University league tables are used by prospective students as one measure of course and university quality. One important component of the league table ranking is a measure of student satisfaction. Overall student satisfaction is influenced by many factors. However, the factors that influence reported student satisfaction for one module are likely indicators of factors important to overall student satisfaction. This paper presents reported students’ satisfaction of one module as assessed using a number of instruments, including ASSIST, LSQ, ETLQ and AEQ developed by the Centre for Research on Learning and Instruction at the University of Edinburgh. We find a link between students’ approach to learning, conceptions of learning and the perception of assessment. Students’ approach to learning relates to expectations formed during their formative time at University; including their experience of learning context, strategies and outcomes. The learning experience of a student is determined by the student’s approach to learning. Therefore to ensure that the reported level of satisfaction remains high the introduction of change needs to be considered to ensure constructive alignment which is most likely to provide the students with what they perceive to be a coherent learning experience.
|Keywords:||Student Satisfaction, Conceptions of Learning, Approaches to Learning, Constructive Alignment|
Lecturer, Department of Economics, University of Surrey, Guildford, Surrey, UK
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