College Student Perceptions of Frequency and Effectiveness of Use of Relevance Strategies: A Replication and Extension

Abstract

This investigation replicated and extended previous research on the behaviors that college students perceive their instructors use as a way to make course relevant to students' interests, needs, and goals. In study one, using a sample of 87 undergraduate students, the four categories of relevance-enhancing behaviors (i.e., 10 teaching style, outside course, inside course, and methods and activities) identified by previous research were replicated. In study two, using a sample of 202 undergraduate students, study one findings were extended by assessing students' perceptions of the perceived frequency and effectiveness with which instructors 15 utilized these four categories of relevanceenhancing behaviors. It was found that students (a) perceive their instructors to use the inside course and teaching style behaviors more frequently than the outside course and methods and activities behaviors and (b) rated inside course behaviors as more effective than the teaching style, inside course, and methods and activities behaviors for enhancing content relevance. Future research should consider examining instructors' perceptions of their own use of relevance-enhancing behaviors with their students.

University students’ satisfaction and future outlook towards forced remote learning during a global pandemic

“…This study adapted questionnaire items from existing literature. Statements measuring online feedback and online assessment were adapted from Bahati et al, ( 2019 ) and Özden et al, ( 2005 ); online teaching effectiveness and online interaction from Paechter et al ( 2010 ); online support and personal well-being from Elhadary et al, ( 2020 ); and lastly future relevance statements were adapted from Knoster and Myers ( 2020 ). For content validity, the research instrument was verified by two experts who are senior lecturers in the area of educational technology and language respectively.…”

“…Moreover, course design that is linked to real world challenges improves students’ soft skills and increases their employability in the highly competitive job market (De Freitas et al, 2015 ). Online future relevance (OFR) is described as the level in which students perceive their online course content and activities that would fulfill their personal needs to achieve future desired career goals (Knoster & Myers, 2020 ). Learning should be meaningful, relevant and interesting though online future relevance has received little scholarly attention (Knoster & Myers, 2020 ).…”

“…Online future relevance (OFR) is described as the level in which students perceive their online course content and activities that would fulfill their personal needs to achieve future desired career goals (Knoster & Myers, 2020 ). Learning should be meaningful, relevant and interesting though online future relevance has received little scholarly attention (Knoster & Myers, 2020 ). According to a study by Stoner and Billings ( 2020 ) on a pharmaceutical course, alignment of curricular with actual pharmacy practices has improved overall student satisfaction.…”

Examining Students’ Interaction and Satisfaction with Online Learning

“…Real-world course design improves students' soft skills and job market employability (De Freitas et al, 2015). Online future relevance (OFR) is how students perceive their online course content and activities to help them achieve future career goals (Knoster & Myers, 2020). Online future relevance has received little scholarly attention (Knoster & Myers, 2020).…”

“…Online future relevance (OFR) is how students perceive their online course content and activities to help them achieve future career goals (Knoster & Myers, 2020). Online future relevance has received little scholarly attention (Knoster & Myers, 2020). Kuo (2010) included computer self-efficacy in research on online learning.…”