College Student Perceptions of Teaching and Learning Quality

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...

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Bibliographic Details
Published in:Educational technology research and development 2009-10, Vol.57 (5), p.705-720
Main Authors: Frick, Theodore W., Chadha, Rajat, Watson, Carol, Wang, Ying, Green, Pamela
Format: Article
Language:English
Subjects:
Academic learning
College Students
Correlation
Course Evaluation
Course Objectives
Data Analysis
Development
Development Article
Education
Educational Opportunities
Educational Technology
Educational theory
Evaluation Criteria
Feedback (Response)
Higher education
Instructional Design
Instructional Effectiveness
Learner engagement
Learning
Learning and Instruction
Mastery learning
Online learning
Perceptual learning
Prior Learning
Student Attitudes
Student Surveys
Studies
Teachers
Time on Task
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Summary: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.
ISSN:1042-1629
1556-6501
DOI:10.1007/s11423-007-9079-9