The Sloan Consortium

Moore, Janet C.; Bourne, J.R.; Mayadas, A. Frank

doi:10.4018/978-1-59140-555-9.ch245

Cited by 64 publications

(26 citation statements)

References 14 publications

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“…The five elements in the Sloan quality framework for effective online education are student satisfaction, learning effectiveness, faculty satisfaction, student access, and institutional cost-effectiveness [ 6 ]. Furthermore, the root causes of online learning success are motive and leadership, focus on the program, faculty support, students (satisfaction, services, outcome), and growth in student enrolment [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

2020

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Background The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. Methods One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. Results 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). Conclusions WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.

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Section: Introductionmentioning

confidence: 99%

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

2020

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“…In such perspective, accessibility deals with providing the right information to the right people when they need it and in forms they can understand (cf. Inglis 2005; Moore 2005; Chua & Lam 2007; Pat Brogan 2008). It needs to be mentioned that, in a narrow spectrum, mostly in virtual institutions, accessibility refers to learning resources being accessible to all students, regardless of physical, technological, or other usage limitations.…”

Section: Technological Factormentioning

confidence: 99%

“…Similarly, institutions seek to satisfactorily function within a limited timeframe, budgetary constraints, and logistical boundaries. This can help institutions to forecast their costs as well as to identify benefits in a systematic manner (Phipps & Merisotis 2000; Moore 2005).…”

Section: Evaluation Factormentioning

confidence: 99%

“…Acknowledging students' feedback and perceptions regarding their learning experiences can be an effective way for institutions' ongoing improvement (cf. Phipps & Merisotis 2000; Zhao 2003; Moore 2005). Similarly, this sub‐factor concerns students' standpoints and satisfaction 4 with regard to their educational experiences.…”

Section: Evaluation Factormentioning

confidence: 99%

“…Teachers' satisfaction and motivation are seen as important success indicators and can thus influence the quality of e‐learning (cf. Zhao 2003; Moore 2005; Marshall 2006).…”

Section: Evaluation Factormentioning

confidence: 99%

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Quality in e‐learning: a framework for promoting and assuring quality in virtual institutions

Masoumi

Lindström

2011

Computer Assisted Learning

104

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With the growing demand for e-learning along with striving for excellence associated with globalization, there are worldwide calls for enhancing and assuring quality in e-learning, specifically in the context of the developing countries. Such calls for quality enhancement, accountability, added value, value for money, self-evaluation, and role players' satisfaction in higher education settings cannot go unheeded. Addressing the concerns regarding enhancing and assuring quality in e-learning, a comprehensive e-quality framework is developed by taking into account the pros and cons of the previous models, frameworks, and studies of e-quality. This e-quality framework offers a structured set of factors and benchmarks as a tool for practical quality work with e-learning in virtual institutions.

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Educational Media and Technology Yearbook

Orey¹,

Branch²

2009

Educational Media and Technology Yearbook

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In this chapter, we describe our research and development efforts relating to eliciting, representing, and analyzing how individuals and small groups conceptualize complex problems. The methods described herein have all been developed and are in various states of being validated. In addition, the methods we describe have been automated and most have been integrated in an online model-based set of tools called HIMATT (Highly Interactive Model-based Assessment Tools and Technologies; available for research purposes at http://himatt.ezw.uni-freiburg.de/cgi-bin/hrun/himatt.pl and soon to be available on a server at Florida State University). HIMATT continues to expand in terms of the tools and technologies included. Our methods and tools represent an approach to learning and instruction that is now embedded in many of the graduate courses at Florida State University and also at the University of Freiburg. We call our approach model-based because it integrates representations of mental models and internal cognitive processes with tools that are used to (a) assess progress of learning, and (b) provide the basis for informative and reflective feedback during instruction.

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The Sloan Consortium

Cited by 64 publications

References 14 publications

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

Quality in e‐learning: a framework for promoting and assuring quality in virtual institutions

Educational Media and Technology Yearbook

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