A Study for Instrument Development of Course Evaluation in the University Based Upon the Theory of Instructional Design

Lee, Sung Heum

doi:10.17232/kset.17.1.81

Cited by 6 publications

(5 citation statements)

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“…A higher score indicates higher class satisfaction. Cronbach's α in Lee [32] was 0.84, and in this study was 0.94, indicating high reliability.…”

Section: Methodssupporting

confidence: 45%

“…Class satisfaction was measured using a modified instrument based on that developed by Lee [32]. The scale comprises 3 items and each item is rated on a 5-point Likert scale from 1 ("not satisfied") to 5 ("extremely satisfied").…”

Section: Methodsmentioning

confidence: 99%

“…Course evaluation is necessary to evaluate the curriculum and to provide educators with feedback necessary to improve the efficiency of teaching and learning [31]. Course evaluation is a complex activity that can evaluate various dimensions in this study; class satisfaction was measured using the overall evaluation among the dimensions established by Lee [32]. Class satisfaction consisted of the following three questions: "I am generally satisfied with this class", "I will recommend this class to other students", and "I have increased interest in the relevant academic field through this course".…”

Section: Flipped Leaning and Class Satisfactionmentioning

confidence: 99%

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The Effects of Flipped Learning Approaches in Anatomy Class

Hwang

2021

Sustainability

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Pedagogical innovations applying flipped learning models are being applied in nursing education. The aim of this study was to verify the effects of the flipped learning approach in an anatomy class among undergraduate nursing students. This was a non-randomized controlled study. Of 154 nursing students enrolled in an anatomy class in South Korea, 79 were in the lecture-based group and 75 were in the flipped learning group. Data were collected using structured questionnaires. Problem solving ability and self-leadership improved significantly in the flipped learning group after the intervention but decreased in the lecture-based group. There was no difference in critical thinking between the flipped learning and control groups. The participants in the flipped learning group were more satisfied with the class than those in the lecture-based group. Flipped learning facilitates interactive activities that support the needs of advanced learners and provide more opportunities to develop problem-solving abilities and self-leadership.

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“…A higher score indicates higher class satisfaction. Cronbach's α in Lee [32] was 0.84, and in this study was 0.94, indicating high reliability.…”

Section: Methodssupporting

confidence: 45%

Section: Methodsmentioning

confidence: 99%

Section: Flipped Leaning and Class Satisfactionmentioning

confidence: 99%

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The Effects of Flipped Learning Approaches in Anatomy Class

Hwang

2021

Sustainability

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“…The scope of evaluation also differs from school to school, and includes syllabus, lecture content, communication, response, assignments, and evaluation systems including the evaluators. Course evaluation can be said to be the act of mediating the effectiveness of university courses based on a set of guidelines for the entire teaching-learning process from the viewpoint of the consumer from the student (Lee, 2001, Pavlov & Pohrebniuk, 2020.…”

Section: University Course Evaluationmentioning

confidence: 99%

The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

Kim¹

2023

JCT

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This study was conducted with the purpose of deriving a heterogeneous potential profile through the results of university lecture evaluation, which is students' perception of class and the product of professor-student interaction in the classroom, and identified the factors that affect it. In addition, the degree of learning flow for each potential profile was investigated and the difference was verified. For the analysis, 83,069 cases were used because of the university A course evaluation organized in the second semester of 2020, and a total of 12,919 subjects were studied. As a result of analyzing the aspects of course evaluation through class plan, content delivery, communication, response, and evaluation system, that were the sub-factors of course evaluation, the miscellaneous material profiles were classified in four. It was named as the upper group. As factors determining the latent profile using physiological data analysis. It was discovered that significant differences existed between student features (grade, major field), professor features (position), and lecture variables (category of accomplishment, lecture size). Students with lesser grades have a greater chance of succeeding quickly in the top group than do those in the humanities and social sciences, science, or engineering professions. The likelihood of being in the upper group in a course assessment as well as the likelihood of being in the upper group with higher course evaluation outcomes for general education lectures as opposed to major lectures and smaller lecture sizes increases with decreasing professor status. The level of academic obligation was then examined by potential profile based on the course evaluation outline, and the results revealed that the greater the course evaluation result, the greater the level of educational obligation. This is a significant study because it examines the variables that affect the outcomes of the university's course evaluations, which are done at the end of every semester, as well as the relationship between the outcomes of the course evaluations and academic commitment. This study established a scientific basis for colleges to prepare measures to improve the quality of education through lecture evaluation and emphasized the importance of preparing concrete measures to improve students' learning outcomes in college education.

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“…The scope of the evaluations includes the lecture plan, lecture content, communication, feedback, and evaluations systems, such as assignments and evaluators. In other words, lecture evaluations can be defined as acts of judging the effect of college classes by using a set standard for the entire process of teaching-learning activities from the perspective of a student as a consumer [27].…”

Section: Theoretical Background 21 University Lecture Evaluationmentioning

confidence: 99%

A Latent Profile Analysis of University Course Evaluations

Kim¹

2021

JARR

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In this study, we derive the latent profile according to the course-evaluation pattern of college students and analyze the factors that influence the classification of the latent profile. Also, we examined the difference in the level of academic commitment by potential profile. For the analysis, we used 83,069 evaluations by 12,919 subjects from university A lecture evaluations conducted in the second semester of 2020. By analyzing the aspects of lecture evaluations using the class plan, content delivery, interaction, feedback, and evaluations system, which are the five sub-factors of lecture evaluation, we classified the miscellaneous material profiles into a total of four. As factors determining the latent profile, we found that student characteristics (grade, major field), professor's characteristics (position), and lecture characteristics (completion category, lecture size) had a significant effect. Specifically, the lower the student's grade, the higher the probability of quick success in the upper group rather than in those in the arts and sports field, the humanities, and social sciences, or science and engineering fields. The lower the teaching position, the higher the probability of belonging to the upper group in lecture evaluation, and the higher the probability of belonging to the higher group with higher lecture-evaluation results as the liberal-arts lectures rather than major lectures and the smaller lecture size. Finally, examining the level of academic commitment by potential profile according to the course-evaluation pattern showed that the higher was the result of the lecture evaluation, the higher was the level of academic commitment. This study is meaningful in that we analyze the factors that influence the university's lecture evaluations held every semester, and comprehensively analyze the relationship between the lecture evaluation results and academic commitment.

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A Study for Instrument Development of Course Evaluation in the University Based Upon the Theory of Instructional Design

Cited by 6 publications

References 0 publications

The Effects of Flipped Learning Approaches in Anatomy Class

The Effects of Flipped Learning Approaches in Anatomy Class

The Relationship between Course Evaluation and Academic Achievement of University Students Using Latent Profile Analysis

A Latent Profile Analysis of University Course Evaluations

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