Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities

Ruohoniemi, Mirja; Forni, Monica; Mikkonen, Johanna; Parpala, Anna

doi:10.1080/13538322.2017.1407401

Cited by 24 publications

(34 citation statements)

References 36 publications

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“…The institutions have become more aware of what constitutes quality teaching and learning [61,62,66]. Moreover, there has been interest in the content of each scale measuring academic quality and, therefore, the focus has been on item level as well [67]. The items provide concrete ideas for enhancing quality.…”

Section: Plos Onementioning

confidence: 99%

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

et al. 2020

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Unlike the studies of freshmen entrants, the learning experiences of community college transfer (CCT) students in the receiving university is a topic that has only started to gain attention in recent decades. Little is known about the differences between CCT and freshmen entrants with regard to their study workload stress and its relationship with their perceptions of the teaching and learning environment, approaches to learning, self-efficacy and generic skills. The purpose of our study was to address this gap. This was a cross-sectional survey study conducted from April 2018 to November 2018 in a university in Hong Kong. The HowULearn questionnaire was adapted to local usage and validated for data collection. In total, 841 CCT students and 978 freshmen entrants completed the survey. The respondents were aged between 19 and 52 years (mean = 21.6, SD = 1.92), and 66.0% were women. The HowULearn questionnaire was determined by factor analyses to have eight factors. The reliabilities of the eight factors were found to be acceptable (Cronbach alphas = 0.709-0.918). The CCT students scored significantly higher than the freshmen entrants for perceived study workload stress and surface approaches to learning, but lower on teaching for understanding & encouraging learning, peer support, and self-efficacy beliefs. The surface approach to learning, deep & organized studying, alignment & constructive feedback, and generic skills were found to be predictors of study workload stress in both groups of students, and in the overall student data. This study has shown that CCT students and freshmen entrants differed with regard to their study workload stress and learning experiences. Our findings provide a message, both for educators in higher education and policy makers in the government-there is not a one-size-fits-all approach to different student populations when it comes to enhancing their learning experiences.

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Section: Plos Onementioning

confidence: 99%

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

et al. 2020

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“…Many of the challenges students face at the beginning of their studies are similar to those in other veterinary faculties (Laakkonen and Nevgi, 2014; but there are differences in students' approaches to learning compared to other universities (Laakkonen and Nevgi, 2017;Ruohoniemi et al, 2017). Compared to students at the University of Bologna, for example, Finnish students scored significantly lower in the deep approach to learning, organized studying, and constructive feedback (Ruohoniemi et al, 2017). This clearly relates to the themes of this study, such as communication and understanding of anatomical entities.…”

Section: Aim Of the Studymentioning

confidence: 99%

“…The second‐year students study genetics, microbiology, pathology, and parasitology before ending the term with the topographical anatomy course. Many of the challenges students face at the beginning of their studies are similar to those in other veterinary faculties (Laakkonen and Nevgi, ; , ) but there are differences in students’ approaches to learning compared to other universities (Laakkonen and Nevgi, ; Ruohoniemi et al, ). Compared to students at the University of Bologna, for example, Finnish students scored significantly lower in the deep approach to learning, organized studying, and constructive feedback (Ruohoniemi et al, ).…”

Section: Introductionmentioning

confidence: 99%

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Laakkonen

Muukkonen

2018

Anatomical Sciences Ed

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Collaborative learning has been used in anatomy courses to support students' learning of challenging topics but the success of group work depends significantly on the students' ability to communicate in a professional manner. Veterinary students' experiences with tasks related to collaborative learning and professional conduct were studied by comparing learning collaborative competences and pedagogy, as well as perceived positive and challenging aspects, in two gross anatomy courses. Both qualitative and quantitative data were collected from students' experiences of course assignments and collaboration, as well as from self-evaluated collaboration competence development. Trying things out oneself, practical application and professional conduct were positively highlighted particularly in the first-year course (myology and arthrology) group work and learning from others more in the second year (topographical anatomy). Various group work challenges, often relating to practical matters or communication, were the key concerns for students. The main difference between the two courses in learning of collaborative knowledge work competencies appeared to relate to the nature of the group work assignment. The topography course included the element of collaboration in preparing a presentation and teaching session for the rest of the class. Interestingly, students on the myology and arthrology course gave more positive comments on professional conduct than the students on the topography course despite the fact that the latter course included more practical elements relating to their future profession.

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“…At the institutional level, it can be used for quality enhancement [1]. The online software program of the HowULearn questionnaire was developed in 2012, although the questionnaire had already been used in 2006 in the Faculty of Veterinary Medicine [2]. Several studies have been published concerning the results of the HowULearn questionnaire and its preceding versions (Table 1).…”

Section: Introductionmentioning

confidence: 99%

“…Based on this information, the ETLQ used in other studies is marked with *. **In [2] HowULearn was first mentioned with that name, but referred to as the same method used in earlier studies, marked with **.…”

Section: Introductionmentioning

confidence: 99%

Howulearn and Oodikone as Tools for Enhancing Learning and Progress in Academic Studies

Kymäläinen¹,

Luukkainen

Södervik³

2019

EDULEARN Proceedings

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New tools for examining and enhancing learning and progress in academic studies as well as for the quality management of teaching have been developed at the University of Helsinki, Finland. HowULearn is a digital, web-based reflection and feedback questionnaire that gives information on the studies of students and teaching in different sciences, Faculties and degree programmes. Students are encouraged to reflect on the results, and the programme's steering group utilizes the information in developing the programme and its teaching. The Oodikone [Oodi machine] tool collects and analyses data from students and student groups, as well as studies and courses, and the knowledge gained can then be utilized by the steering groups, as well as by PSP (personal study plan) councellors. In this presentation the HowULearn questionnaire and Oodikone will be presented, along with examples of the HowULearn data from a BSc degree in Agricultural Sciences. According to the preliminary results of the HowULearn questionnaire, the first-year students' approach to learning was mainly a deep-oriented, deep approach to learning. An organized study orientation correlated positively with self-efficacy beliefs, while a surface approach correlated negatively with self-efficacy. In addition, students' opinions related to the constructiveness of feedback received during the first study year correlated with their study success. A deep approach to learning and an organized study orientation also correlated positively with study-related exhaustion. Female students reported significantly higher study-related exhaustion and interest in their studies compared with male students. Based on the Oodikone data, four fictitious types of study progress (credit accumulation) were indicated. The data also shows that students can be rewarded and offered help, and single courses and bottlenecks in the degree programme can be improved. Shared faculty-level rules can support a degree programme and its steering group.

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Enhancing quality with a research-based student feedback instrument: a comparison of veterinary students’ learning experiences in two culturally different European universities

Cited by 24 publications

References 36 publications

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

Differences in study workload stress and its associated factors between transfer students and freshmen entrants in an Asian higher education context

Fostering Students’ Collaborative Learning Competencies and Professional Conduct in the Context of Two Gross Anatomy Courses in Veterinary Medicine

Howulearn and Oodikone as Tools for Enhancing Learning and Progress in Academic Studies

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