Exploring the Teaching Quality of Greek Accounting Studies

Teaching cataloguing after RDA 3R project

“…This study used the CEQ 23 instrument, which measures student satisfaction with teaching outcomes in their course of study (Ramsden, 1991). CEQ 23 has been widely used by various institutions and disciplines worldwide (Asonitou et al, 2018) and can provide valuable information regarding the courses under consideration. The CEQ is designed to evaluate entire degree programs rather than specific courses, units of study, or teachers (Asonitou et al, 2018), but in our case, it can serve as a prototype for the evaluation and validation of similar cataloguing courses, or it can be expanded to evaluate the curriculum of related departments and schools throughout Greece or abroad.…”

“…CEQ 23 has been widely used by various institutions and disciplines worldwide (Asonitou et al, 2018) and can provide valuable information regarding the courses under consideration. The CEQ is designed to evaluate entire degree programs rather than specific courses, units of study, or teachers (Asonitou et al, 2018), but in our case, it can serve as a prototype for the evaluation and validation of similar cataloguing courses, or it can be expanded to evaluate the curriculum of related departments and schools throughout Greece or abroad. In addition, the presentation of the content of the cataloguing course and its successful implementation can serve as a model or basis for the creation of similar courses in other library and information science departments that wish to integrate a cataloguing course using the new RDA Toolkit into their curriculum.…”

“…More specifically, it was designed in the context of a teaching and learning theory in which students' perceptions of curriculum, teaching, and assessment are recognized as influencing their learning approaches and the quality of their learning outcomes, implying that it is an excellent tool for evaluating the cataloguing course. The original CEQ contains 30 items, but the most widely used version is the short form, which includes 23 questions (Asonitou et al, 2018). Having the above in mind, the questionnaire was distributed electronically to the students enrolled in the two-semester cataloguing course and it was optional (only students who wished to complete the questionnaire could do so).…”

“…Moreover, the Bartlett test of sphericity (x 2 = 722.706, p < .001) also showed the adequacy of the sample. Principal Components Analysis and Oblique Rotated Component Matrix were chosen as the factor analysis to reveal the scale's factor design (Field, 2009;Asonitou et al, 2018). According to the findings, six factors were identified explaining 67.3% of the overall variance.…”

The Influence of Engagement in Value Co-Creation on E-Learning Experience and Student Satisfaction: An Empirical Study

“…Good teaching refers to teacher interaction and presentation and the quality of feedback given to students, while clear goals and standards reflect whether students are aware of what is expected of them. An appropriate workload allows an assessment of students' perception of the reasonability of the amount of work they need to do, and an appropriate assessment focusses on the extent to which students are encouraged to understand the material rather learn by rote (Asonitou et al, 2018;Byrne & Flood, 2003).…”