‘Student experience’ surveys: some methodological considerations and an empirical investigation

Yorke, Mantz

doi:10.1080/02602930802474219

Cited by 58 publications

(35 citation statements)

References 42 publications

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“…Students who showed a meaning‐directed learning pattern were more likely to adopt desirable approaches to learning, and students who showed a reproduction‐directed learning pattern were more likely to adopt undesirable approaches. These findings confirm the results that were obtained using qualitative methodology by Van Rossum and Schenk (1984), and they demonstrate the link between students' conceptions of learning and approaches to studying.…”

Section: Discussionsupporting

confidence: 88%

“…Subsequent interview‐based research identified a variety of conceptions of learning among students in both campus based and distance education (Marton, Dall'Alba, & Beaty, 1993; Morgan, Gibbs, & Taylor, 1981; Säljö, 1979; Van Rossum & Taylor, 1987). Van Rossum and Schenk (1984) found that students with less sophisticated conceptions tended to adopt a surface approach in particular tasks, whereas those with more sophisticated conceptions tended to adopt a deep approach.…”

Section: Approaches To Studying and Conceptions Of Learningmentioning

confidence: 94%

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Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Richardson

2010

Brit J of Edu Psychol

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Section: Discussionsupporting

confidence: 88%

Section: Approaches To Studying and Conceptions Of Learningmentioning

confidence: 94%

Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Richardson

2010

Brit J of Edu Psychol

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“…These instruments, or adaptations of them, have been used by many higher education institutions in many different countries. Despite their known shortcomings (Yorke, 2009), they seem to be useful in complementing peer assessment of teaching with student assessment of teaching, and are increasingly recognised as being important for teaching and learning processes in higher education institutions.…”

mentioning

confidence: 99%

Student satisfaction with Portuguese higher education institutions: the view of different types of students

Sarrico

Rosa

2014

Tertiary Education and Management

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The purpose of this paper is to discuss student satisfaction with Portuguese higher education institutions, and to analyse how this varies for different types of students. A survey instrument was used to collect data on students' perceptions and expectations regarding different aspects of service provision. Based on the gap model of satisfaction, satisfaction indices were calculated for all items considered and were checked for their statistical significance. Although, generically speaking, students' perceptions and expectations are high, the satisfaction indices are all negative and statistically different from zero. Furthermore, significant differences of satisfaction regarding some aspects of service provision were found between different groups of students. This study may contribute to institutions improving the quality of services they provide. Furthermore, this study will contribute to improving the quality of higher education institutions through correcting mistakes and designing better processes, provided that the information collected through student satisfaction surveys has been treated adequately.

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“…This is a 25 element Likert-style (1 good, 5 poor) questionnaire, and universities are ranked according to their score for 'overall satisfaction'. Methodological problems with the NSS questionnaire (Yorke 2009) compounded by the importance of identifying real, as opposed to postulated, problems mean that medical schools have to approach the data with care (Cooper 2007). To establish concurrent validity, we compare the results obtained from the NSS with a Dundee Ready Education Environment Measure (DREEM; Roff 2005) completed by the same students.…”

Section: Introductionmentioning

confidence: 99%

The National Student Survey: Is it just a bad DREEM?

Cocksedge

Taylor

2013

Medical Teacher

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Background: In this article, we consider the need for medical schools to improve the overall experience given to students by gaining appropriate feedback and ask whether the UK National Student Survey (NSS) is an appropriate tool. Aims: We compare the currently used NSS data against data collected via an alternative, well validated, questionnaire -the Dundee Ready Education Environment Measure (DREEM). Methods: The DREEM data was collected in January to April 2011, from the same cohort of students who were completing the UK online NSS. The NSS results were released into the public domain as frequency tables from which we calculated the standard deviations of each item. The DREEM questionnaire data were rescaled to match the NSS questionnaire data. Results: The results were similar from each questionnaire, with a wide range of responses. Both DREEM and NSS data showed Assessment and Feedback to be the greatest problem, but the DREEM questions were specific, contextualised and could be used for curriculum development. Conclusions: This comparison shows the benefits of using a medical school-specific questionnaire to gain quality feedback in order to precisely alter elements of the course rather than relying on a generic questionnaire to gauge students' opinions.

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‘Student experience’ surveys: some methodological considerations and an empirical investigation

Cited by 58 publications

References 42 publications

Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Conceptions of learning and approaches to studying among White and ethnic minority students in distance education

Student satisfaction with Portuguese higher education institutions: the view of different types of students

The National Student Survey: Is it just a bad DREEM?

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