The effect of problem-based video instruction on student satisfaction, empathy, and learning achievement in the Korean teacher education context

The purpose of this study is to investigate whether or not the use of video can have a positive effect on satisfaction, empathy, and learning achievement in problem-based instruction among Korean college students majoring in education. To achieve this purpose, this study compared the findings from three dependent variables in problem-based video instruction with those in problem-based text instruction. The results indicate that there were statistically significant differences in learner satisfaction, empathy, and learning achievement between students who received problem-based video instruction and students who received problem-based text instruction. Consequently, the findings of this study imply that video can be an effective medium to present authentic situations in order to enhance student satisfaction, empathy, and learning achievement in problem-based instruction. This study might be significant in expanding the potential use of problem-based video instruction and in establishing an example of problem-based video instruction for Korean college students majoring in education.     

What Satisfies Students? Mining Student-Opinion Data with Regression and Decision Tree Analysis

To investigate how students' characteristics and experiences affect satisfaction, this study uses regression and decision tree analysis with the CHAID algorithm to analyze student-opinion data. A data mining approach identifies the specific aspects of students' university experience that most influence three measures of general satisfaction. The three measures have different predictors and cannot be used interchangeably. Academic experiences are influential. In particular, faculty preparedness, which has a well-known relationship to student achievement, emerges as a principal determinant of satisfaction. Social integration and pre-enrollment opinions are also important. Campus services and facilities have limited effects, and students' demographic characteristics are not significant predictors. Decision tree analysis reveals that social integration has more effect on the satisfaction of students who are less academically engaged.     

地方高校学生党建：问题透视与对策创新

当前随着我国社会主义市场经济的发展,高校学生党建工作面临着许多新的挑战,学生层面的大学生个体差异、价值观念、入党动机、大学生党员对理论学习缺乏主动性等方面,以及学校层面的学生管理机制、党团工作队伍、党员教育等都出现了一些新情况、新问题。结合地方高校的实际情况,从理想信念教育、管理机制创新、发挥大学生党员的作用和加强网络建设等方面加以改进,并提出切实可行的解决办法。     

The influence of technology-mediated and in-person communication on student satisfaction: The moderating role of national culture

This article analyses the effects of technology-mediated (i.e., social media) and in-person communication (i.e., non-verbal cues) on student satisfaction in a higher education context. Data were collected among 221 college students from the University of Valencia (UVEG) in Spain and analysed from the perspective of the respondents' national culture. Contrary to expectations, the results show that neither one of the social media aspects drives student satisfaction, thus providing support for the technology paradox literature. Instead, three non-verbal communication cues are found to influence student satisfaction, i.e., paralanguage, kinesics, and chronemics. The moderating role of national culture on the examined relationships is also considered. The results reveal that national culture seems to only affect the relationship between chronemics and satisfaction.     

Physical classroom environment and student satisfaction with courses

The higher education market in South Korea has matured over recent decades. Higher education institutions have invested in many areas to boost the student experience. Student satisfaction has been identified as a key variable in explaining the holistic evaluation of the course. This study aims to fulfil a void in research by developing a study model consisting of cognitive evaluation, affective evaluation and student satisfaction with the course. Furthermore, two constructs of classroom physical environments were added to measure the moderating effect of satisfaction’s antecedents. Results indicated that student satisfaction with a course was significantly explained by cognitive and affective evaluations. Affective evaluation played a mediating role between cognitive evaluation and students’ satisfaction with the course. In addition, the impact of cognitive evaluation was greater than that of affective evaluation. The cognitive and affective evaluation constructs in the proposed theoretical framework accounted for 56% of the variance explained in student satisfaction with the course. Moreover, results of the invariance test revealed that ambient conditions of the classroom and its spatial layout and functionality significantly enhanced the effects of cognitive evaluation and affective evaluation on student satisfaction with the course.     

High school student satisfaction and perceptions of the school environment

The satisfaction of high school students was studied using an adaptation of reinforcement theory. An instrument entitled Students and Their Schools was developed to assess the perceived availability and value of 35 different academic and interpersonal dimensions of the high school environment and student satisfaction with these areas. This was distributed to 411 students in two city and three suburban public high schools. Availability of resources alone is more highly related to satisfaction than their value. Small but consistent differences were found between male and female students, with suburban females reporting lower levels of availability and satisfaction but higher value ratings than other students. City students have higher levels of satisfaction, but lower levels of value, than suburban students. Most of the differences concerned academic aspects of school and interactions with administrators and faculty. If students perceive a high availability of rewarding aspects of their school environment, they report higher levels of satisfaction with school. Thus, an adaptation of reinforcement theory can be used as an empirical measure of student satisfaction with school.     

A cross-age study of student understanding of the concept of diffusion

This study examined 7th-grade life science students, 10th-grade biology students, and college zoology students for understanding of the concept of diffusion. Responses from 100 students from each grade level were randomly selected for data analysis. Each student responded to a test packet consisting of a biographical questionnaire, two Piagetian-like developmental tasks, and a Concept Evaluation Statement (CES). The CESs were used to measure the students' understandings of the concept of diffusion. None of the 300 students across the three grade levels exhibited complete understanding of the diffusion concept. There was no appreciable difference among the grade levels in sound or partial understanding, misconceptions, or “no understanding.” An analysis of the misconceptions exhibited by the college sample showed that many of the misconceptions could be traced to a misapplication of scientific terminology.     

女大学生就业中的性别歧视探微

随着我国高等教育大众化的实现,大学生就业环境日趋激烈。就业中的性别歧视是一个不可忽视的社会问题。探讨和分析女大学生就业中的性别歧视不仅仅是回答女大学生何以就业难的问题,而且对营造两性平等竞争、就业机会平等的劳动力市场环境具有十分重要的意义。     

International student satisfaction with,and behavioural intentions towards,universities in Victoria

International students make a vital contribution to the Australian economy. Due to their importance, a number of studies have been undertaken to examine the living experiences, attitudes and behaviours of international students in Australia. However, very few studies have examined international students' overall satisfaction with their university experience. The primary objective of this paper is to measure the influence of six individual university service factors on international students' satisfaction, and its subsequent impact on behavioural intentions. The results from the structural equation modelling analysis revealed that overall student satisfaction is influenced by the level of satisfaction with academic services, courses offered, access and augmented services. In contrast, administrative services and physical evidence were found to have a non-significant impact on overall satisfaction. Analysis also revealed a strong relationship between overall satisfaction and behavioural intentions.     

Considering student retention as a complex system: a possible way forward for enhancing student retention

This study uses multilayer minimum spanning tree analysis to develop a model for student retention from a complex system perspective, using data obtained from first-year engineering students at a large well-regarded institution in the European Union. The results show that the elements of the system of student retention are related to one another through a network of links and that some of these links were found to be strongly persistent across different scales (group sizes). The links were also seen to group together in different clusters of strongly related elements. Links between elements across a wide range of these clusters would have system-wide influence. It was found that there were no elements that are both persistent and have system-wide effects. This complex system view of student retention explains why actions to enhance student retention aimed at single elements in the system have had such limited impact. This study therefore points to the need for a more system-wide approach to enhancing student retention.     

What’s Past is Prologue: How Precollege Exposure to Racial Diversity Shapes the Impact of College Interracial Interactions

The educational and societal benefits of promoting meaningful interracial interactions during college are well-established. While most previous studies have examined the relationship between interracial interactions and college student outcomes among all students, much less is known about the extent to which these effects depend upon student characteristics and, more specifically, their precollege experiences. Drawing upon Gurin et al.’s (Harv Educ Rev 72:330–366, 2002) theoretical framework, this paper explores whether and how the impact of college interracial interactions might vary depending upon students’ precollege exposure to diversity. Hierarchical linear modeling analyses were conducted on a 4-year longitudinal sample of 3,098 undergraduates from 28 colleges and universities. Regardless of the type of outcome and type of precollege diversity measure, the relationship between college interracial interactions and various outcomes (college satisfaction, emotional well-being, and race-related perceptions) were stronger among students who had had greater precollege exposure to racial/ethnic diversity. Implications for higher education research and practice are discussed.     

The commuter student and student satisfaction

This study examined the variables associated with student satisfaction on a commuter campus. A sample of 38 classes was used and resulted in 782 undergraduates responding to questionnaires. The variables included were: age, student level, student's grade, perception of educational benefits, and satisfaction with college experience. A causal model was built and tested in order to determine the direct and indirect effects of these variables upon student satisfaction. While the student level had a negative influence upon satisfaction, both age and grade had a moderate effect upon student satisfaction. The perception of educational benefits seemed to be the most critical variable in predicting student satisfaction.     

Distance and intrastate college student migration

Most studies of student migration focus on interstate migration of college students, largely because the aggregate data typically used are limited in geographic specificity to states. However, interstate migration is only a small part of the total student migration. Public institutions generally get most of their students from within their state; for example, 88 percent of first-time freshmen who enrolled in University System of Georgia institutions in 2002 graduated from Georgia schools. Such intrastate migration is seldom considered. This paper examines intrastate college student migration, using data for Georgia. Aside from such traditional measures of benefits and costs like tuition, financial aid, and school quality, a crucial explanatory variable in our analysis is the distance from a student's home to the different Georgia state institutions. Our empirical results indicate that student intrastate migration is strongly discouraged by greater distance, but with effects that differ across types of higher education institutions.     

The effects of differential college environments on academic learning and student perceptions of cognitive development

It was the purpose of this study to assess the effects of differential college environments on academic learning and cognitive development by testing Pascarella's theoretical general causal model with longitudinal data from a national database on college students. Secondary analysis of longitudinal data from the 1986 Cooperative Institutional Research Program (CIRP) freshman survey and from the 1990 follow-up CIRP survey was conducted to formulate the five clusters of independent variables and two dependent variables as postulated by Pascarella. The final sample was composed of 2,165 students at four-year institutions. The data were analyzed using path analysis. Direct, indirect, and total effects of all variables are reported. Results of the path analyses partially supported Pascarella's theoretical causal model. Findings suggested that student precollege traits, the quality of student effort in academic pursuits during college, and interactions with faculty and peers are more salient influences on learning and student perceptions of cognitive development than institutional characteristics and institutional environment. Based on the findings of the present study, a refined causal model for college student academic and cognitive outcomes is proposed. Recommendations and implications for further study are given.     

Filipino and American student perceptions of teacher effectiveness

Filipino and American undergraduate students rated college instructor characteristics according to their perceived importance for effective teaching. Items were selected to reflect relevant value orientations in Filipino and American cultures. Factor analysis of the ratings revealed six underlying dimensions. MANOVA results showed that the group ratings on the six corresponding subscales were significantly different. Discriminant function analysis revealed that Filipino students rated items pertaining to authoritarianism and personal appearance of the instructor as significantly more important for effective teaching than did American students. This suggests that cross-cultural differences in perceptions of effective teaching may be predictable from a knowledge of both similar and conflicting value orientations in the specific cultures. Implications for the academic adjustment of students from different cultures were discussed.     

A conceptual framework for analysing the impact of influences on student engagement and learning

The notion that ‘customer satisfaction’ should be the ultimate measure of quality provision of any service organization is often accepted in the higher education context. However, measuring the quality of an educational institution based on students’ satisfaction is insufficient as it diverts the focus from student development, advancement and growth to an affective evaluation of the service. More appropriate measures of quality of higher education institutions are student engagement and learning. This study describes the likely impact of perceived overall quality of higher education institutions on student engagement. The contribution of this study is twofold. First, it draws attention to the importance of higher education institution quality as the main institutional-level determinant of student engagement and, second, it suggests a comprehensive multilevel conceptual framework for its empirical testing.     

The Privilege of Ease: Social Class and Campus Life at Highly Selective,Private Universities

Active involvement in college activities is linked to a host of student development outcomes, including personal growth, achievement and satisfaction. Yet, to date there has been too little attention to how social class shapes campus involvement. Through an analysis of survey data of students attending a single elite university and a national sample of students at highly selective, private universities, I consider how class background is associated with participation in college activities and satisfaction with campus social life. Reflecting a history of class-based exclusion, the typical elite university student enters college from an affluent household, although distinct class fractions help conceal significant gaps and differences across the college years. Dominant class students devote considerable time to social and recreational activities, while middle and subordinate class students are more likely to have a part-time job to pay for college expenses. This pattern of campus involvement explains middle and subordinate class students’ lower levels of satisfaction upon graduation.     

Development and Validation of the College Campus Environment Scale (CCES): Promoting Positive College Experiences

One of the essential factors related to student success and satisfaction with a higher education experience is the college environment in which learning takes place. The purpose of this study was to develop a scale, the College Campus Environment Scale (CCES), to measure characteristics of college campus environments valued by students. A model emerged with the following six factors: Academic and Career Expectations, Athletics, Health, Role Models and Mentors, Safety, and Social and Extracurricular Activities. The CCES demonstrates good evidence of reliability and validity and can be utilized by researchers and college personnel to promote positive college experiences for students.     

大学生满意度调查:现状、国际经验及发展策略

大学生满意度是大学生对大学学习、生活等经历的一种总体心理感受与看法。现阶段开展大学生满意度调查是高校改善学校和学生关系、促进学校自身发展的重要举措之一。文章系统梳理我国大学生满意度调查的开展现状,并借鉴一些发达国家开展大学生满意度调查的成功经验,提出了今后进一步推进我国大学生满意度调查的发展策略。