scholarly journals Industry-Practice-Based Engineering Hydrology Education at USQ, Australia

2019 ◽  
Vol 9 (3) ◽  
pp. 213
Author(s):  
Rezaul Chowdhury
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Professional Practice ◽  
Assessment Tools ◽  
Discussion Forums ◽  
Self Assessment ◽  
Industry Practice ◽  
The University ◽  
Engineering Hydrology

Engineering education must embrace several challenges, such as increased numbers of work-based students, increased demand for online education, mismatches in employability skills and industry requirements, and lack of student engagement. The hydrology course at the University of Southern Queensland attracts more than 100 students every year, where more than 70% of students are off-campus and most of them are work-based. This study explored how an online hydrology course can embrace industry practice and engage students in order to achieve learning outcomes. Industrial careers in hydrology involve extensive use of hydroclimatological data and modeling applications. The course modules, learning objectives and outcomes, and assessment tools have been designed to align with industry practices. Active participation of students was observed in self-assessment quizzes and discussion forums. The course was rated very well in achieving learning outcomes and in overall student satisfaction. Students appreciated the well-structured real-world and professional practice in the course.

scholarly journals Self-Assessment of English Reading Skills in Grade 6

2021 ◽  
Author(s):  
Evija Latkovska ◽  
◽  
Santa Aleksejeva ◽  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Reading Skills ◽  
Language Education ◽  
Assessment Tools ◽  
World Knowledge ◽  
European Language ◽  
Self Assessment ◽  
English Reading ◽  
Assessment Activities

One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.

scholarly journals Exploring student awareness on critical factors which shape community engagement in the health science disciplines at a South African higher education institution

2019 ◽  
Author(s):  
Angeni Bheekie ◽  
Mea van Huyssteen ◽  
Hester Julie
Keyword(s):  
South African ◽  
Professional Practice ◽  
Interprofessional Education ◽  
Health Science ◽  
Western Cape ◽  
Science Students ◽  
Critical Factors ◽  
Self Assessment ◽  
Health Science Students ◽  
The University

Abstract Background Community Engagement (CE) is cornerstone to South Africa’s higher education transformative agenda. Teaching disciplines across faculties have adopted varied CE implementation strategies, due to different theoretical interpretations. Undergraduate health science students are traditionally exposed to CE experiential learning programs, preparing them for professional practice. This study investigated final year students’ awareness of the critical factors which shape CE in the health science disciplines at a South African university.Method An exploratory descriptive qualitative study was conducted at an engaged university located in the Western Cape. Five discipline- specific focus group discussions were conducted with twenty seven final year students, purposively selected from five health sciences faculties, using an adaption of Furco’s self-assessment rubric. Thematic analysis was conducted on the transcribed data to identify the factors deemed critical for CE using Furco’s self-assessment tool as the coding framework. Trustworthiness of the data and findings were ensured. Ethics approval was obtained indicating that the research satisfied the ethics principles related to informed consent, respect for the participants ‘rights in terms of privacy, autonomy, beneficence and confidentiality.Results The a priori t hemes identified were the university’s philosophy and mission related to CE, student involvement, faculty involvement, community participation and partnerships and institutional support for CE. The cross-cutting themes that emerged across these critical factors of Furco’ included: siloism in the university, interprofessional education and monitoring and evaluation for impact. These health science students indicated that CE awareness was limited to discipline-based programs, indicative of a siloed approach. In addition, varied theoretical interpretations of CE emerged. Interprofessional education was lacking across the disciplines, even though it underpins professional practice. Participants reiterated that a central CE unit is required to co-ordinate and evaluate CE programs. Occupational therapy participants, however, reflected a critical consciousness that is congruent with an assets-based approach to CE.Conclusion The University of the Western Cape should facilitate stewardship in implementing Boyer’s 'scholarship of engagement' to ensure consistency in CE approach in the health science curriculum. Such an approach would deepen students understanding and application of CE.

Design, Development and Implantation of Self-Assessment Tools in the Subject of Manufacturing Engineering in Engineering Degrees at the University of Malaga

2016 ◽  
Vol 853 ◽  
pp. 24-29 ◽  
Author(s):  
F.J. Trujillo ◽  
M.J. Martín ◽  
F. Martín ◽  
Lorenzo Sevilla
Keyword(s):  
Evaluation Methods ◽  
Assessment Tools ◽  
First Year ◽  
Design Development ◽  
Self Assessment ◽  
Final Exam ◽  
Weak Points ◽  
The Subject ◽  
Manufacturing Engineering ◽  
The University

At the presented work, the results obtained by the implementation of self-assessment tools in the subject of Manufacturing Engineering are analyzed. This is the first subject that has been taught by the Department of Manufacturing Engineering Processes at the University of Malaga in all new engineering degrees within the EHEA framework. First, weak points related to the criteria, tools and evaluation methods have been identified, which were detected during the first year teaching the subject. In order to improve the academic outcomes, new evaluation methods and additional assessment tools have been developed. For this purpose, ICT based tools have been used to support teaching. Finally, the academic results after its implantation have been compared with those previously obtained. As a result, an increase in the number of students who passed the exams together with an improvement in the average marks has been observed, as well as a reduction in the number of student skipping the final exam.

Integrated forms of self-assessment and placement testing for Italian L2 aimed at incoming foreign university exchange students at the University of Padua

2018 ◽  
Vol 8 (1) ◽  
pp. 91-114
Author(s):  
Ivana Fratter ◽  
Luisa Marigo
Keyword(s):  
Integrated System ◽  
Assessment Tools ◽  
Exchange Students ◽  
Placement Testing ◽  
Self Assessment ◽  
Language Class ◽  
Critical Issues ◽  
Two Phases ◽  
University Of Padua ◽  
The University

Abstract The growing number of internationally mobile students who present Italian L2 language certificates on entry has led the University of Padua Language Centre (CLA) to reflect on whether it should maintain an online placement testing as a means of placing students in the relevant classes (Fratter, Ivana & Altinier. Micol 2015. Gli apprendenti di italiano L2 all’Università e le loro abitudini tecnologiche. In Francesca Helm, Linda Bradley, Marta Guarda & Sylvie Thouësny (eds.), Critical CALL – Proceedings of the 2015 EUROCALL Conference, 177–180. Dublin & Ireland: Research-publishing.net.). As of Academic Years 2014–2015 and 2015–2016, a research project has been underway at the CLA, involving the experimentation of a new integrated system of assessment comprising self-assessment and placement testing. An initial review of the placement test results carried out at the CLA combined with an examination of language certificates presented by the students has raised some critical issues related to incongruous data among the various tests/certifications. Other situations have shown different results regarding language skills within the same test, which has underpinned the decision to introduce a system of self-assessment so as to grant greater autonomy and responsibility to the students when choosing their class. This study sets out to analyze whether exchange students at the CLA are in a position to assess their own level of competence in L2 Italian, and then choose the Italian language class most suited to their language needs, thereby making class formation procedures easier. To this end, two different self-assessment tools were assigned to the students who, in turn, revealed the difficulties they encountered when self- assessing their language level without guidance. This has led to a new approach for self-assessment. This study highlights the process and initial results of research carried out in two phases of experimentation involving a new self-assessment proposal with integrated tools.

scholarly journals PACE UNIVERSITY’S FOCUS ON STUDENT SATISFACTION WITH STUDENT SERVICES IN ONLINE EDUCATION

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
David Sachs
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Student Services ◽  
Support Services ◽  
Student Support Services ◽  
Student Support ◽  
Direct Result ◽  
Online Students ◽  
New Ideas ◽  
The University

In 1999, Pace University was awarded a $1,000,000, three-year FIPSE Learning Anytime Anywhere Program (LAAP) Grant. The grant focuses on three areas: online testing, enhanced student support services, and mentoring. Funding from the LAAP grant has enabled the University to greatly enhance the student services that are provided to online students. The focus has been primarily on students who are within the NACTEL program, an online AS in Telecommunications degree offered to individuals working for Citizens Communications, Qwest, SBC and Verizon, and who are members of the Communications Workers of America (CWA) and the International Brotherhood of Electrical Workers (IBEW). FIPSE funding has enabled the University to extensively survey students in the program, by an outside evaluator. These surveys are all online, are tabulated instantly, and provide a steady stream of feedback to administrators and faculty who are involved in the program. In addition, FIPSE funding hasmade it possible to hire individuals who on a regular basis attend to how to best provide enhanced student support services for online students. As new ideas are developed, they are implemented as quickly as possible. This paper will present some of the research findings, and will also provide details about the changes to the NACTEL program that have occurred as a direct result.

scholarly journals Application of the SERVQUAL Model for the Evaluation of the Service Quality in Moroccan Higher Education: Public Engineering School as a Case Study

2020 ◽  
Vol 9 (5) ◽  
pp. 223
Author(s):  
Ouissal GOUMAIRI ◽  
Es-Saâdia AOULA ◽  
Souad BEN SOUDA
Keyword(s):  
Higher Education ◽  
Service Quality ◽  
Student Satisfaction ◽  
Assessment Tools ◽  
Job Market ◽  
Engineering School ◽  
Five Dimensions ◽  
Quality Of Higher Education ◽  
The University

The quality of higher education systems currently represents a major challenge for the development of societies. In Morocco, engineering education is at the heart of this development, it is a major and necessary lever which, due to an increasingly demanding job market, faces several challenges. According to Moroccan Directorate for Strategies and Information Systems (2018) these challenges are classified into two categories: quantitative (low rate of Moroccan engineers compared to global figures; 1.57 graduates in engineering per 10,000 inhabitants in 2016) and qualitative (adaptation of the academic curriculum to the needs of the job market). However, little work has been done on the introduction of service assessment tools in higher education in Morocco (Akrim, Figari, Mottier-Lopez, & Talbi, 2010).In our article, we are interested in the SERVQUAL method (SERVice QUALity-Quality of Service). This approach, initially designed to measure customer satisfaction in a company, allows, when applied to higher education, to measure student satisfaction at the university. Based on a bibliographic research, we have identified the five dimensions of the model that impact the quality of service.Through the application of this model to a sample of students from a public engineering school, we have been able to determine that tangible elements and physical installations have the biggest impact on service quality with a negative quality gap (-2.0275). As a result, more efforts are needed in these dimensions to improve service quality.In conclusion, the SERVQUAL model, applied to the educational system and more precisely higher education, allows to quantify the non-quality by measuring the gap between the perception of the students and their expectations for a good service. It has the advantage of helping decision-makers take corrective actions needed to improve the service quality provided by universities as a part of a process of continuous improvement to achieve higher degree of excellence.

scholarly journals Improving learning outcomes from the undergraduate chemistry laboratory

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
John Georg Seland ◽  
Inger Johanne Fjellanger ◽  
Kristine Spildo
Keyword(s):  
Critical Thinking ◽  
Peer Review ◽  
Learning Outcomes ◽  
Learning Experience ◽  
Chemistry Laboratory ◽  
Self Assessment ◽  
Undergraduate Chemistry ◽  
Laboratory Courses ◽  
The University

The paper describes how to improve and evaluate learning outcomes in writing and critical thinking in the laboratory courses in the Bachelor program in Chemistry at the University of Bergen.  The suggested changes are based on research that show that these learning outcomes are improved when the students are involved in self-assessment, where they perform peer-review and are encouraged to reflect on their own learning experience. This process needs to be accompanied with systematic and frequent feedback.  It is also crucial to establish formal collegial groups where one can maintain systematic discussion regarding teaching in the laboratory courses. Suggested changes, and how they can be evaluated, are described in detail for two of the five mandatory laboratory courses in the program.

scholarly journals Management of Academic Advising in Higher Educational Institutions during COVID-19 Pandemic

2021 ◽  
pp. 1659-1666
Author(s):  
Rabab Ali Abumalloh ◽  
Azzah Ibrahim Alghamdi ◽  
Nedaa Azzam ◽  
Abeer Rafi’i Al Abdulraheem
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Academic Advising ◽  
Assessment Tools ◽  
Educational Institutions ◽  
Online Questionnaire ◽  
Global Impact ◽  
Level Of Satisfaction ◽  
Teachers And Students ◽  
Academic Services

COVID -19 pandemic has a huge global impact on education over the world. Many countries decided to close universities, colleges, and schools to limit the spread of this disease. Almost 91% of students worldwide have shifted to online education. Educational institutions have struggled to provide their students with suitable online learning and assessment tools. As a new experience for both teachers and students, Imam Abdulrahman Bin Faisal University has set new online academic services to make it possible and easy for students to get the help they need and to overcome the new obstacles they are facing. The purpose of this study is to gain a deeper understanding of student satisfaction with their academic advising in light of the new emerging situation. Additionally, direc-tions were presented for the academic advising section members to allow them to manage the unit appropriately. To achieve that, students were clustered regarding their level of satisfaction with the provided services. Students’ answers were collected through an online questionnaire and the data were analyzed and segmented using the k-mean clustering technique. Regarding results, recommendations for improvements were suggested and action plans were prepared.

scholarly journals Debate as a Teaching Strategy in Online Education: A Case Study

2011 ◽  
Vol 37 (3) ◽  
Author(s):  
Caroline Park ◽  
Cheryl Kier ◽  
Kam Jugdev
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Teaching Strategy ◽  
Instructional Techniques ◽  
Online Distance Education ◽  
Shared Interest ◽  
Improved Learning ◽  
Online Distance

This reflective case study was based on our independent use of the debate as an online instructional approach and our shared interest in instructional techniques. Using narrative inquiry, we melded our data sources to analyze the findings, including our individual experiences with the technique. Our paper contributes to the field of research on instructional techniques (specifically debates), as well as online distance education. The findings suggest that the use of debates as instructional techniques in text-based paced and un-paced courses at the online undergraduate and graduate levels can contribute to improved learning outcomes and student satisfaction.

scholarly journals Student Satisfaction and Learning Outcomes in Asynchronous Online Lecture Videos

2019 ◽  
Vol 18 (4) ◽  
pp. ar55 ◽  
Author(s):  
Ronny C. Choe ◽  
Zorica Scuric ◽  
Ethan Eshkol ◽  
Sean Cruser ◽  
Ava Arndt ◽  
...  
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Learning Outcomes ◽  
Multimedia Learning ◽  
Student Survey ◽  
Lecture Video ◽  
Online Lecture ◽  
Lecture Videos ◽  
Learning Principles ◽  
Survey Responses

Our study identified online lecture video styles that improved student engagement and satisfaction, while maintaining high learning outcomes in online education. We presented different lecture video styles with standardized material to students and then measured learning outcomes and satisfaction with a survey and summative assessment. We created an iterative qualitative coding scheme, “coding online asynchronous lectures” (COAL), to analyze open-ended student survey responses. Our results reveal that multimedia learning can be satisfying and effective. Students have strong preferences for certain video styles despite their equal learning outcomes, with the Learning Glass style receiving the highest satisfaction ratings. Video styles that were described as impersonal and unfamiliar were rated poorly, while those that were described as personal and engaging and evoked positive affective responses were rated highly. The students in our study rated lecture video styles that aligned with Mayer’s multimedia learning principles as highly satisfying, indicating that student feedback can be a valuable resource for course designers to consider as they design their own online courses. Finally, we provide guidelines for creating engaging, effective, and satisfying asynchronous lecture videos to support establishment of best practices in online instruction.

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