 1992.

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Deschamp, P. Customer satisfaction: A survey of students in Western Australian government schools and their parents about their level of satisfaction with their school. [Perth, W.A.]: The Department, 1996.

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Commission, California Postsecondary Education. Student and staff satisfaction with programs for students with disabilities: Comments by the California Postsecondary Education Commission on reports prepared by California's public systems of higher education in response to Assembly Bill 746 (chapter 829, Statutes of 1987). Sacramento, Calif: The Commission, 1993.

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Rydell, Lars H. Teacher recruitment and retention in Maine. Augusta, Me. (Rm. 101, State House, Sta. 13, Augusta 04333): Office of Policy and Legal Analysis, 1986.

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Thomas, Marilyn. The 1995 report on the studentexperience at Cardiff Institute of Higher Education: Report of a survey carried out by: The Student Satisfaction Research Unit, Cardiff Institute of Higher Education. Cardiff: Student Satisfaction Research Unit, Cardiff Institute of Higher Education, 1995.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Book chapters on the topic "Student satisfactions surveys"

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Deaconu, Stefan Marius, Roland Olah, and Cezar Mihai Haj. "Assessing Students’ Perspective on Teaching and Learning. The Case of National Students’ Surveys." In European Higher Education Area: Challenges for a New Decade, 341–57. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56316-5_22.

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Abstract In the last decade, the Bologna Process has underlined many times the need for Student-Centred Learning (SCL), Innovation in Learning and Teaching, providing support to learners and removing obstacles that students face in order to fulfil their potential. As SCL is still at the core of the Bologna Process, the instruments which are meant to record the students’ perspective are very important. However, we consider that there is a deficit regarding the needed research that would lead to efficient ways of delivering positive outcomes for the entire academic community. In that sense, this paper will focus on how national student surveys have been developed in several countries, as there are some reasons to consider this instrument as one of the most efficient, especially in consolidating and developing learning and teaching. The paper will take into consideration three examples from the European Higher Education Area: the National Student Survey (United Kingdom), Studiebarometeret (Norway) and the National Sociological Research about Students’ Satisfaction (Romania) and will approach aspects such as the structures and stakeholders which are involved in developing and coordinating the process, the subjects tackled by these questionnaires, why and how they were selected. Our study provides an insight regarding the usefulness of a national student survey for the future development of European Higher Education Area. It also shows the potential relevance of these questionnaires for the Bologna Process. The paper will also present how these instruments have evolved across time and how they were received by the public opinion. We will draw a set of conclusions starting from examined good practices and the literature review. As a result of this paper, we consider that a national students’ survey represents one of the most useful tools for HE stakeholders in order to assess the quality of learning and teaching.
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Pesonen, Joonas A. "‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities." In Learning and Collaboration Technologies: Games and Virtual Environments for Learning, 199–215. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77943-6_13.

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AbstractChatbots show promise as a novel way to provide support to students. However, a central issue with new technologies such as chatbots is whether students trust the technology. In the present study, we use a chatbot to proactively offer academic and non-academic support to students (N = 274) in a Finnish vocational education and training (VET) organization. Students responded to the chatbot with a very high response rate (86%), and almost one-fifth (19%) of the respondents disclosed a need for support. Survey with a subset of participants (N = 49) showed satisfactory trust (total trust score 71% as measured by a human-computer trust scale) and satisfaction (average of 3.83 as measured by a five-point customer satisfaction instrument) with the chatbot. Trust was positively correlated with satisfaction as well as students’ likelihood to respond to the chatbot. Our results show that this kind of approach is applicable for recognizing students’ latent needs for support. Future studies should target the formation of trust in more detail and cultural differences in trusting chatbots.
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Mwatilifange, Saavi R., and Tulimevava K. Mufeti. "Using Moodle to Teach Computer Literacy to First-Time Computer Users: A UNAM Case Study." In Transforming Entrepreneurship Education, 45–64. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-11578-3_4.

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AbstractComputer literacy courses provide opportunities for students to develop skills that are essential for lifelong learning. Many educational institutions in developing countries offer compulsory Information and Communication Technology (ICT) courses to help their first-year students develop these skills. Due to factors such as lockdowns imposed as a result of the COVID-19 pandemic, some first-year students may not be able to attend these courses in person. This chapter investigates the suitability of an online environment for teaching a Computer Literacy course to first year students with varied demographics. It takes as a case study the delivery of the Computer Literacy course on the University of Namibia (UNAM) Moodle Learning Management System (LMS) over one semester. The course caters to a diverse student population, some of whom come from marginalized backgrounds and have never used a computer before. Using a questionnaire based on the Unified Theory of Acceptance and Use of Technology (UTAUT), the study used a survey to determine the satisfaction of students and lecturers involved with the course. We also conducted semi-structured interviews to get an in-depth understanding of the actual use and level of satisfaction with Moodle. Results indicate that most students do not have access to ICT devices or the software required for the course. Although all students completed the course without any dropouts, the study also found that the students consistently accessed only two features supported by Moodle. The study recommends that all first-time users take an informal Introduction to Online Learning course before starting the Computer Literacy course. It also recommends that the current course be adapted to fit the context of use and to enhance online teaching of Computer Literacy to first-time computer users at UNAM.
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Krsmanovic, Maja, Mladen Djuric, and Veljko Dmitrovic. "A Survey of Student Satisfaction with Distance Learning at Faculty of Organizational Sciences, University of Belgrade." In Communications in Computer and Information Science, 111–17. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-31800-9_12.

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Liu, Yan, and Fen Liu. "Study on the Use and Satisfaction of Short Video APP for College Students—Based on the Empirical Survey of Hubei College Students." In Advances in Intelligent Systems and Computing, 199–207. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1843-7_25.

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Grilli, Antonella, and Fabrizio Rozzi. "Analisi del questionario per la rilevazione degli obiettivi conseguiti dal TDDI." In Strumenti per la didattica e la ricerca, 93–109. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-587-5.9.

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In August 2021, a questionnaire was sent to all those who had participated in the presentation meetings of the Integrated Digital Direct Internship Experimental Project (TDDI), a questionnaire to identify the objectives achieved. The survey was sent to 99 schools, 238 subjects including teachers, trainees and headteachers and to 18 university tutors of the Course of Studies in Primary Education at the University of Florence. The survey obtained 186 responses and allowed an initial evaluation of the results in relation to the target actually involved and informed of the experimental path. The focus is to detect the level of satisfaction of the subjects actually involved and to highlight how much TDDI can meet the expectations of school managers, teachers, students.
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Rizzuti, Sergio, and Luigi De Napoli. "Engaging in Product Development as Means to Understand the Basics of Design." In Lecture Notes in Mechanical Engineering, 372–78. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-70566-4_59.

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AbstractTeaching product design is not a trivisal task. Considering the experience done along 20 years of teaching at master level class in mechanical engineering it is possible to take stock. The model followed is Project-Based Learning and this method can be licensed as the model that gives greater satisfaction to all attendees. Students give high score to the survey organized by university at the end of the course to assess didactic validity. Also, teachers have many stimuli when discussing with students the activities proposed. The course is based on the development of an industrial product that solves a problem, eventually posed by industry or emerged by customers. Based on the course schedule, the different phases of product development put in evidence the steps that require divergent thinking and those where it is necessary to employ convergent thinking. A case study allows explaining all the phases of product design.
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Cismaru, Diana-Maria, Nicoleta Corbu, Valeriu Frunzaru, Cezar Mihai Hâj, and Oana Ştefăniţă. "The Impact of Social Scholarships and of Reserved Places for Graduates from Rural High Schools in Improving Access to Higher Education and Academic Performance." In Higher Education in Romania: Overcoming Challenges and Embracing Opportunities, 53–70. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94496-4_4.

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AbstractAlthough the level of tertiary education attainment as a share of the population aged 30 to 34 increased in Romania up to 26.3% in 2017, it is still modest in comparison with the EU average (39.9% in 2017) (Eurostat, 2021). Therefore, while the rate of young people exposed to the risk of poverty and exclusion increased in the last decade in Romania, there is a need to evaluate the support measures for students from disadvantaged categories. The paper presents the results of two impact studies for two public policies, social scholarships and reserved places for graduates from rural high schools. In order to find out to which extent the two public policies fulfil their aims in supporting students from vulnerable social categories to graduate higher education, a mix of quantitative and qualitative methods has been used. The quantitative analysis used data extracted from two national databases for higher education and data collected by a survey to which about half of the Romanian universities responded. The data for qualitative analysis were collected by face-to-face interviews (with professors in management positions and students beneficiary of the two policies) from eight universities with different profiles, located in five regions of Romania. The results of the quantitative analysis revealed that the social scholarships policy fulfils its objectives of improving academic performance and increasing the chances of graduation for beneficiaries. The results of the qualitative analysis revealed a high level of satisfaction of beneficiaries with both policies and a positive evaluation of both policies by the management of universities.
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Iavarone, Maria Luisa, and Fausta Sabatano. "Transfer of Non-Academic Skills in Academic Context: towards a Sustainable Employability." In Employability & Competences, 399–409. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-672-9.44.

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This essay is an element of dialogue between educational practices acquired in territorial education contexts and the University. In particular, starting from the 10-year long experience consolidated in three educational centres operating in border areas of the Province of Naples, a series of ‘key competences’ have been highlighted that are indispensable to the containment of social risk disadvantage in an inclusion (Bertolini 1977; Freire 2004; Rossi 2014; Sabatano 2015a, 2015b) and well-being project (Iavarone 2007, 2009) from an educational point of view. Such competencies have become subject of a ‘participatory didactic planning’ between expert educators working in these contexts and a university course on ‘Pedagogy of relationships’ within the Department of Motor Science and Well-Being at the University of Naples Parthenope. The participatory planning practice has set the most ambitious goal of achieving a ‘system methodology’ to be used in the curriculum-design of the university courses in order to make the academic education offer a proper link element between the educational demand of young people, the demand for professional skills in the territory and the emerging social needs in order to improve employability processes. The main results that this experience has highlighted can be deducted from the student’s satisfaction survey, as well as from the data collected and processed by the University Assessment Team, in the Department’s Joint Commission Reports, which show a clear and overall improvement of the communication processes between non-academic institutions collaborating with the University for the conduct of internships, training sessions and placement-targeted activities. The empirical evidence and the positive results obtained provide substantial comfort in considering that the experience gained can be a ‘good practice’ to be included in the didactic planning process of the courses, even in relation to the need to improve the educational and didactic offer with reference to the new quality assurance parameters (QA) for the periodic accreditation of the CdS according to the AVA-ANVUR legislation in force
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Suzuki, Kathy M., and Ginger Lockette. "Client Satisfaction Survey of a Wheelchair Seating Clinic." In Teaching Students Geriatric Research, 55–65. Routledge, 2021. http://dx.doi.org/10.4324/9781315821504-5.

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Conference papers on the topic "Student satisfactions surveys"

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Wallace, Ruth, Shelley Beatty, Jo Lines, Catherine Moore, and Leesa Costello. "The power of peer-review: A tool to improve student skills and unit satisfaction." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11116.

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Providing higher education students with opportunities to participate in peer-review feedback activities may facilitate interaction between students and enhance academic skills. Such activities are reported to help students transition from passive to active learners whilst increasing social connectedness and developing employability skills. This research aimed to evaluate student perceptions of a peer-review of assessment process offered in an undergraduate Health Science unit at Edith Cowan University in Western Australia, and their subsequent unit satisfaction. Before students began the peer-review process, a sample assignment was used to coach them on how to provide constructive feedback. They subsequently prepared a draft of their assignment for peer-review, and then reviewed the work of another student. Pre- and post-surveys were administered to assess students’ perceptions about the usefulness of the peer-review activity. Thirty-two students completed the pre-survey wherein 94% (n=30) reported the peer-review coaching helped them prepare their own assignment and 85% (n=27) reported learning how to provide constructive written feedback. Twenty-one students completed the post-survey, 76% (n=16), reporting they modified their own assignment as an outcome of their peer-review participation. Many respondents also reported improvements in their critical thinking (76%; n=16) and written communication skills (62%; n=13). Overall unit satisfaction increased exponentially.
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D Senn, William, Gayle Prybutok, Kittipong Boonme, and Victor R. Prybutok. "Development and Testing of an Education Service Quality Model [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4781.

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Aim/Purpose: This study builds upon theory to develop and test a parsimonious model of service quality importance, the Higher Education Service Quality Importance (HESQI) Model, for use in standardized, frequent surveys of student satisfaction in higher education service delivery. Background: Educational institutions operating in the higher education marketplace are facing increased competition for students. In order to be competitive in terms of the student services provided, these institutions need a method to evaluate and measure, on a frequent and recurring basis, the quality and performance of their services. Methodology: A survey was developed and administered to a stratified random sample of 1,400 students at a large public university in the southwestern United States. The 56% response rate was comprised of 790 total respondents. Partial least squares structural equation modelling (PLS-SEM) was used to analyze model constructs and latent variables. Reliability, validity, non-response bias, and common method bias were assessed as part of the research. Contribution: The HESQI is a compact, parsimonious instrument that can be administered in a cost-effective manner for faster, point-in-time checks of student satisfaction with less survey fatigue than larger instruments. Findings Service quality is significantly correlated with student satisfaction. The developed model is capable of explaining nearly 70% of the variance in student perceptions of satisfaction. Recommendations for Practitioners: The developed HESQI instrument addresses the need for a quick and easy measurement instrument to assess student satisfaction in higher education institutions. The HESQI instrument simplifies data collection and analysis and can be used on a frequent and ongoing basis to gain rapid insight into service and quality issues affecting students. Recommendations for Researchers: The development of the HESQI provides an instrument that researchers can use to study the delivery of auxiliary services in higher education. In addition, the methodology used has implications for how to develop and test other parsimonious instrument for use in other contexts. Impact on Society: Higher education is of critical value to societal mobility. As such providing a better experience for those who seek education is important and services are an important part of that experience. The HESQI has an important role in helping to improve that experience because it allows measuring the satisfaction with changes that are made to improve auxiliary services which are important to the overall environment and experience. Future Research: Future research may be carried out to further validate and confirm the research findings and use it in other environments. Also, research may consider a single item instrument in similar environments.
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Abuhzaimah, Alaa, and Emad Ahmed Abushanab. "Factors affecting Students’ Satisfaction with Online Learning in Higher Education in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0162.

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This effort seeks to explore the major factors that play an essential part in enhancing students ‘satisfaction with online learning experience in higher education in Qatar, before and during the COVID-19 pandemic. The Unified Theory of Acceptance and Use of Technology (UTAUT) model was expanded by integrating three new components to study student’s satisfaction with online learning such as course design, student engagement and assessment method. Quantitative research methods were adopted, and data were collected from 750 students at four Universities in Qatar through an online survey questionnaire. The SPSS statistical software was applied to test the research model and to examine the reliability and validity of the data obtained from the questionnaire. Based on the findings, student engagement, assessment method, course design and continuance in the use of online learning were shown to have a substantial influence on students’ satisfaction. Performance expectancy and social influence were exhibited to have a considerable impact on continuance in the use of online learning. Nevertheless, the influence of effort expectancy and facilitating conditions on continued use of online learning was found to be statistically insignificant. Moreover, the effects of age, gender, educational level, and nationality were also explored. It was found that there was a considerable discrepancy among the two genders, the different ages, educational level and nationalities on the different constructs of the model. The results of this study offer many academic institutions the opportunity to understand the factors affecting students’ satisfaction with online learning in Qatar. The findings definitely, provide insight into how colleges and universities in Qatar can effectively improve online students’ experience with online learning. Moreover, this research presented a conceptual model to shed the light on the shortness and provide a better explanation and understating of the factors affecting students’ overall satisfaction and the relationships between them.
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.

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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Zsheliaskova-Koynova, Zshivka, and Tatiana Hristakieva. "KINESITHERAPY STUDENTS’ SATISFACTION WITH ENGLISH LANGUAGE CLASSES DURING COVID-19 PANDEMIC." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/114.

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ABSTRACT Introduction: Students’ satisfaction is a major issue in a language learning course. The main task of the specialized English course for kinesitherapy students is to provide language knowledge and skills, and stimulate oral production, using interactive learning techniques, reading and listening materials on human anatomy, and health care for students’ future careers. Methods: The aim of the research was to study students’ satisfaction with the specialized English course held during the Covid-19 pandemic (spring semester, academic 2021-2022). The subjects were 51 students from the Faculty of Public Health, Health Care, Kinesitherapy and Tourism at the National Sports Academy “V. Levski”. They completed anonymously a Questionnaire of Student Satisfaction with Speaking Classes (Asakereh, Dehghannezhad, 2015), consisting of 6 scales: Linguistic related items; Psychology related items; Socially related items; Course book related items; Instructor related items and Educational system and facilities-related items. A 5-point Likert-type scale was used for evaluation of students’ satisfaction. Students also completed a survey, including questions about their gender; age; type of high school they finished; preference for the type of education (online, face-to-face or blended). Results and discussion: The results indicate that student’s satisfaction with the English course was high, irrespective of gender or age. Students from language or science schools were less satisfied by language communication with their colleagues, compared to students from other schools (t50=2.39, p=.021). Most students prefer face-to-face education (54.9 %), least prefer online education (13.7%) and about one third prefer blended education (31.4%). Conclusion: The results of the study show that students need to communicate directly in person on professional topics, and that learning specialized terminology is useful and important to them.
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Osoian, Codruta, Razvan Nistor, Monica Zaharie, and Horatius Flueras. "Improving higher education through student satisfaction surveys." In 2010 2nd International Conference on Education Technology and Computer (ICETC 2010). IEEE, 2010. http://dx.doi.org/10.1109/icetc.2010.5529347.

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Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Fco Javier Martinez-de-Pison-Ascacibar, Ruben Urraca-Valle, Javier Antoñanzas-Torres, and Andres Sanz-García. "Assessment of microproject-based teaching/learning (MicroPBL) experience in industrial engineering degrees." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5167.

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An assessment program to evaluate microproject-based teaching/learning (MicroPBL) methodology on the technical subject ‘Manufacturing Technology’ was implemented for four consecutive academic years. Students from three different engineering degrees were involved providing feedback through different surveys that allowed us to perform a proper evaluation. More specifically, students’ surveys were anonymous after each academic year, except the last one, in which non-anonymous pre and post-surveys were conducted. The surveys were meant to evaluate the acquisition of specific competences (using technical questions about the subject) as well as generic competences (using questions concerning soft-skills). We also checked the students’ satisfaction with the methodology and with the signature in general. Using non-anonymous surveys allowed us to correlate results with the student’s final scores. Students’ self-assessment concerning their knowledge about technical aspects drastically changed after the course. The average of the subject’s final score from student’s perception was slightly higher than the actual value. Student’s self-perception on soft-skills was also increased at the end of the course. The MicroPBL methodology demonstrated beneficial for the case of this technical subject as it maintained high motivation levels in students, which were directly related to students’ success rates and final scores.
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Perales, Esther, Bàrbara Micó-Vicent, Valentín Viqueira, Khalil Huraibat, and Fco Miguel Martínez-Verdú. "Strategies for continuous improvement in the master's degree in "Colour Technology for the automotive sector" based on feedback from graduates." In INNODOCT 2018. València: Editorial Universitat Politècnica de València, 2018. http://dx.doi.org/10.4995/inn2018.2018.8846.

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The first edition of the Master's Degree in "Color Technology for the Automotive Sector" was held during the last academic year. The academic results in terms of qualifications, achievement and learning were good. In spite of the good sensations, there are aspects to be improved, both in methodology and the development of the subjects, timing of the contents, organization or communication channels. Following this line, the Academic, agreed on a plan of continuous improvement based on the feedback provided by the graduate surveys. A specific survey was carried out to gather their specific experience of the course in order to be able to modify the general strategy of the master's degree at the teaching and organisational level. The objectives were to adapt the teaching methodology to facilitate a more reflexive, participative and autonomous learning with a high degree of involvement and motivation of the students, to improve the academic results in terms of learning and satisfaction, to simplify and improve the logistic management of the course, etc. Thus, the survey included questions relating to the usefulness of the master's degree, methodology, organisation and planning of teaching, as well as a final question relating to the overall satisfaction of the course. A short survey was chosen with only 10 questions that the student rated from 1 to 5 on a scale from "strongly disagree" to "strongly agree". From the analysis of the responses, some important weaknesses were detected, such as the lack of content developed in video format, and the slowness of feedback on the results obtained in the proposed tasks. Based on these results, it was proposed an improvement plan that included the incorporation of videos to teaching materials, flexibility in the deadlines for activities, and the periodic monitoring of student learning and concerns through "Adobe Connect".
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Barrós-Loscertales, Alfonso, Laura Marquez-Ramos, Oscar Climent, Elisenda Bueichekú, and Juan Carlos Bustamante. "Students’ surveys and involvement in educational activities within virtual environments are related to students’ satisfaction in e-learning graduate programs." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5427.

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This paper evaluates associations across the dimensions included in students’ surveys and virtual activities for applying educational models within e-learning graduate programs. Firstly, we focus on the outcomes derived from teachers’ and students’ participation in virtual classroom forums and, secondly, on the determinants of students’ satisfaction in the graduate program. Data analyses show that teachers’ and students’ participation in forums as dynamic educational activities are positively correlated with students’ general satisfaction. To study the determinants of students’ satisfaction, we perform a regression analysis that considers as explanatory variables educational planning, teaching qualifications and development of learning, as well as of a number of controls related to the virtual learning environment and participation in the academic program. According to the obtained results, teaching skills and learning environments are associated with higher students’ satisfaction in a virtual learning environment. This type of analysis is of great interest in a social environment characterized by increasing communication via electronic networking. We find that dynamic educational activities and dimensions taken on board on students’ surveys are related to students’ satisfaction in e-learning graduate programs.
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Borraz-Mora, Javier, Blanca Hernández-Ortega, and Marta Melguizo-Garde. "The influence of competences in business higher education: a student’s approach." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5436.

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Nowadays, competences have an important role in higher education. Their development may have an effect on student’s satisfaction with his/her studies. The aim of this research is to test the relationship between competences developed during the study of a university business degree and the student’s satisfaction with this degree. Moreover, we test other outcomes derived from satisfaction, such as the student’s word of mouth and his/her confirmation of the university degree that he/she chose. We design an online survey for students of the Faculty of Economics and Business Administration in a Spanish University. We collect 161 effective questionnaires and analyse them using structural equation modelling, specifically partial least square (PLS). Results demonstrate that competences have a strong effect on student’s satisfaction, leading to positive word of mouth and confirmation of student’s past behavior. This implies that specifying and working properly the competences of a degree becomes a priority objective for university institutions.
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Reports on the topic "Student satisfactions surveys"

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Means, Barbara, and Julie Neisler. Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. Digital Promise, July 2020. http://dx.doi.org/10.51388/20.500.12265/98.

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Digital Promise and Langer Research Associates developed the “Survey of Student Perceptions of Remote Teaching and Learning” to capture the experiences of undergraduates taking courses that transitioned to online instruction in response to the COVID-19 pandemic. The survey explores the nature of college courses as they were taught during the COVID-19 outbreak, the pervasiveness of various challenges undergraduates faced after the transition to remote instruction, and course features associated with higher levels of student satisfaction. Data analyses compared experiences of students from low-income, underrepresented, or rural backgrounds to those of students with none of these characteristics. This survey was administered in the spring of 2020 to a random national sample of 1,008 undergraduates, age 18 and older, who were taking college courses for credit that included in-person class sessions when the COVID-19 pandemic hit and had to finish the course by learning at a distance.
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Means, Barbara, Vanessa Peters, Julie Neisler, Korah Wiley, and Rebecca Griffiths. Lessons From Remote Learning During COVID-19. Digital Promise, March 2021. http://dx.doi.org/10.51388/20.500.12265/116.

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The abrupt transition to remote instruction in response to COVID-19 posed significant challenges for both students and instructors. This report provides data on the prevalence of the different kinds of challenges college students faced during the shift to remote instruction and the nature of spring 2020 courses from the perspectives of both students and instructors. These descriptions are complemented by survey data on the prevalence of online instructional practices that are generally recommended in the online learning literature and analyses of the relationship of these practices to student satisfaction with their course. This report describes findings from two research activities conducted concurrently: a survey of a nationally representative sample of over 1,000 undergraduates who were taking online courses that included in-person meetings when they began and had to switch to entirely remote instruction; and qualitative descriptions of 29 courses offered by 10 institutions, based on interviews and focus groups with students and instructors.
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Means, Barbara, and Julie Neisler. Unmasking Inequality: STEM Course Experience During the COVID-19 Pandemic. Digital Promise, August 2020. http://dx.doi.org/10.51388/20.500.12265/102.

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This report describes the experiences of over 600 undergraduates who were taking STEM courses with in-person class meetings that had to shift to remote instruction in spring 2020 because of COVID-19. Internet connectivity issues were serious enough to interfere with students’ ability to attend or participate in their STEM course at least occasionally for 46% of students, with 15% of students experiencing such problems often or very often. A large majority of survey respondents reported some difficulty with staying motivated to work on their STEM courses after they moved online, with 45% characterizing motivation as a major problem. A majority of STEM students also reported having problems knowing where to get help with the course content after it went online, finding a quiet place to work on the course, and fitting the course in with other family or home responsibilities. Overall, students who reported experiencing a greater number of major challenges with continuing their course after it went online expressed lower levels of satisfaction with their course after COVID-19. An exception to this general pattern, though, was found for students from minoritized race/ethnicity groups, females, and lower-income students. Despite experiencing more challenges than other students did with respect to continuing their STEM courses remotely, these students were more likely to rate the quality of their experiences when their STEM course was online as just as good as, or even better than, when the course was meeting in person.
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