The problem-based Learning Approach as an enhancement factor of personal meaningfulness of learning

Does the problem-based learning (PBL) approach contribute to personally meaningful learning? This study used a double-cohort design to explore the question by focusing a PBL singlecourse, which was compared to a conventional one. Consecutive sampling of medical students was obtained for both groups. Student outcomes measured were Course Valuing Inventory (CVI), affect, and preceptorship appeal responses. Paired tests showed significant increases in CVI scores from start to end of term in the PBL group only. Significant trends were observed in the relationships between experiencing the PBL approach and CVI score level, positive affect mode, and strength of preceptorship appeal. Stratified analysis did not detect confounding effects on the outcome measures from background course experience, learners' characteristics, or time trend. The findings suggest that the PBL approach can improve the quality of the learning environment in both cognitive and emotional ways for most students.     

Approaches to studying and perceptions of the academic environment among university students in China

It has been claimed that students from “Confucian-heritage” cultures approach studying in higher education differently from Western students. This study investigated the experiences and the approaches to studying of students at a university in China. A total of 356 students completed both the Course Experience Questionnaire (CEQ) and the Revised Approaches to Studying Inventory (RASI). Their responses to the CEQ yielded two factors concerned with student support and course demands. Their responses to the RASI yielded two factors: a deep/strategic approach and a surface approach. Students who rated their courses positively in terms of student support were more likely to adopt a deep/strategic approach. Students who rated their courses positively in terms of course demands were less likely to adopt a surface approach. In broad terms, the students' perceptions and approaches to studying were similar to those of Western students, though with some specific differences. The findings add to the literature on Chinese students' approaches to learning and also have practical implications for teachers seeking to promote more desirable forms of studying in their students.     

Students' perceptions of academic quality and approaches to studying in distance education

Attempts to demonstrate a relationship between students' approaches to studying in higher education and their perceptions of their academic context have been bedevilled by limitations of the research instruments and the problem of aggregating students' perceptions and approaches across different course units. The extended version of the Course Experience Questionnaire (Wilson et al., 1997) and the Revised Approaches to Studying Inventory (Entwistle et al., 2000) were adapted for use in distance education and administered in a postal survey to students taking seven courses by distance learning with the Open University. Usable responses were obtained from over 2100 students. Both instruments proved to be remarkably robust, and the students' scores on these two instruments shared 61% of their variance. Students' perceptions of the academic quality of courses in distance education are strongly associated with the approaches to studying that they adopt on those courses.     

Graduate students’ conceptions of university teaching and learning: formation for change

The paper introduces a framework concerning conceptions of teaching and learning of advanced graduate students and the trajectory of change in their conceptions following a formal course on course design and teaching. Students were enrolled in six sections of this graduate course, two offered in a 6-week format and 4 in a 13-week format. The courses were taught by three different instructors. Data were obtained from 88 doctoral students before and after the course using four questions pertaining to the meaning of effective teaching, effective learning, role of the teacher, and role of the learner. Using an open coding procedure, four conceptions were identified. These were transmitting knowledge, preparing context/managing instruction, promoting course learning, and promoting life-long learning. The generalized linear model procedure was used to conduct within and between group pre and post course comparisons. Overall, there was a significant change in response frequency ratios in all four categories across all courses, indicating a decrease in the responses in the first two categories and an increase in the frequency of responses in the last two categories. No significant differences were attributed to course type or instructor.     

The role of response biases in the relationship between students’ perceptions of their courses and their approaches to studying in higher education

Questionnaire surveys have found a strong relationship between students’ perceptions of their courses and their approaches to studying, but this might result from the operation of response biases. Responses to the Course Experience Questionnaire and the Revised Approaches to Studying Inventory from 2137 students taking seven courses by distance learning were reanalysed. Both acquiescent responding and extreme responding were found to be consistent traits within individual students between the two instruments. When these were statistically controlled, the overlap in variance between the students’ scores on the two instruments was reduced from 45.3% to 31.9%, and the variation in the students’ course marks explained by their scores on the two instruments was reduced from 21.8% to 18.9%. Nevertheless, the relationship between the two sets of scores remained the same: students who rated their course positively were more likely to show desirable approaches to studying and less likely to show undesirable approaches.     

Interactive learning environments and games

Undergraduate psychometrics classes often use computer-intensive active learning projects. However, little research has examined active learning or computer-intensive projects in psychometrics courses. We describe two computer-intensive collaborative learning projects used to teach the design and evaluation of psychological tests. Course evaluations were significantly above the department average, and students perceived the projects as effective in meeting course objectives and improving computer skills. Grades on these projects were unrelated to self-reported computer background, suggesting that all students can succeed at computer-intensive projects when instructors provide adequate support and create a collaborative learning environment.     

Process Evaluation of a Career Course: A Replication and Extension

A process evaluation of a three-credit, upper division career course at a southeastern university is described. Student responses to a standardized course rating instrument were analyzed. Anonymous course evaluations of 293 students enrolled in 11 sections of the career course were compared to student ratings of one section of the course 5 years earlier, and normative data taken from summary reports provided by the university. Results indicated that student perceptions of the course are consistent over time, and more positive in classes meeting multiple times per week. The course was rated higher in course demands, student-instructor involvement, and course organization than other courses. The career course was rated lower in student interest than other courses. Implications of the findings and directions for future research are discussed. Course designers and instructors might benefit from using the information gleaned from this study in structuring career courses and in planning course schedules.     

Factors determining e‐learning service quality

e‐Learning courses are fast becoming common‐place, yet the success of these online courses varies considerably. Since limited research addresses the issue of e‐learning quality (ELQ) of service in higher education environments, there is an increasing need to effectively assess ELQ. In this paper, we argue that to obtain a satisfactory e‐learning student experience, we must offer more than access to learning material. The research proposes an extended SERVQUAL model, the ELQ model, which in addition to key service constructs, facilitates consideration of both information and system quality factors. Exploratory Factor Analysis is conducted to investigate the reliability and validity of the measurement model, and multiple regression analysis is used to test the research model. Data analysis reveals that Assurance, Responsiveness, Tangibility, Course Website and Learning Content have a positive correlation with the perception of ELQ. e‐Learning students value a stable, and easy to use e‐learning environment, yet do not perceive empathy and reliability as significant to student perception of ELQ.     

‘I can do it,and how!’ Student experience in access and equity pathways to higher education

Alternative pathways and enabling courses such as foundation programmes are well-established in some tertiary institutions and are likely to be broadened and enhanced across the sector. If such a course is designed along the lines of Biggs’ constructive alignment, it would be hoped that students would be likely to adopt a ‘deep approach’ to learning through their course of study. In addition, it is often assumed (but rarely properly demonstrated) that such courses promote the confidence of students to achieve well in their academic studies. This study explored changes in approaches to learning and academic self-efficacy in the first topic of a Foundation Course, using Biggs’ R-SPQ-2F and a newly developed academic self-efficacy scale. While the findings on approaches to learning were inconclusive, analysis showed a substantial and statistically significant increase in academic self-efficacy.     

Student Learning and Performance in Information Systems Courses: The Role of Academic Motivation

Despite the need for information technology knowledge in the business world today, enrollments in information systems (IS) courses have been consistently declining. Student performance in lower level IS courses and student assumptions about the level of difficulty of the courses seem to be reasons for lower enrollments. To understand how student motivation may explain learning outcomes in introductory IS courses, this study investigates the impact of intrinsic and extrinsic academic motivations as framed by self‐determination theory on two measures of learning outcomes: (1) student self‐reported measures of learning and (2) actual grades obtained in courses and course components. Using 269 student responses collected in a second‐year undergraduate core course and a first‐year MBA core course, both of which are offered in a traditional face‐to‐face classroom environment, study hypotheses are analyzed. Results indicate that the motivational model explains both the affective and cognitive perceptions of learning held by students. In examining overall grades and grades in course components, the motivational model, however, was unable to sufficiently explain student performance. Data also indicate that there are significant differences between undergraduate and graduate students in terms of their motivation and learning outcomes.     

Responding to student expectations: a partnership approach to course evaluation

This paper presents a study that used newly developed instruments to investigate student expectations at two points in a semester‐based course. Course convenors were able to make some changes in response to the feedback, explain to students how the feedback had informed the course processes, and work with tutors on delivery enhancements. The administration of these instruments, a partnership approach involving students, tutors and lecturers, contributed to the creation of a responsive teaching and learning environment. In addition to enabling real‐time changes to be made, evaluation of the total teaching and learning experience ensured that improvements were made to subsequent offerings of the same course. Also, insights from one course were evaluated in terms of applicability to other courses offered within the same academic discipline. The study finds that establishing student expectations provides a framework for developing a responsive and iterative approach to achieving excellence in teaching and learning.     

Self-report visual scale of course appeal

A 4-item affect scale portrayed on crosswise lines was developed and tested on medical students participating in preclinical courses with a view to measuring appeal as an educational outcome. This usage was based on assumptions that end-of-course adaptation could be derived from affect responses and should reflect the appeal of a course experience. Indeed, the results demonstrated that positive affect (pleasure, satisfaction) and negative affect (anxiety, grief) responses have substantial correlations with an independent measure of appeal: course valuing section scores of the Course Valuing Inventory. Moreover, students with various adaptation modes, as signalled by affect response patterns, showed significantly different means in course valuing scores. Significant differences were also shown in adaptation mode distribution among students finishing courses with distinct integration methods, or levels of learner control. As hypothesized, it was found that end-of-course adaptation modes differentiate between learners who do and do not volunteer for a student preceptorship in the same course. Findings suggest that affect responses can be used as a scale of course appeal to measure the effects of motivational strategies.     

The Laboratory

Creative thinking skills are essential for today's workplace. Three faculty members from different professional schools (business, higher education administration, teacher education) examined student responses to the creative assignments in their courses. The assignments exemplify the following criteria: invited taking risks, encouraged innovative thinking, stressed connecting, demonstrated synthesis and transformation of course content. The study examined student responses to creative projects via a Likert-scale survey, open-ended narrative responses, and then scores on a rubric on creativity and integrative learning. Fifty-seven students were surveyed across all three courses. Overall, results indicate that students not only found these assignments worthwhile but also found that they furthered their learning of course content. Implications for practice are included.     

The relationships between the motivational beliefs,course experiences and achievement among postgraduate students in Pakistan

While there is considerable literature concerning the relationship between student motivation and achievement, few studies have examined the relationship between student motivation, course experiences and academic achievement at the postgraduate level. This paper is based on the findings of the initial correlation analysis of the relationship between motivational beliefs and course experiences of 368 postgraduate students in five different subject areas enrolled in day and afternoon classes at a highly-ranked public university in Pakistan. A questionnaire was developed using scales from the Motivated Strategies for Learning Questionnaire and the Course Experiences Questionnaire to measure the motivational beliefs and course experiences of students. Academic achievement was measured using the achievement score in the courses in which the data were collected. The results of the study indicated that students' achievement scores were positively correlated with their self-efficacy for learning and negatively correlated with test anxiety, whereas the course-experience factor learning community was significantly correlated with achievement scores. Significant correlations were also found among almost all motivational beliefs and course experience factors.     

面向电气专业的大学生综合实践课教学设计——以“机器人实践课”为例

面向电气专业,开设"机器人实践课",作为综合性实践课,加强了各课程的联系性,提高学生的动手能力和创新能力。采用建构主义教学理论,提出了课程的情境设计方法和具体设计内容,引导学生通过自主学习和独立探索,完成知识体系的构建,并取得良好教学效果。     

Best Practices for an Interdisciplinary Team-Taught Course

In the interdisciplinary course, Aging to Infancy: A Life Course Retrospective, the Institute of Medicine's recommendations for education were embraced through the role modeling provided by faculty both across and between disciplines. Over the five years since its creation, the course has introduced students to aging in a positive manner, establishing the foundation for higher level courses within each program's curriculum. The course also introduces students to the interdisciplinary healthcare team and reinforces the need for practitioners who value the interdisciplinary approach and expect it in their place of work. These are best practices for an interdisciplinary course.     

Student evaluation of teaching in the virtual and traditional classrooms: A comparative analysis

The present case study consists of the content analysis of anonymous student responses to open-ended evaluation of teaching questions submitted by 202 students for fully online and on-campus versions of the same graduate courses taught by the same professors over four academic years. Online courses received both more praise and more negative comments than did equivalent on-campus courses. The net result was a more negative rating for online courses. Findings suggest that the online course delivery medium introduced misalignment for some students between their preferred learning environment and the actual learning environment, notwithstanding student self-selection of the course delivery medium.     

A guide to establishing hybrid learning courses: Employing information technology to create a new learning experience, and a case study

Hybrid learning, or blended learning, has become an interesting learning delivery method in recent years. Many universities have sought to develop their own hybrid learning courses as another option for students and instructors who prefer to replace some portion of traditional face-to-face meeting time with online instruction. This paper provides some pragmatic guidance for establishing hybrid learning courses in universities. The authors focus on the use of information technology, as well as the development and the design of the course content. The paper also illustrates a case study of hybrid learning courses at NJIT. The research results showed no significant difference between the performance of the students who took a course in hybrid mode versus the performance of those who took the identical course in distance learning mode. Some positive feedback in terms of perceived benefit from the hybrid course instruction and course materials was obtained from the students. The student learning styles were also investigated. The results demonstrated that the majority of students who participated in the hybrid learning course are active/sensing/sequential/visual learners. Most of them preferred visual presentations to verbal explanations. The research results also revealed the difference between learning styles of students with high performance, and those with low performance.     

Meaningfulness of a learning experience: A measure for educational outcomes in higher education

Based on assumptions derived from the humanistic education theory that (1) the learners' perceived meaningfulness of a learning experience is an important measure of the educational outcomes, and that (2) the learner is a legitimate evaluator of his own learnings, this study attempts to develop a conceptual model for the meaningfulness and value of a course of study as judged by students in higher education. The model suggests that in a course, perceived meaningfulness and value are related to the perceived learnings in the cognitive-subject matter, affective-personal, and behavioral domains.A Course Valuing Inventory based on this model has been developed and tested on 141 students, participating in 19 university courses. Testing the Inventory showed that it is reliable, and that the relationship between the perceived learnings in the course and its value are as established by the conceptual model. It was also found that the tool successfully differentiates between graduate and undergraduate students, as has been hypothesized.The study was supported in part by the Jewish Memorial Foundation.     

关于"精品课程"建设的思考

课程建设是高校教学工作的重点，是确保人才培养质量的最重要的教育教学基本建设任务之一。在课程建设中涌现出的一批高水平的精品课程，在课程建设中起着龙头示范作用，带动其他课程建设，为提高整个学校的教学质量奠定了坚实的基础。精品课程作为教育部提出的“高等学校教学质量与教学改革工程”重要的基础性子工程和先导，已于今年在全国范围内启动，如何建设一流的精品课程已成为大家关注的新课题。