Les évaluations de l’enseignement par les étudiants : vers une démarche abrégée

Harvey, Léon

doi:10.7202/1038240ar

Cited by 3 publications

(3 citation statements)

References 21 publications

(13 reference statements)

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“…CTEs were received from 125 students (out of a total of 220 students who were registered in the course). Since the CTEs directly refer to teaching and learning situations, such narrative comments also hold a strong external validity (Harvey, 2016). As such, they help to understand students' perceptions about the online course and highlight potential improvements for the future (Simmons & Marquis, 2017).…”

Section: Methodsmentioning

confidence: 99%

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Heilporn

Desrochers

2020

cjsotl-rcacea

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Online courses are growing in higher education, resulting from an increased access to information and communication technologies. While such courses allow time and/or space flexibility for both students and instructors, they also promote active learning and require more autonomy from the students. In this paper, we present the main design features of a new prerequisite mathematics online course in a business faculty. While most of the course was designed in an asynchronous mode, it also includes blended synchronous support sessions that students can attend each week. As a Scholarship of Teaching and Learning (SoTL) project, we related the design features of the course to students’ learning support and perceptions by analyzing the content of the learning management system as well as students’ narrative comments in course teaching evaluations over five semesters. The main themes reported concerned the appreciated course design and structure, the enhanced instructor’s presence through commented slideshows and support sessions, the instructor’s accessibility and care, a challenging but relevant course, and collaborative practice with a software application. In particular, the instructor’s presence and follow-up throughout the semester was highlighted by the students as a means to support their learning. Furthermore, most students’ comments reported positive perceptions about the online course and specific design features. Several comments also allowed to identify potential areas for change in a future version on the course, as part of the SoTL research that focuses on teaching and learning improvement.

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Section: Methodsmentioning

confidence: 99%

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Heilporn

Desrochers

2020

cjsotl-rcacea

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“…At the end of two thematic blocks (15 classes), feedback was provided in the form of 10 questions using Google forms. The questionnaire was developed on the base of the survey of Dash 2 with using to one question replies proposed by Harvey 10 and Krosnick with collaborators 11 : totally agree, somewhat agree, rather disagree, totally disagree, I do not know. All answers were assessed from 5 to 1, according to a Likert scale with the maximum in 5.…”

Section: Methodsmentioning

confidence: 99%

Using e‐learning tools in biochemistry teaching for undergraduate medical students in multicultural environment in Ukraine during COVID‐19 crisis

Volodarets

Chernousova

Peleshenko

et al. 2022

Biochem Molecular Bio Educ

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Through the special situation like the COVID‐2019 lockdown, interactive techniques play a prime role in the study process. The strategy of lockdown ways of higher education was provided in Ukraine as well as in other countries since March 2020. Our investigation was performed at the Department of Biochemistry and Medical Chemistry of Dnipro State Medical University during the first lockdown of COVID‐19 from March to June 2020. The main aim of the research was the evaluation of the students' attitudes to studying Biochemistry using Google classrooms and Moodle. Four hundred and sixty‐three students studying in English, French, and Ukrainian took part in the survey. Our results reveal that majority of the students found Google classrooms and Moodle as useful e‐learning tools. However, questions dealing with the technical issues of using the Google classrooms on laptops and mobile phones and submitting the replies to the Google classrooms cause difficulties among the students.

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“…It's an indicator of the services quality provided [9]. Thus, satisfaction is used for pedagogical purposes [10], university resource evaluation purposes [11], but also for managerial purposes [12]. Accordingly, our research would attempt to combine these two approaches into a quality assessment approach for STPSA-TS in five Moroccan regulated-access academic institutions.…”

Section: Introductionmentioning

confidence: 99%

Assessment of the Quality of the Training System in Moroccan Higher Education Institutions: Case of the Sciences ans Techniques of Physical and Sports Activities.

Essaoudi¹,

Lotfi

2021

IJITAS

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Purpose: The aim of our study is to assess the overall quality of the university training system in sciences and techniques of physical and sports activities in Moroccan higher education. Method: Our method was based on a quantitative, exploratory and correlational approach. The independant variable (the quality of services provided by the UTS in STPSA) and the dependant variable (overall student satisfaction) were investigated emprically and statically. 256 students from 5 STPSA institutions of higher education were surveyed. Two measurement tools were used: an adapted version of the SERVQUAL instrument and a validated questionnaire of satisfaction with the TS-STPSA domains. The internal consistency of the two measuement tools was tested and confirmed. Similarly, the inter-dimensional correlation matrix was examined to verify the statistical reliability of our tools and their appropriateness to the STPSA context. Results: The overall quality of training services was perceived by 59% of students as unsatisfactory. "Empathy" is the strongest determinant of TS quality in STPASA. While "Responsiveness" is the weakest dimension. The two dimensions of "Reliability" and " Assurance" reinforce students' dissatisfaction with the STPSA major with negative gaps of -1.42 and -137 respectively. While "Tangibility" is the most neutral dimension with almost no difference. These five dimensions explain 45.7% of the variation in overall student satisfaction. They have a positive effect on the satisfaction of students' STPSA. The correlation examination, between the dimensions of service quality and satisfaction with the STPSA-TS domains, revealed seven positively significant relationships, including three between students' "Overall Satisfaction" and the dimensions of "Tangibility", "Responsiveness" and "Empathy". Conclusion: Globally, the quality of TS in Moroccan STPSA is unsatisfactory. The students' expectations greatly exceed their perception of the effective quality of the TS. This suggest that STPSA fields are not effectively fulfilling the students' initial expectations. This judgement is characterized by "negative" quality gaps in three of the five dimensions of the SERVQUAL scale (Responsiveness, Reliability and Assurance). The produced outcomes remain referential to allow STPSA managers to improve the quality of their services. However, students' expectations and perceptions are subjective and rarely stable over time. They vary according to several variable factors (mood, emotion, stress, motivation...). A longitudinal study could be conducted later to overcome or mitigate these limitations.

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Les évaluations de l’enseignement par les étudiants : vers une démarche abrégée

Cited by 3 publications

References 21 publications

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Students’ Learning Support and Perceptions in an Online Mathematics Course in a Business Faculty

Using e‐learning tools in biochemistry teaching for undergraduate medical students in multicultural environment in Ukraine during COVID‐19 crisis

Assessment of the Quality of the Training System in Moroccan Higher Education Institutions: Case of the Sciences ans Techniques of Physical and Sports Activities.

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