The impact of psychometric matching on student outcomes and student satisfaction in online 1-1 learning environments

2019 ◽  
Author(s):  
Jamie Beaton
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Student Outcomes ◽  
The Impact

scholarly journals The impact of student timetables and commuting on student satisfaction

2021 ◽  
Author(s):  
Nigel Page ◽  
Gary Forster-Wilkins ◽  
Mark Bonetzky
Keyword(s):  
Student Satisfaction ◽  
Learning Environments ◽  
Negative Correlation ◽  
Widening Participation ◽  
Student Survey ◽  
Strong Negative Correlation ◽  
Diverse Range ◽  
Student Groups ◽  
The Impact ◽  
Minority Ethnic

Widening participation has encouraged students from a diverse range of backgrounds into university with more students commuting (many being Black and Minority Ethnic, BME). Since timetabling forms a major way by which students identify and interact with their learning environment understanding its influence is important. This project aimed to identify the experiences of students with their timetables using questionnaires and focus groups to determine perceptions and relationship to travel to university by ethnicity, gender, age and level of study. Five hundred and fifty students participated across levels 4 to 6 at Kingston University. There was a strong negative correlation between travel time and ‘the timetable works efficiently for me’ (Question 16, National Student Survey). Students from ethnic backgrounds on average were found to travel double the distances of their White counterparts to get to university. In addition, timetable satisfaction was also reflected in the modes of transport used and in perceptions of expected timetabled hours (i.e., whether too many or too few hours scheduled) based on travel times. We identified a number of inclusive priorities to help improve the timetable for student groups including having later starts to days and one guaranteed day free per week. In addition, the COVID-19 world has temporarily reduced the need for most students to commute and can be regarded as a positive disruptor for future commuting students. Certainly, it will be important to find a new balance in applying the identified priorities and the realised alternative COVID-19 teaching practices for creating more inclusive, flexible and blended learning environments to achieve the ultimate student-centred timetable.

scholarly journals A SCALE-UP Mock-Up: Comparison of Student Learning Gains in High- and Low-Tech Active-Learning Environments

2017 ◽  
Vol 16 (1) ◽  
pp. ar12 ◽  
Author(s):  
Paula A. G. Soneral ◽  
Sara A. Wyse
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Environments ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Scale Up ◽  
Design Feature ◽  
Learning Gains ◽  
Grade Point ◽  
The Impact

Student-centered learning environments with upside-down pedagogies (SCALE-UP) are widely implemented at institutions across the country, and learning gains from these classrooms have been well documented. This study investigates the specific design feature(s) of the SCALE-UP classroom most conducive to teaching and learning. Using pilot survey data from instructors and students to prioritize the most salient SCALE-UP classroom features, we created a low-tech “Mock-up” version of this classroom and tested the impact of these features on student learning, attitudes, and satisfaction using a quasi-­experimental setup. The same instructor taught two sections of an introductory biology course in the SCALE-UP and Mock-up rooms. Although students in both sections were equivalent in terms of gender, grade point average, incoming ACT, and drop/fail/withdraw rate, the Mock-up classroom enrolled significantly more freshmen. Controlling for class standing, multiple regression modeling revealed no significant differences in exam, in-class, preclass, and Introduction to Molecular and Cellular Biology Concept Inventory scores between the SCALE-UP and Mock-up classrooms. Thematic analysis of student comments highlighted that collaboration and whiteboards enhanced the learning experience, but technology was not important. Student satisfaction and attitudes were comparable. These results suggest that the benefits of a SCALE-UP experience can be achieved at lower cost without technology features.

scholarly journals The Impact of Students’ Perceptions of Online Learning Environments on Students’ Satisfaction in the Context of Covid-19 Pandemic

2021 ◽  
Vol 2 (3) ◽  
pp. 61-72
Author(s):  
Sunipa Ghosh Dastidar
Keyword(s):  
Online Learning ◽  
Active Learning ◽  
Student Satisfaction ◽  
Learning Environments ◽  
Student Interaction ◽  
Online Learning Environments ◽  
Student Autonomy ◽  
Instructor Support ◽  
The Impact ◽  
Students Satisfaction

In the context of the Covid-19 pandemic, the present study aimed to examine students’ perceptions of online learning environments and students’ satisfaction based on their academic stream. The study also investigated the impact of students’ perceptions of online learning environments on students’ satisfaction. A quantitative descriptive survey method was applied. This study included 230 students (130 undergraduate and 100 postgraduate students) from colleges and universities of West Bengal. Online Learning Environments Survey, an adapted and translated (Bengali) version of the Distance Education Learning Environments Survey (DELES) by Scott L Walker (2003), was used for collecting data. For data analysis, statistical techniques, ANOVA and regression analysis were performed. The results revealed significant mean differences among arts, commerce, and science students’ perceptions of online learning environments in the dimensions of student interaction and collaboration, personal relevance, authentic learning, active learning, and student autonomy except in instructor support. Furthermore, a significant mean difference in student satisfaction was found based on the academic stream. The result revealed that overall students’ perceptions of online learning environments had a significant impact on student satisfaction, with student interaction and collaboration being the most significant predictor of all; however, instructor support, active learning, and student autonomy were not found to be significant predictors of student satisfaction.

Utilizing the Intersectional Perspective to Shift Individual and Systems Practices

2022 ◽  
pp. 1-26
Author(s):  
Chynna S. McCall ◽  
Monica E. Romero ◽  
Wenxi Yang ◽  
Tanya Weigand
Keyword(s):  
Decision Making ◽  
Cultural Competence ◽  
Learning Environments ◽  
Lived Experiences ◽  
Student Outcomes ◽  
Culturally Responsive ◽  
Student Placement ◽  
Culturally Responsive Practices ◽  
Exceptional Education ◽  
The Impact

The chapter aims to help practitioners create more equitable learning environments and student outcomes using an intersectionality lens. The chapter first discusses what the intersectionality lens is and why it is essential. Then it discusses the impact of using an intersectional approach on exceptional education practitioners' abilities to understand better their students' lived experiences and needs, leading to more accurate and comprehensive decision making and subsequently providing more effective student placement, instruction, and support. The chapter provides guidance to practitioners concerning how to work with their teams and the school to create a continual commitment to cultural competence, reassessing structures and making necessary adjustments to maintain and enhance their utilization of culturally responsive practices.

scholarly journals Assisting Ph.D. Completion Following a Natural Disaster

10.28945/3590 ◽  
2016 ◽  
Vol 11 ◽  
pp. 367-382
Author(s):  
Lucy Johnston ◽  
Thomas M Wilson ◽  
Alexander MacKenzie
Keyword(s):  
Student Satisfaction ◽  
Doctoral Students ◽  
Student Outcomes ◽  
Lessons Learned ◽  
Completion Rates ◽  
Attrition Rates ◽  
The University ◽  
The Impact ◽  
Building Demolition ◽  
Completion Times

This article describes the experiences and outcomes for 761 doctoral students enrolled at the University of Canterbury who had their research disrupted by a magnitude 6.2 earthquake on 22nd February 2011. We describe the measures that were put in place to assist the students to continue their studies through continued disruption from aftershocks, dislocation, building demolition and remediation, equipment failure, and limited access to resources. We used data from a number of University databases and student surveys to assess the impact of the disruption on student outcomes, considering measures such as completion rates and times, attrition rates, and student satisfaction. Overall the findings showed little impact of the disruption on completion rates or student satisfaction and only a slight increase in completion times. We consider the impact of additional factors, such as temporary relocation, and draw attention to key lessons learned that may assist those confronted with similar situations in the future.

Learning Environments: A Review of Physical and Temporal Factors

1983 ◽  
Vol 4 (2) ◽  
pp. 90-115 ◽  
Author(s):  
Sydney S. Zentall
Keyword(s):  
Learning Environments ◽  
Environmental Variables ◽  
Information Sources ◽  
Classroom Performance ◽  
Exceptional Children ◽  
Normal Children ◽  
Color Noise ◽  
Environmental Stimulation ◽  
And Performance ◽  
The Impact

A theoretical integration of research concerned with environmental variables and their effects on students’ behavior and performance is presented. The impact of classroom stimuli, such as novelty, color, noise, proximity to teacher and peers on both normal and exceptional children is reviewed. The relation between these sources of classroom stimulation and information sources (i.e., type of task and access to material, person, and role resources) is also discussed. Large deviations from optimal levels of environmental stimulation, which more often occur for exceptional than for normal children, will produce attentional and activity disruptions sufficient to interfere with classroom performance and social interaction.

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