Addressing learner satisfaction outcomes in electronic instrumentation and measurement laboratory course organization

This paper proposes and details a course organization methodology based on learner satisfaction achievement. The approach follows the prevailing tendency in modern university reforms which are primarily concerned about “how people learn.” As a consequence, the learner has been placed as the main actor of the teaching–learning process. Nevertheless, the current learning literature has not addressed the measurement of learner satisfaction within laboratory and practical subjects. This study develops a general and comprehensive methodology for learner satisfaction measurement in practical subjects. As a case example, the proposed methodology has been applied to an electronic instrumentation and measurement course, confirming the variables with a significant influence on learner satisfaction and becoming the starting point for curriculum redesign based on the learner satisfaction approach. To assess the improvement of the proposed course organization methodology, a comparison with previous academic years has been performed showing the students’ rated score evolution. Results fully confirm the validity of the technique and the novel course organizatio

Modeling learner satisfaction in an electronic instrumentation and measurement course using structural equation models

The prevailing tendency in modern university reforms is towards “how people learn,” following a learner-centered approach in which the learner is the main actor of the teaching-learning process. As a consequence, one of the key indicators of the teaching-learning process is the measurement of learner satisfaction within the classroom. Learner satisfaction has traditionally been measured using survey responses to a standard learning survey. However, more scientific analysis should be performed to assess adequately not only learner satisfaction but also the main dimensions that have a positive impact on learner satisfaction. The purpose of this paper is to define a structural and measurement model in which causal relationships among these different dimensions are adequately established. The methodology is based on a multivariate regression model (Structural Equation Models) to establish scientifically a structural model for learner satisfaction within a classroom, measuring its validity and reliability. The proposed approach has been applied to model learner satisfaction in an electronic instrumentation course at the University of Seville, Spain. The results and implications of this study will contribute to improve student satisfaction with respect to the dimensions considere

The impact of blended learning in improving the reaction, achievement and return on investment of industrial automation training

There has been a significant increase in the level of remote or distance learning using the Internet, often referred to as e-learning or online education. E-learning is often combined with classroom instruction and on-the-job training and this is referred to as blended learning. The purpose of this research is to investigate the impact blended learning has in improving engineering training in the engineering field of industrial automation. This is especially in improving the reaction, achievement and return on investment of learners compared to that of only the traditional classroom or e-learning approaches. One of the gaps in current research is the examination of the impact of blended learning in improving engineering training. The research revealed significant growth in the use of e-learning for engineers and technicians. There would however appear to be a large number of engineers and technicians who were disappointed with their experiences of e-learning. Significant concerns were also identified in the efficacy of e-learning and the lack of hands-on experience in this form of training for engineers and technicians. Suggestions are made as a result of the research into addressing these issues

Improving Management of Obstetrical Emergencies: Using Simulation-Based Training

The aim of this Executive Leadership Doctorate in Nursing Practice project was to assess the effectiveness of simulation-based training as a strategy to ensure patient safety and quality care by improving the knowledge and confidence of obstetric nursing staff. Collateral goals included the development of a simulation-based interactive training program to improve staff response to obstetric emergencies and the establishment of an Interprofessional Simulation Training Center. The use of simulation-based training is widely accepted ans used in healthcare education. Several benefits of simulation-based training include a learner-centered approach, safe acquisition of technical skills training and development of effective communication skills. Simulation-based training provides healthcare professionals the opportunity to be involved in simulated patient care scenarios without causing harm to actual patients. The labor and delivery unit is one of the vital areas in the hospital where the management of obstetric emergencies of laboring women, neonates, and postpartum mothers is critical and requires expert skills sets. the increasing number of harm events occurring in obstetrics warranted action. With this need identified, the decision was made to implement a simulation-based training program to improve participants\u27 knowledge and confidence in their ability to intervene and manage obstetric emergencies. Project feedback from all participants i the simulation-based training program revealed a favorable climate for division-wide implementation

Review of the factors influencing the satisfaction of learning in online courses at Marshall University

The purpose of this study is to determine what factors influence online course satisfaction. Additionally, the study investigates differences in demographics between traditional student populations and those students attracted to online courses. Research questions were defined for investigating relationship between student satisfaction in the online course with the of the amount of learner interaction and feedback, the reason students enrolled in the course, faculty expertise in online technologies, the course pace, the combination of instructional strategies used in the course, and the students prior experience with the online course product. Additionally, course retention data was calculated as a secondary satisfaction indicator. To achieve this purpose, the Flashlight Current Student Inventory and Flashlight Gap Analysis surveys were utilized in the study. Standard research methodology was used to collect, analyze, and report on the data. The research population for this study was 1129 Marshall University students enrolled in 50 online courses during the fall 1999 term. The responses indicate that students enrolled in online courses are more likely to be older than traditional students, and have a higher percentage of females. Overall, student satisfaction with online courses was medium to high. The data implies the student satisfaction is influenced by the amount and type of learner interaction and feedback, the reason why a student takes a course, faculty technical expertise, the pace of the course, and the type of instructional strategies employed in the course. The data did not support the notion that a student\u27s expertise in the online course delivery product called WebCT influenced student satisfaction. The retention rates for online courses exceeded the traditional course rate

E-Learning Adoption: Designing a Network-Based Educational and Methodological Course on "Humans and Their Health"

This study aims to explore the factors influencing the adoption of e-learning platforms in biology education and examine the impact of online learning on students’ performance. This study investigates the relationships between perceived usefulness, perceived ease of use, attitude toward e-learning, flexibility, content quality, and students’ behavioral intention to adopt e-learning activities. A mixed-methods approach was employed consisting of two phases: a questionnaire survey with structural equation modeling (SEM) to analyze data and an experiment with an independent sample t-test to assess the impact of online learning on student performance. Findings disclosed that perceived usefulness, perceived ease of use, attitude toward e-learning, flexibility, and content quality positively impacted students’ behavioral intention to adopt e-learning and their performance. This study contributes to the theoretical understanding of the factors influencing e-learning adoption in biology education. Practical recommendations are provided for educators, instructional designers, and policymakers to facilitate the implementation of e-learning platforms in biology education. These recommendations include promoting the perceived usefulness and ease of use of e-learning platforms, fostering a positive attitude toward e-learning, enhancing flexibility, ensuring high-quality content, providing training and support for educators, and considering the needs of students with disabilities. Doi: 10.28991/ESJ-2023-07-06-014 Full Text: PD

Addressing service quality issues in higher education: the educational environment evaluation from the students' perspective

Concern about the quality of higher education is on the rise in Europe. To provide quality enhancement of the educational environment higher education institutions should create and implement a strategy for their higher school improvement - a long-term action plan aimed at achieving organisational goals, which includes a) the management of the organisational units as interconnected and interdependent entities; b) the engagement of students in quality assurance activities as enthusiastic and responsible academic community members. This paper discusses the importance of using regular educational environment evaluation, which involves students' indirect participation in decision-making, as one of the most essential quality assurance activities associated with higher school improvement. It also emphasizes the significance of measuring student satisfaction in education, student satisfaction and student motivation being the result of student interactions with the educational environment in the form of students' perceptions of the educational services

English for Specific Programs (ESP), With and Without Computer-Assisted Language Learning (CALL), for Taiwanese College Students

Computer-assisted Language Learning (CALL) has become a trend for languages learners studying in schools and home. CALL enables English language learners to learn in flexible time and places, to study using the technology in the digital environment. English for Specific Purposes (ESP) learners, some ESP learners in Taiwan need to study particular English areas, so CALL can assist in improving ability. However, when ESP learners learn, CALL effectiveness can become a problem. The topic area was to explore the effectiveness of CALL approaches for different types of ESP programs, with applications in Taiwan in order to understand the effectiveness of CALL programs. In addition, other factors, such as learners\u27 characteristics, socio-cultural and national individuality of primary language, instructor characteristics, instructional design uniqueness and environment for learning were also explored. This research study used a quantitative, causal-comparative (exploratory) and correlational (explanatory) design. The correlational design tested hypotheses about the explanatory relationship among background demographic characteristics, attitudinal characteristics, instructional learning environment, and ESP course satisfaction for Taiwanese college students participating in ESP programs with CALL, and ESP programs without CALL. Three surveys of attitude/motivation test battery (AMTB), constructivist learning environment survey (CLES), course interaction, structure, and support (CISS) were used in the research. The accessible population was 236 participants, resulting in a response rate of 92.37%. The participants were college students in two colleges in Taiwan. According to this study, students\u27 relationship of student background demographic characteristics, attitudinal characteristics, instructional learning environment, and student satisfaction in the ESP with and without CALL had significant difference. The study provided evidence that Taiwanese students still prefer learning English without CALL programs and a recommendation for future study

The Effects of Self-leadership on the Job Satisfaction and Job Performance of Online Instructors

AbstractHall, John R. Ed. D. The University of Memphis. July 2019. The Effects of Self-leadership on the Job Satisfaction and Job Performance of Online Instructors. Major Professor: Dr. Wendy Griswold.Innovations in technology and media have led to changes in the way that higher education is experienced. Today, the convenience, accessibility and flexibility of online learning are embraced by students across the globe. In response to these progressive advancements along with increasing competition for enrollment growth and budgetary concerns, many college and university leaders are framing online education as key element of their strategies for the future. Rising demands for online programming and the rapid evolution of media for education has prompted decision makers to evaluate the similarities and differences between the traditional face-to-face classroom and online learning environments and establish adequate training and development initiatives for faculty members who facilitate online courses. Some instructors embrace online instruction while others resist change or struggle to adapt from familiar methods to online delivery. Like many online students, online instructors fulfill their role in the educational process by often working autonomously and independently. The self-directed behaviors of online instructors play an important role in determining the job performance and the job satisfaction of this employee group. Hierarchical linear regression was used in this study to determine the extent to which self-leadership behaviors and practices predict the job performance and job satisfaction of online instructors in higher education. It was hypothesized that online instructors that practice self-leadership behaviors are more satisfied with their job and perform better on the job than those who do not engage in such behaviors. While controlling for specific demographic factors, self-leadership and its three dimensions were the independent variables while job performance and job satisfaction were the dependent variables. The study focused on online instructors at eleven U.S. colleges and universities. The research identified how each of three dimensions of self-leadership - behavior-focused strategies, natural reward strategies, and constructive thought pattern strategies - affects the job performance and job satisfaction of online instructors. The results of this study will aid in the design and modification of training and development programs for these higher education employees

Examination Of An Online College Mathematics Course: Correlation Between Learning Styles And Student Achievement

The purpose of this study was to determine if there was a significant relationship between learning styles and student learning outcomes in an online college mathematics course. Specifically, the study was guided by two research questions focused on (a) the extent to which learning styles had a predictive relationship with student achievement in an online college mathematics course and (b) the extent to which various learning styles among mathematics students in online versus face-to-face courses predicted mathematics achievement. The population for this study consisted of the 779 college mathematics and algebra (CMA) students who were enrolled in a private multimedia university located in the southeast. A total of 501 students were enrolled in the online class, i.e., the experimental group, and 278 students enrolled in the face-to-face class comprised the control group. All students completed (a) an initial assessment to control for current mathematics knowledge, (b) the online Grasha-Reichmann Student Learning Styles Scales (GRSLSS) Inventory, and (c) 20 questions selected from the NAEP Question Tool database. Hierarchical linear regressions were used to address both research questions. A series of ANCOVA tests were run to examine the presence of any relationships between a given demographic and course modality when describing differences between student test scores while controlling for prior academic performance. The results indicated that predominant learning style had no apparent influence on mathematics achievement. The results also indicated that predominant learning style had no apparent influence on iv mathematics achievement for online students. When examining demographics alone without respect to modality, there was no significance in course performance between students in various ethnicity, gender, or age group