Interaction and Student Satisfaction Scales

Kuo, Yu-Chun; Belland, Brian R.; Schröder, Kerstin E. E.; Walker, Andrew

doi:10.1037/t59927-000

Cited by 12 publications

(18 citation statements)

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“…English Studies course satisfaction was measured by four items adapted from Kuo et al (2014) who measured student satisfaction with online courses (Cronbach's α for the English Studies course satisfaction scale in the current study was 0.95; sample item: "Overall, I am satisfied with this class"). The students were required to respond to the items on a 7-point Likert scale ranging from 1 (strongly disagree) to 7 (strongly agree).…”

Section: The English Studies Course Satisfaction Questionnairementioning

confidence: 99%

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Gan

Liu

2021

Front. Psychol.

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In spite of much recent theorizing about teacher provision of feedback, relatively fewer studies look at the dynamic relationships between teacher feedback practices, student feedback experience, and their learning outcomes in higher education settings. To fill this gap, this study looked at 308 university students' perceived teacher feedback practices and their feedback experiences in an English Studies course context at a key and non-key university, and explored how teacher feedback, student feedback motivation and feedback behavior were associated with students' course satisfaction and course exam performance. Results showed that students from the key university reported a higher level of teacher feedback use as well as student feedback motivation and behavior. Structural equation modeling (SEM) suggested that in the case of the non-key university, student feedback behavior significantly predicted course satisfaction and course exam results; teacher feedback also indirectly influenced course satisfaction and course exam results. In the case of the key university, while teacher feedback and student feedback behavior each had significant influence on course satisfaction, student feedback behavior showed no direct significant effect on course exam results, and teacher feedback also showed no significant indirect influence on course exam results.

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Section: The English Studies Course Satisfaction Questionnairementioning

confidence: 99%

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Gan

Liu

2021

Front. Psychol.

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“…The second scale is "Interaction and Student Satisfaction Scales". This scale is developed by Kuo, Belland, Schroder, and Walker (2014). The original form of this scale aims at measuring interaction and student satisfaction in a blended learning environment and consists of 32 items and 4 factors.…”

Section: Data Collection Instrumentmentioning

confidence: 99%

Exploring the relationship between students’ interaction in smart learning environments and various variables through the structural equation model

2019

JALT

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For the functions of enhancing students' learning performance by integrating advanced technologies and equipment, the smart classroom has become a worldwide research issue recently. This study aims to produce a model to determine what variables affect students' interaction in a smart learning environment. Participants consist of 254 undergraduate students and master students who have experience of learning in a smart classroom for more than one semester. Two scales were adopted in this study as a data instrument. The first one is the "Smart Classroom Inventory". The second one is "Interaction and Student Satisfaction Scales". The Structural Equation Model (SEM) was used in this study for data analysis. A model is built to explain the relations between students' interaction and variables related to the smart classroom. According to the research results, we find that students' interaction can be positively affected by variables of Spatial physical design, Learning data, Differentiation, and Cooperation related to the smart classroom.

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“…Students satisfaction is a cornerstone and plays a crucial role in the success of online programs (Ku et al, 2014), representing students' cognitive achievement in the on-line learning (Eom, et al, 2006), and the success of the implementation of the on-line program (DeLone & McLean, 1992). Conversely, it was found that student satisfaction is negatively correlated with drop-out rates, while it is positively correlated with commitment levels to the program (Kuo et al, 2014;Eom et al, 2006). The literature has listed several studies that assess the satisfaction level of students in face-toface and online environments.…”

Section: Introductionmentioning

confidence: 99%

“…Another study reported that students' satisfaction with their learning experience was associated with the detailed feedback received from their instructors when participated in a partnership with other colleagues (Shea, Fredericksen, Pickett, & Pelz, 2003). It was suggested in many studies that students satisfaction on on-line learning could be predicted by many variables including motivation (Eom et al, 2006), self-efficacy (Shen et al, 2013), learning strategies (Kuo et al, 2014;, interaction (Eom et al, 2006;Croxton, 2014;, and instructors facilitation, knowledge, and feedback (Eom et al, 2006). Thus, what and how students learn in an online education is an important variable to understand in terms of their satisfaction which in turn would be of great help to course instructors and designers when creating a learning environment that fits students' needs.…”

Section: Introductionmentioning

confidence: 99%

Study on students' experiences about online teaching during COVID-19 Outbreak

Al-Mohair

Alwahaishi

2020

TSSJ

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The online teaching in colleges and universities during the COVID-19 outbreak is one of the challenges faced by faculty and students during this period especially for colleges and universities that meet the quality assurance standards and under the accreditation process. One of the main requirements of quality standards is to carry out a variety of opinion surveys at different stages among different levels of study, analyze, and then provide recommended solutions based on survey findings. Although many researchers have been carried out online teaching, there is no consensus on the impact of a sudden transition from face-to-face learning to online learning especially in community colleges in Saudi Arabia. The purpose of this paper is to present the outcomes of the study on students' experiences about online teaching during COVID-19 Outbreak. Smart PLS program is used for testing the model and to make sure that the variables are appropriate and the outcomes are valid.

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Interaction and Student Satisfaction Scales

Cited by 12 publications

References 0 publications

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Teacher Feedback Practices, Student Feedback Motivation, and Feedback Behavior: How Are They Associated With Learning Outcomes?

Exploring the relationship between students’ interaction in smart learning environments and various variables through the structural equation model

Study on students' experiences about online teaching during COVID-19 Outbreak

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