College student perceptions of teaching and learning quality

Abstract

Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.

Factors Affecting MOOC Usage by Students in Selected Ghanaian Universities

“…Computer Self-Efficacy was measured with six items adopted from the Murphy Self Efficacy Scale [44] and refined to fit the context of the MOOC. Instructional Quality was measured with four items derived from Frick et al [45], Ozkan and Koseler [46] and Choi et al [47] and re-worded to fit the context of the MOOC. MOOC Usage was measured with four items adopted from Pavlou [48] and structured to fit the MOOC context.…”

MOOCs for Research: The Case of the Indiana University Plagiarism Tutorials and Tests

“…The TALQ was originally developed for use in evaluating formal courses in higher education-both faceto-face and through distance education (Frick et al 2009;Frick et al 2010a, b). The main focus was: Could an adapted version of the TALQ be used to reliably and validly evaluate the quality of MOOCs and mini-MOOCs?…”

“…Academic Learning Time (ALT) refers to the frequency and time students are successfully engaged in learning tasks that are aligned with assessments of learning achievement (e.g., Rangel and Berliner 2007;Frick et al 2010b). …”

“…MOO-TALQ scales were adapted from those from the teaching and learning quality (TALQ) survey (Frick et al 2009(Frick et al , 2010a. They constructed a course evaluation instrument that provides for student ratings of First Principles of Instruction and Academic Learning Time (ALT).…”

Instructional Design Quality: An Evaluation of Open Education Europa Networks

“…Therefore openness is the cornerstone of open courses giving privileges to learners and educators around the world to create, share, use, update and revise course materials and other educational resources [1]. These routines are generally used to portray online learning, distance learning, OCs, Elearning, and Massive Open Online Courses, and they have the long history of educating learners and the society [1,3]. Engaging in this movement by platforms requires different methods that instructional designers will need to consider in designing the materials.…”