NDLI logo
  • Content
  • Similar Resources
  • Metadata
  • Cite This
  • Log-in
  • Fullscreen
Log-in
Do not have an account? Register Now
Forgot your password? Account recovery
  1. Educational Technology Research and Development
  2. Educational Technology Research and Development : Volume 57
  3. Educational Technology Research and Development : Volume 57, Issue 5, October 2009
  4. College student perceptions of teaching and learning quality
Loading...

Please wait, while we are loading the content...

Educational Technology Research and Development : Volume 65
Educational Technology Research and Development : Volume 64
Educational Technology Research and Development : Volume 63
Educational Technology Research and Development : Volume 62
Educational Technology Research and Development : Volume 61
Educational Technology Research and Development : Volume 60
Educational Technology Research and Development : Volume 59
Educational Technology Research and Development : Volume 58
Educational Technology Research and Development : Volume 57
Educational Technology Research and Development : Volume 57, Issue 6, December 2009
Educational Technology Research and Development : Volume 57, Issue 5, October 2009
Social conversation and effective discussion in online group learning
Towards an idea-centered, principle-based design approach to support learning as knowledge creation
A feedback learning and mental models perspective on strategic decision making
The critical, relational practice of instructional design in higher education: an emerging model of change agency
Item validation of online postsecondary courses: rating the proximity between similarity and dissimilarity among item pairs (Validation study series I: multidimensional scaling)
Interactive learning through web-mediated peer review of student science reports
College student perceptions of teaching and learning quality
Educational Technology Research and Development : Volume 57, Issue 4, August 2009
Educational Technology Research and Development : Volume 57, Issue 3, June 2009
Educational Technology Research and Development : Volume 57, Issue 2, April 2009
Educational Technology Research and Development : Volume 57, Issue 1, February 2009
Educational Technology Research and Development : Volume 56
Educational Technology Research and Development : Volume 55
Educational Technology Research and Development : Volume 54
Educational Technology Research and Development : Volume 53
Educational Technology Research and Development : Volume 52
Educational Technology Research and Development : Volume 51
Educational Technology Research and Development : Volume 50
Educational Technology Research and Development : Volume 49
Educational Technology Research and Development : Volume 48
Educational Technology Research and Development : Volume 47
Educational Technology Research and Development : Volume 46
Educational Technology Research and Development : Volume 45

Similar Documents

...
Improving course evaluations to improve instruction and complex learning in higher education

Article

...
Effects of Chinese University Students’ Academic Achievement and Course Satisfaction on Their Ratings of Teachers’ Instruction

Article

...
Instructional Selection of Active Learning and Traditional Courses Increases Student Achievement in College Mathematics

Article

...
The Impact of Previous Online Course Experience RN Students' Perceptions of Quality

Article

...
Student Perceptions of How Technology Impacts the Quality of Instruction and Learning

Article

...
Identifying Consistent Variables in a Heterogeneous Data Set: Evaluation of a Web-Based Pre-Course in Mathematics

Article

...
Achievement and Satisfaction in Blended Learning versus Traditional General Health Course Designs

Article

...
Digital Assignments: The Importance of Pedagogical Context

Article

...
Quality Teaching and Learning as Practice within Different Disciplinary Discourses

Article

College student perceptions of teaching and learning quality

Content Provider SpringerLink
Author Frick, Theodore W. Chadha, Rajat Watson, Carol Wang, Ying Green, Pamela
Copyright Year 2007
Abstract 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.
Starting Page 705
Ending Page 720
Page Count 16
File Format PDF
ISSN 10421629
Journal Educational Technology Research and Development
Volume Number 57
Issue Number 5
e-ISSN 15566501
Language English
Publisher Springer US
Publisher Date 2007-12-11
Publisher Institution Association for Educational Communications & Technology
Publisher Place Boston
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Course evaluation Higher education Student ratings Student learning achievement Student satisfaction Academic learning time Student engagement Instructional quality Pattern analysis First principles of instruction Instructional theory Learning & Instruction Educational Technology
Content Type Text
Resource Type Article
Subject Education
  • About
  • Disclaimer
  • Feedback
  • Sponsor
  • Contact
  • Chat with Us
About National Digital Library of India (NDLI)
NDLI logo

National Digital Library of India (NDLI) is a virtual repository of learning resources which is not just a repository with search/browse facilities but provides a host of services for the learner community. It is sponsored and mentored by Ministry of Education, Government of India, through its National Mission on Education through Information and Communication Technology (NMEICT). Filtered and federated searching is employed to facilitate focused searching so that learners can find the right resource with least effort and in minimum time. NDLI provides user group-specific services such as Examination Preparatory for School and College students and job aspirants. Services for Researchers and general learners are also provided. NDLI is designed to hold content of any language and provides interface support for 10 most widely used Indian languages. It is built to provide support for all academic levels including researchers and life-long learners, all disciplines, all popular forms of access devices and differently-abled learners. It is designed to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. It is developed, operated and maintained from Indian Institute of Technology Kharagpur.

Learn more about this project from here.

Disclaimer

NDLI is a conglomeration of freely available or institutionally contributed or donated or publisher managed contents. Almost all these contents are hosted and accessed from respective sources. The responsibility for authenticity, relevance, completeness, accuracy, reliability and suitability of these contents rests with the respective organization and NDLI has no responsibility or liability for these. Every effort is made to keep the NDLI portal up and running smoothly unless there are some unavoidable technical issues.

Feedback

Sponsor

Ministry of Education, through its National Mission on Education through Information and Communication Technology (NMEICT), has sponsored and funded the National Digital Library of India (NDLI) project.

Contact National Digital Library of India
Central Library (ISO-9001:2015 Certified)
Indian Institute of Technology Kharagpur
Kharagpur, West Bengal, India | PIN - 721302
See location in the Map
03222 282435
Mail: support@ndl.gov.in
Sl. Authority Responsibilities Communication Details
1 Ministry of Education (GoI),
Department of Higher Education
Sanctioning Authority https://www.education.gov.in/ict-initiatives
2 Indian Institute of Technology Kharagpur Host Institute of the Project: The host institute of the project is responsible for providing infrastructure support and hosting the project https://www.iitkgp.ac.in
3 National Digital Library of India Office, Indian Institute of Technology Kharagpur The administrative and infrastructural headquarters of the project Dr. B. Sutradhar  bsutra@ndl.gov.in
4 Project PI / Joint PI Principal Investigator and Joint Principal Investigators of the project Dr. B. Sutradhar  bsutra@ndl.gov.in
Prof. Saswat Chakrabarti  will be added soon
5 Website/Portal (Helpdesk) Queries regarding NDLI and its services support@ndl.gov.in
6 Contents and Copyright Issues Queries related to content curation and copyright issues content@ndl.gov.in
7 National Digital Library of India Club (NDLI Club) Queries related to NDLI Club formation, support, user awareness program, seminar/symposium, collaboration, social media, promotion, and outreach clubsupport@ndl.gov.in
8 Digital Preservation Centre (DPC) Assistance with digitizing and archiving copyright-free printed books dpc@ndl.gov.in
9 IDR Setup or Support Queries related to establishment and support of Institutional Digital Repository (IDR) and IDR workshops idr@ndl.gov.in
I will try my best to help you...
Cite this Content
Loading...