scholarly journals Capturing Student Satisfaction: A Case Study on the National Student Survey Results to Identify the Needs of Students in STEM Related Courses for a Better Learning Experience

2020 ◽  
Vol 10 (12) ◽  
pp. 378
Author(s):  
Anastasia Sofroniou ◽  
Bhairavi Premnath ◽  
Konstantinos Poutos
Keyword(s):  
International Students ◽  
Student Satisfaction ◽  
Learning Experience ◽  
Influential Factors ◽  
Student Recruitment ◽  
Student Survey ◽  
Teaching Excellence ◽  
Financial Survival ◽  
And Mathematics ◽  
The Uk

The UK higher education has been one of the top destinations for international students over the last few decades, and it is beneficial to the UK local and national economy. However, recent changes of the governmental policies on the way UK universities are funded and the recession that still affects economies around the world have left many universities around the UK at financial survival risk. With relatively limited access to reduced research funds, student recruitment has a vital importance for most universities. It has been well established in the literature that academic reputation and the level of services have the most significant impact on national and international students. Thus, universities, to maintain their market share, must spend much energy and resources to improve the level of services offered to their students. The recently introduced National Student Survey (NSS) has become one of the most important metrics to assess student satisfaction that influences directly the university league tables and the Teaching Excellence Framework (TEF), which in turn effects international and national student recruitment. It is not surprising that underpinning student satisfaction has become the major target of UK universities. Therefore, a research investigation has been carried out to identify the most influential factors that comprise to the decision of overall satisfaction for the students studying Science, Technology, Engineering and Mathematics (STEM) subjects. On this purpose, a detailed statistical analysis was carried out on the NSS results and it was concluded that there is strong evidence, that “teaching” and “organisation and management” are the vital influential factors on the overall satisfaction of students.

scholarly journals Building capabilities in chemistry education: happiness and discomfort through philosophical dialogue in chemistry

2020 ◽  
Vol 21 (1) ◽  
pp. 438-451
Author(s):  
Lynda Dunlop ◽  
Annie Hodgson ◽  
Joshua Edward Stubbs
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Chemistry Education ◽  
Well Being ◽  
Student Survey ◽  
Teaching Excellence ◽  
Chemistry Students ◽  
Undergraduate Chemistry ◽  
Philosophical Dialogue ◽  
The Uk

Much attention is given to student satisfaction in higher education, driven in the UK by accountability mechanisms such as the National Student Survey (NSS) and the Teaching Excellence Framework (TEF). However satisfaction is both limited and limiting, depending on students’ expectations and often associated with the avoidance of difficulty and discomfort. A more appropriate outcome for higher education is well-being and ability to flourish. This paper identifies a gap in undergraduate chemistry education. Talking Chemistry created an extracurricular space for undergraduate chemistry students to build capabilities to flourish through philosophical dialogue about chemistry. It involved 25 undergraduates over one academic year (2018–2019). Drawing on ethnographic observations, questionnaires and in-depth semi-structured individual interviews, we argue that philosophical dialogue in undergraduate chemistry studies opens up opportunities for discomfort that can contribute to students’ capabilities to achieve happiness and well-being by challenging students to think about their subject in new ways. Philosophical dialogue is a missing component of chemistry education, and we present a model for introducing it into higher education.

“To listen or to read?” Audio or written assessment feedback for international students in the UK

2014 ◽  
Vol 22 (2) ◽  
pp. 127-135 ◽  
Author(s):  
Esyin Chew
Keyword(s):  
International Students ◽  
Alternative Assessment ◽  
Learning Experience ◽  
Educational Institution ◽  
Student Survey ◽  
Audio Feedback ◽  
Content Type ◽  
Human Element ◽  
Digital World ◽  
Assessment Feedback

Purpose – In response to the less satisfied National Student Survey, UK universities have committed to transform assessment and feedback experience. This paper aims to explore how the diversity of online assessment and feedback offer a better learning experience for international students. Design/methodology/approach – By using the action research method, the research investigated academic and international students' first experience on audio feedback and online text. Video interviews and online questionnaires were carried out. Findings – All research participants would like to receive assessment feedback in audio form. This reflects the learning experience of students and suggests that the support of a higher educational institution or a tutor could provide for assessment and feedback enhancement in the digital world is mandatory. Other than the technological and instrumental advantage, the “human element” of audio feedback makes it unique and interesting to listen to in contrast to online written feedback. Research limitations/implications – It is recognised that the number of student participants was small but the qualitative findings demonstrate some key issues in relation to international student experience and the effectiveness and engagement of assessment feedback that may inspire future empirical research. Practical implications – Some conditions under which feedback is likely to be effective are not met as frequently as originally believed, audio feedback can be thoughtfully considered as an alternative assessment feedback mechanism for international students. Originality/value – The “‘human element’ of audio assessment feedback” defeats online written text for international students. They appreciate the effort spent by the tutor to provide them assessment and feedback personally by “talking to them”.

scholarly journals Combining screencasting and a Tablet PC to deliver personalised student feedback

2011 ◽  
pp. 27-30
Author(s):  
Patrick J O’Malley
Keyword(s):  
Learning Experience ◽  
Student Feedback ◽  
Student Survey ◽  
Tablet Pc ◽  
Physical Sciences ◽  
The Uk ◽  
Personalised Feedback ◽  
Modern Technologies ◽  
Large Research

In many large research intensive universities in the UK the ability to provide a personalised university learning experience for their students is providing a serious challenge. Based on the National Student Survey (NSS) data, the absence of focused personalised feedback is often a concern of students. Here we describe how we use the combination of modern technologies encompassing a Tablet PC and screencasting to provide a personalised feedback to our students on submitted coursework and tutorial example classes. The fundamentals and practicalities of this approach, in particular with regard to the physical sciences, are described and data from student attitudinal and informational surveys are presented.

scholarly journals Sense of Belonging, Intercultural and Academic Experiences among International Students at a University in Northern Ireland

2021 ◽  
Vol 11 (4) ◽  
Author(s):  
Elida Cena ◽  
Stephanie Burns ◽  
Paul Wilson
Keyword(s):  
International Students ◽  
Northern Ireland ◽  
Social Relations ◽  
International Student ◽  
Learning Experience ◽  
Qualitative Interviews ◽  
Cultural Barriers ◽  
Academic Challenges ◽  
Cultural Challenges ◽  
The Uk

Higher education institutions have a strong interest in attracting international students, however, there is little research on international students' experience while studying in the UK and how this relates to their adjustment and belonging. This research was conducted with 16 international students at a HE institution in Northern Ireland, using qualitative interviews to examine academic and socio-cultural challenges they experience while studying and living in a country different from their own. Findings suggest that the academic challenges posed by a different educational system, issues affecting social relations within the campus, and living in a homogenous society can have an impact on the international student experience. Adjustment challenges were primarily attributable to language and cultural barriers. These findings highlight that it is vital for institutions to better understand students’ needs and tailor their services to enhance international students’ learning experience. 

scholarly journals Proposing a cross-cultural peer support programme to enhance Chinese direct entry students’ academic performance and learning experience

2020 ◽  
Vol 13 (1) ◽  
Author(s):  
Xiaowen Gao
Keyword(s):  
Academic Performance ◽  
International Students ◽  
Student Satisfaction ◽  
Peer Support ◽  
Learning Experience ◽  
Cross Cultural ◽  
Cross Culture ◽  
Personalised Learning ◽  
Support Programme ◽  
Peer Support Programme

International students’ learning experience is essential for student satisfaction and retention which can be improved by personalised learning. Peer-to-peer cross culture PAL could be an effective way in achieving personalised learning of international students. 

scholarly journals Survey Of Maritime Student Satisfaction: A Case Study On The International Student Survey To Identify The Satisfaction Of Students In Mathematical Courses

2021 ◽  
Vol 93 (6s) ◽  
pp. 9-23
Author(s):  
Anita Gudelj ◽  
◽  
Jeļena Liģere ◽  
Inga Zaitseva-Pärnaste ◽  
Agata Załęska-Fornal ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
International Student ◽  
Influential Factors ◽  
Student Survey ◽  
Online Questionnaire ◽  
Study Program ◽  
Within Subjects ◽  
The Impact

This study presents the analyses of students’ preferences, satisfaction and perception of learning mathematical subjects at higher education maritime institutions in Croatia, Latvia, Estonia and Poland. All these institutions participate as project partners in the MareMathics project. In order to evaluate the effectiveness of teaching and learning mathematics, a preliminary student survey was conducted in all project partner institutions. Two indicators were analyzed: exam success rate and learning outcomes achieved. The developed online questionnaire contained a number of questions about the teaching methods and tools used by lecturers. Students assessed the impact of different teaching methods, expressed their satisfaction with learning materials, their impact on the results achieved by them, and the overall course. The analysis of the obtained data revealed that students faced difficulties in completing their tasks within subjects on mathematics and statistics. These research results lead to the conclusion that the used methods and tools of teaching mathematics and statistics, which are the essential influential factors on the overall satisfaction of students, are not effective and need to be modernized in the institutions under consideration. And this fact is crucial in the process of study and teaching of mathematical subjects as those subjects make up the base and necessary tools in learning other courses contained in the study program, especially in technical and engineering studies.

scholarly journals Feedback for Future Learning: Delivering Enhancements and Evidencing Impacts on the Student Learning Experience

2016 ◽  
Author(s):  
Kevan Michael Andrew Gartland ◽  
Angela Shapiro ◽  
Lesley McAleavy ◽  
Jamie McDermott ◽  
Alison Nimmo ◽  
...  
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Learning Experience ◽  
Lessons Learned ◽  
Student Feedback ◽  
Student Survey ◽  
Stem Students ◽  
Feedback Enhancement ◽  
The University ◽  
Future Learning

Enhancing the student learning experience through the provision of improved student feedback is both challenging and complex. ‘Feedback for Future Learning’ was a Glasgow Caledonian University(GCU)-wide project intended to enhance feedback practices from both the student and staff perspectives; to ensure greater awareness of, and reflection upon, feedback by students; and to encourage greater use of feedback to inform future student learning. The design, implementation and evaluation of approaches to ‘Feedback for Future Learning’ are described with an emphasis on STEM disciplines. The conceptualisation, design and implementation of a range of student feedback tools and approaches aimed to develop understanding of learning processes, reinforce learning and improve performance. This was achieved through collaboration with the GCU Students’ Association and the establishment of the University Feedback Enhancement Group. A series of generic and bespoke seminars, workshops, individual programme interventions and competitions were used to enhance comprehension of the perception, experience and use of formative and summative assessment feedback by students.   Providing opportunities for reflection and evaluation together with qualitative and quantitative metrics have demonstrated 93% satisfaction with student feedback enhancement workshops, a trebling of engagement with memorable feedback survey initiatives and a 9% increase in National Student Survey assessment and feedback satisfaction. A 16% rise in student satisfaction with the promptness of feedback, a 14% improvement in satisfaction with the detailed comments received and an 8% increase in satisfaction with the helpfulness of comments received were achieved. The lessons learned inform the continuing and sustainable enhancement of the student learning experience for STEM students and the wider University community. Keywords: Feedback, future learning, dialogue, engagement, reflection, enhancement

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