Avaliação de um curso de ensino superior através da satisfação/insatisfação discente

Abstract

Resumo: O propósito deste estudo foi analisar a avaliação de um curso de graduação através da identificação dos fatores que geram satisfação e insatisfação por parte de seus estudantes e, também, comparar os resultados entre as modalidades de ensino presencial e a distância. O questionário empregado deixou o estudante livre para indicar espontaneamente aquilo que o satisfaz ou insatisfaz. Em seguida, os resultados foram analisados por meio da técnica análise de conteúdo. Os resultados indicam que, na avaliação dos estudantes, os principais fatores determinantes da satisfação e da insatisfação com o curso estão relacionados com a estrutura curricular, o corpo docente e o ambiente social. Foram encontradas diferenças significativas na comparação entre as modalidades de ensino pesquisadas. A estrutura física e algumas características do curso foram consideradas pouco importantes para a avaliação dos cursos pelos estudantes.Palavras-chave: Satisfação discente. Avaliação de cursos superiores. Avaliação discente. EVALUATION OF A HIGHER EDUCATION PROGRAM THROUGH STUDENT SATISFACTION/DISSATISFACTIONAbstract: This study analyzed the evaluation of a higher education program by identifying factors that cause satisfaction and dissatisfaction according to higher education students' views and also compared the results between distance learning and traditional classroom students. The questionnaire provided an opportunity for the students to spontaneously indicate the factors that caused satisfaction and dissatisfaction. The results were then analyzed using content analysis technique. The results indicate that students evaluate curriculum structure, faculty, and social environment as the main determinants of satisfaction and dissatisfaction concerning to the program. Significant differences were found in the comparison between traditional classroom and distance learning formats. Department infrastructure and some characteristics of the program were considered unimportant for the students' program evaluation.

Satisfaction with academic experience among undergraduate nursing students

“…Therefore, there may be a lack of involvement in the institution's activities and course, and since this involvement is understood as students' active participation in the learning process, the lack of it can make it difficult for students to have a clear perception of their satisfaction with the academic experience. 5,13 However, it is crucial that students be satisfied, as they need to find, in the institution and in the course, ways to achieve professional success by acquiring new knowledge that bring an added value to their training. [9][10] In this sense, a study on the determining factors of general satisfaction of students highlighted the importance of satisfaction as an essential element in motivation and academic involvement, which affects their learning performance and consequently their proficiency in the work market.…”

“…[9][10] In this sense, a study on the determining factors of general satisfaction of students highlighted the importance of satisfaction as an essential element in motivation and academic involvement, which affects their learning performance and consequently their proficiency in the work market. 13 Furthermore, students showed little satisfaction with social events promoted by the institution, as well as with the comfort and physical infrastructure of classrooms, which can be critical factors in the satisfaction of students from different undergraduate courses. 2,[13][14] Students who developed leisure activities had a higher degree of satisfaction with the course and with the opportunity of development, which confirms other studies that highlight the importance of carrying out leisure activities as therapeutic activities, since students are more satisfied when they have free time for their personal lives and have the possibility of temporarily staying away from a stressful environment, thus relieving tensions that are specific to the academic life.…”

“…13 Furthermore, students showed little satisfaction with social events promoted by the institution, as well as with the comfort and physical infrastructure of classrooms, which can be critical factors in the satisfaction of students from different undergraduate courses. 2,[13][14] Students who developed leisure activities had a higher degree of satisfaction with the course and with the opportunity of development, which confirms other studies that highlight the importance of carrying out leisure activities as therapeutic activities, since students are more satisfied when they have free time for their personal lives and have the possibility of temporarily staying away from a stressful environment, thus relieving tensions that are specific to the academic life. [15][16] Besides, younger students also had a higher degree of satisfaction with the course and with the opportunity of development, as they might idealize the university environment and have positive expectations about professional training and personal development, as well as expectations of new friendships or even affectional bonds, which all result in a desire to be effectively involved in the course activities.…”

“…1,8 Regarding the construct that had the strongest effect on nursing students' academic satisfaction, "satisfaction with the course" obtained the highest mean score, followed by "opportunity of development", which confirms that both can have a significant role in the perception of the academic experience in the context of higher education, and create favorable conditions for entering the work market. 13 Students who are dissatisfied with their course can have their health and relationships affected, besides suffering from a learning deficit and lack of interest. Therefore, understanding the factors that result or not in students' satisfaction, by assessing their interests, the institution's teaching methods, curriculum and course organization is a way to contribute to meet students' needs and to help the institution, which seeks continuous improvement of the services provided.…”

Avaliação da qualidade/satisfação do aprendizado de discentes em disciplina prática do curso de fonoaudiologia

“…A avaliação curricular pode ser definida como um processo sistemático e contínuo de coleta de dados sobre os elementos do currículo, seguida de análise e interpretação desses dados 9,13,14 . Deve ser considerada parte essencial no processo educacional e deve ter como foco a garantia da qualidade, fornecendo evidências de como está sendo o aprendizado, se os objetivos estão sendo alcançados e se os padrões de ensino estão sendo mantidos 13,15 . A prática fonoaudiológica envolve diferentes áreas de atuação 16,17 , entre elas a Fonoaudiologia Educacional, na qual se transferiu o foco da prática clínica para ações de promoção e prevenção da saú-de.…”