A scheme for improving ICT units with critically low student satisfaction (original) (raw)
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Common areas for improvement in ICT units that have critically low student satisfaction
Unit evaluations across many Australian universities indicate that close to 10% of units in Information and Communication Technology (ICT) disciplines are flagged as needing critical attention. Poor unit evaluation results may lead to a number of negative consequences including poor student learning. To develop an understanding of the reasons why students rate some ICT units as poor, qualitative responses to Monash's unit evaluation questionnaire were examined from 13 ICT units for semester 2, 2010 that were deemed needing critical attention. Responses from students to the question "What aspects of this unit are most in need of improvement?" were analysed. A partial grounded theory based approach was used to code 281 responses to determine common re-occurring themes. Results show eight broad areas in which units can be improved. However the top concern for students in these units is the lecture content. The implications of our results will help ICT lecturers with plann...
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A. An overall QA & research framework for learning and teaching B. The purposes & desired outcomes of higher education C. Standards D. Assuring the quality of assessment E. Changing Student Expectations F. What engages higher education students in productive learning & retains them? G. Research on the productive uses of ICT-enabled Learning in universities 41 H. Multiple designs for learning I. Designing learning spaces & optimising access J. Effective approaches to monitoring and evaluating the quality of the student experience in Higher Education Conclusion References & further reading Attachments Attachment One: Context Attachment Two: Four level quality assurance and evaluation framework for learning and teaching in higher education 58 Attachment Three: Professional capability framework-key dimensions Attachment Four: CEQuery Analysis of 280,000 student comments on the CEQ Attachment 4 (b) : Learning Methods identified as a 'best aspect' in The national CEQuery study
In the rapidly changing global higher education sector, greater attention is being paid to the quality of university teaching. However, academics have traditionally not received formal teacher training. The peer-assisted teaching programme reported on in this paper provides a structured yet flexible approach for peers to assist each other in reinvigorating and refining their teaching practice. Academics participated in this national, multi-institutional trial for varied reasons: the majority voluntarily, others to increase low student evaluation of course scores and some as part of a graduate certificate teaching qualification. Here we report on how academics used the scheme, and the teaching areas they focused on. Student evaluation of course scores increased in the majority of courses, suggesting the changes made had a positive effect on students' learning experiences. The experiences of the multi-institutional trial reported here may benefit others considering such a scheme to reinvigorate and refine teaching practice and improve course evaluation scores.
Peer Teaching: A New Step to Improve Education, Learning and Student Satisfaction
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Background: In peer teaching, students act as both teachers and learners. Peer teaching can be a useful way to learn courses in interdisciplinary fields of study. Objectives: The purpose of this study was to investigate the viewpoint of health information technology students about learning through peer teaching. Methods: This cross-sectional study was conducted in 2017 at Kerman University of Medical Sciences. Undergraduate students in the health information technology department using the peer teaching method participated. Data were collected using a self-administered questionnaire. The questionnaire consisting of 42 questions assesses students' attitudes toward peer teaching. It consisted of two categories: "learning improvement" and "students' satisfaction with the peer teaching." Data were analyzed using SPSS software. Results: A total of 52 students participated in the study. Regarding learning improvement, the mean score of development of individual...