The Challenge of Providing High-Quality Feedback Online: Building a Culture of Continuous Improvement in an Online Course for Adult Learners

2018 ◽  
Vol 28 (2) ◽  
pp. 195-201
Author(s):  
Emily Hodge ◽  
Susan Chenelle
Keyword(s):  
Adult Learners ◽  
Continuous Improvement ◽  
Online Course ◽  
High Quality ◽  
Quality Feedback

scholarly journals 1113. A Novel Means of Acquiring High Quality Feedback for Training Programs –The Program Director Ombudsperson

2020 ◽  
Vol 7 (Supplement_1) ◽  
pp. S587-S587
Author(s):  
David J Riedel ◽  
Rana Malek
Keyword(s):  
Training Programs ◽  
Evaluation Process ◽  
Program Director ◽  
Additional Time ◽  
High Quality ◽  
Constructive Feedback ◽  
Quality Feedback ◽  
Program Leadership ◽  
Constructive Criticism ◽  
Academic Year

Abstract Background Trainees may not always be comfortable providing frank feedback or constructive criticism to their Program Director (PD) due to fears of negative repercussions. PDs likewise may lack the means to obtain high quality feedback from trainees, particularly among smaller training programs, e.g. fellowships. An ombudsperson is defined as an independent appointee whose task is to investigate and attempt to resolve complaints and problems. Methods The PDs from Infectious Disease (ID) and Endocrinology fellowships partnered to meet with fellows from the opposite program. Meetings were held with fellows in December and June of the academic year. Each PD started their meeting with 2 questions on a 1-10 scale: How do you rate the fellowship program? How do you rate the job the PD and program leadership are doing? Additional questions covered the fellow evaluation process, faculty feedback, education vs. service balance, and gaps in training. Additional time was allotted for fellow-raised concerns. Meeting notes were summarized anonymously and returned to the PD of the other program. Fellows were asked to complete a brief questionnaire about their experience. Results A total of 15 fellows completed the survey (6 Endocrinology, 9 ID; Table). All 15 fellows agreed that the goal of the ombudsperson review meeting (i.e. to address fellow concerns in a more confidential setting) was achieved and were comfortable sharing concerns and feedback to the ombudsperson. The majority of fellows (53%) was more comfortable sharing concerns regarding the fellowship to the ombudsperson than directly to the PD. Thirteen (87%) agreed that concerns raised during the first ombudsperson meeting were addressed by the Program in subsequent months. All fellows (100%) found it helpful that the ombudsperson was another PD and recommended that the ombudsperson review meetings should continue in the fellowship. Table. Characteristics of participants and outcomes of questions about fellowship ombudsperson program Conclusion The fellowship PD ombudsperson meeting is a novel means for soliciting constructive feedback from trainees at small training programs. Fellows were comfortable with the ombudsperson arrangement, felt the meetings achieved their goal, and recommended that the meetings continue in the future. Disclosures All Authors: No reported disclosures

Production of Metal Matrix Composite Using a Bottom Tapping Stir Casting Furnace

2015 ◽  
Vol 772 ◽  
pp. 263-267 ◽  
Author(s):  
Ramanathan Arunachalam ◽  
Majid Al-Maharbi ◽  
Yahya Al Kiyumi ◽  
Elyas Aal-Thani ◽  
Mohammed Al Mafraji
Keyword(s):  
Continuous Improvement ◽  
Manufacturing Process ◽  
Metal Matrix ◽  
Low Cost ◽  
Casting Process ◽  
Stir Casting ◽  
Matrix Composites ◽  
High Quality ◽  
Reinforcement Material ◽  
Low Cost Manufacturing

Metal matrix composites (MMC's) have attracted the attention of researchers for quite some time. In the last 15 years, many studies have been reported in this field of MMC production through various routes. The most commonly used process for producing MMC is stir casting process whereby the reinforcement material is incorporated into the molten metal by stirring. It is a relatively low cost manufacturing process that is capable of producing high quality MMC. However, the process is associated with issues such as attaining uniform distribution of particles, wettability between particles and porosity in the MMCs. Because of these challenges, there has been continuous improvement in the process as well as the design of the furnace. In this research, an innovatively designed bottom tapping furnace has been used to produce the MMCs and the produced sample is characterized.

Rough Set Theory Application in Online Course Satisfaction

2011 ◽  
Vol 271-273 ◽  
pp. 1239-1242
Author(s):  
Shao Jun Chen
Keyword(s):  
Set Theory ◽  
Rough Set ◽  
Rough Set Theory ◽  
Online Courses ◽  
Educational Environment ◽  
Course Satisfaction ◽  
Online Course ◽  
High Quality ◽  
Proposed Model ◽  
Theory Application

The most important issue for online courses is to provide learners with high quality satisfacion. In order to resolve the question and evaluating course satisfaction , rough set theory is proposed in this article, by which we reduce 10 attributes to 5 and get the index of value assessment.As a result, teachers can make an adjustment to achieve better effect in teaching by taking advantage of the method.The proposed model can be applied to not only a network environment but also remote educational environment.

scholarly journals ANALISIS TINGKAT KEPUASAN PELANGGAN TERHADAP PELAYANAN PT PELNI (PERSERO)

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Arif Fatkur Rohman ◽  
Bambang Syairudin ◽  
Endah Angreni
Keyword(s):  
Data Analysis ◽  
Customer Satisfaction ◽  
Continuous Improvement ◽  
Shopping Centers ◽  
Analysis Method ◽  
Clean Room ◽  
High Quality ◽  
Repair Service ◽  
Research Results ◽  
Sample Data

Development and competition business of transporting had been restrictive. Each operators race competition do innovation, efficiency, and continuous improvement. The customers of PT Pelni from year to year continues to decrease. Although actually PT Pelni also improve themselves, repair service and innovation, but still be unable to improve the number of passengers. This study attempts to know the level customer satisfaction PT Pelni to make known well and innovation that has done is in line with hope customers. The measurement of the customer satisfaction PT Pelni done with the approach servqual method. Aspects which are under consideration includes 5 dimensions main namely tangibles, reliability, responsiveness, assurance, and empathy which divided in 29 indicators variable. This research using respondents as the sample. Data analysis used the analysis method servqual and cartesious diagrams. The research results show that there are inconquirity between hope customers by the fact experienced. The largest is in dimension tangible, with the gap an average of -1,3.While gap smallest there are in dimension responsiveness -0,42. Analysis by diagram cartecious show you some attribute in the main priority improvement: furnishings that high quality (2), facilities shopping centers on a vessel (4), the availability of a bed with the corresponding numbers of a ticket (6), size cabin large (7), and the condition a clean room (8). All those attributes including in dimension of tangible.

The Online Adult Learner

2009 ◽  
pp. 737-746 ◽  
Author(s):  
Judith Parker
Keyword(s):  
Adult Learners ◽  
Current Literature ◽  
Quantitative Data ◽  
Adult Learner ◽  
Online Courses ◽  
Online Course ◽  
Attitudes Toward Technology ◽  
Qualitative And Quantitative ◽  
The Individual ◽  
Student Reflections

While the online adult learners are growing in numbers, the diversity in what motivates them and what they expect from an online course has grown as well. This chapter explores the current literature as well as qualitative and quantitative data from course surveys and student reflections in online courses taught by the author in an attempt to profile these learners, determine why they are taking online courses and investigate their evolving attitudes toward technology. It includes summaries and student quotes to portray the individual thoughts of online adult learners.

Facilitation of Web-Based Courses Designed for Adult Learners

2011 ◽  
pp. 918-921
Author(s):  
Bonnie McCall Ordonez
Keyword(s):  
Higher Education ◽  
Adult Learners ◽  
Course Design ◽  
Online Courses ◽  
Faculty Members ◽  
Online Course ◽  
University Faculty ◽  
Web Based ◽  
Professional Students ◽  
College And University

Web-based courses have currently surpassed all other forms of distance education in the higher education field. One of the main reasons in growth is the demand from adult and professional students looking for a convenient yet quality education (Kearsley, 2000). College and university faculty members are a key component in the development and delivery of online courses. Many studies have been conducted on effective course design, and student achievement and outcomes (Kearsley, 2000, p. 46), but less research is available on the instructional techniques necessary to facilitate an online course.

Action Confidence as an Indicator of Transformative Change

2020 ◽  
Vol 19 (1) ◽  
pp. 68-86
Author(s):  
Eva Pomeroy ◽  
Keira Oliver
Keyword(s):  
Adult Learners ◽  
Transformative Learning ◽  
Learning Process ◽  
Online Course ◽  
Transformative Change ◽  
Massive Open Online ◽  
Massive Open Online Course ◽  
Systemic Learning ◽  
Taking Action ◽  
The Impact

This article reports on the findings from an interview-based, qualitative study of adult learners in Scotland participating in the MITx u.lab massive open online course in 2015 and 2016. It focuses on interviewees’ accounts of the impact of participating in u.lab on their work and lives. Using grounded theory as an analytical guide, we explore participants’ perceptions of the impact of their engagement in the learning process, which reflects intrapersonal, relational, and systemic learning. Through these accounts, we became particularly interested in participants’ relationship to taking action and the way this changed over the course of their participation in the learning process. We conclude that an embodied change in one’s perception of the nature and purpose of action—something we call “action confidence”—is reflective of transformative learning as it indicates a significant epistemological change for participants.

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