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Importance-satisfaction model for quality improvement: the case of higher education

Silva, Fátima H.; Fernandes, Paula O.
Fonte: Khalid S. Soliman Publicador: Khalid S. Soliman
Tipo: Conferência ou Objeto de Conferência
ENG
Relevância na Pesquisa
75.83%
Students are the reason of being of Higher Education Institutions. Times have changed, so their future depends on their capacity to attract and retain students. In this context, it is crucial determining the importance that students place on the product or service attributes that drive their satisfaction with service providers is an essential part of a Higher Education Institutions resource allocation process. An uncomfortable issue is whether importance measures should come directly from students or be derived statistically and, if so, how. This study attempts to determine the key quality factors influencing student’s satisfaction in Higher School of Technology and Management of Bragança (ESTiG), Bragança Polytechnic Institute (IPB) through knowledge of the importance and satisfaction level assigned to each of the factors identified by students. Applying a factor analysis, this study identifies nine quality factors. The research method has an advantage in that it not only identifies the quality factors, but also measures the service quality items of the ESTiG. So, the survey results of this case study demonstrate in general students are satisfied with the service that offers them ESTiG, under to the Importance-Satisfaction Model.

A qualidade de serviços de ensino superior: o caso de uma instituição de ensino público; Service quality in higher education: the case study of a public higher education institution

Almeida, Luciana Massaro Onusic de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 30/06/2009 PT
Relevância na Pesquisa
85.8%
O ensino superior no Brasil tem criado uma oferta crescente de vagas anualmente. Esta expansão do ensino ocorre não somente nas instituições privadas como também nas instituições públicas. Por essa razão, a qualidade destes cursos deve ser mantida para garantir a formação de profissionais aptos ao mercado de trabalho como também a sua lealdade ao respectivo curso. Este trabalho tem como objetivo, identificar, através de um estudo de caso, que fatores colaboram para o aluno ser leal ao curso escolhido em uma instituição de ensino superior pública, neste estudo na FEA/USP. Os alunos que participaram da pesquisa são os que iniciaram os cursos de Administração, Ciências Contábeis, Ciências Atuariais e Economia em 2007. Para a realização deste trabalho alguns passos foram seguidos: levantamento do referencial teórico dos assuntos pertinentes ao tema, escolha e construção de um modelo utilizado na pesquisa, uma pesquisa qualitativa com alunos que desistiram do curso escolhido, pesquisa quantitativa estruturada com os alunos da FEA/USP e aplicação de técnicas quantitativas para tratamento e análise dos resultados. O modelo escolhido para responder a questão-problema foi o proposto por Bloemer (1998) e aplicado anteriormente para instituições financeiras. Neste estudo o modelo foi aplicado em uma instituição de ensino superior com os constructos qualidade...

Aprendizagem em ações educacionais a distância: fatores influentes no desempenho acadêmico de universitários; Learning in distance education: factors that influence students academic performance.

Martins, Lara Barros
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 13/08/2012 PT
Relevância na Pesquisa
65.76%
Os atuais contextos educacionais a distância ou híbridos, assentados na internet, introduzem novas formas de estudar e aprender, suscitando questões que precisam ser discutidas acerca da qualidade e efetividade da Educação a Distância (EAD). A presente pesquisa objetivou propor e testar um modelo de avaliação de ações educacionais a distância, visando identificar variáveis preditoras de aprendizagem relacionadas às características da clientela (estratégias de aprendizagem e frequência nos recursos da web) e às reações aos procedimentos instrucionais e ao tutor. A universidade parceira oferece desde 2008 cursos superiores em EAD, sendo as disciplinas semipresenciais Metodologia Científica e Economia, ofertadas a todos os graduandos da instituição. Foram aplicados virtual e presencialmente os questionários de Estratégias de aprendizagem, Reação aos procedimentos instrucionais e Reação ao desempenho do tutor, os quais, anteriormente à coleta de dados, sofreram modificações para se adequarem às especificidades dos contextos de ensino superior (validação semântica e/ou por juízes). Para constatar as evidências de validade dos instrumentos, foram realizadas análises exploratórias fatoriais (Principal Components e Principal Axis Factoring) e de consistência interna (Alfa de Cronbach). Todas as escalas são estatisticamente válidas e confiáveis. A análise de regressão múltipla padrão foi realizada para cumprir o objetivo de testagem do modelo...

Desempenho acadêmico e satisfação dos estudantes na modalidade EaD: um estudo comparativo entre concluintes dos cursos de Ciências Contábeis e Administração; Academic performance and student satisfaction in Distance Education (DE): a comparative study of Accounting and Business Administration graduates

Machado, Esmael Almeida
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/07/2014 PT
Relevância na Pesquisa
65.81%
Os modelos de Educação a Distância (EaD) agregam um elemento adicional ao processo de ensino-aprendizagem: a adoção das Tecnologias de Informação e Comunicação (TIC). Pesquisas têm explorado a sua presença em cursos EaD, porém com excessivo enfoque em fatores antecedentes e determinantes do seu uso, negligenciando os resultados dele decorrentes. A utilização das TIC é investigada nesta tese no que concerne à satisfação do estudante, tendo por certo que é indissociável da EaD, e como esse recurso implica no desempenho acadêmico, tomando por base o que exibe a literatura. Isto significa dizer que os resultados de aprendizagem decorrem do modelo de EaD e não de uma tecnologia específica, como sistemas de e-learning. Assim, foi conduzido um estudo ex post facto partindo de um recorte transversal com objetivo de compreender como a satisfação do estudante com a modalidade EaD está associada ao seu desempenho acadêmico. Foi adotada uma estratégia mixed methods, por meio de survey e archival, para que um banco de dados original fosse construído e empregado nos cálculos. Esta combinação foi analisada com enfoque quantitativo. Desse modo, a partir de uma extração especial dos microdados do ENADE 2012, fornecida pelo INEP...

Desempenho social corporativo em instituições de ensino superior: a  percepção dos gestores sobre os stakeholders; Corporate social performance in higher education institutions: the reception of manager about stakeholders

Langrafe, Taiguara de Freitas
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 24/04/2015 PT
Relevância na Pesquisa
75.67%
O presente trabalho teve como objeto de estudo o Desempenho Social Corporativo, em um setor e contexto específicos (Instituições de Ensino Superior no Brasil). Seu objetivo principal foi analisar a importância relativa dos stakeholders das Instituições de Ensino Superior (IES) para o Desempenho Social Corporativo, segundo a percepção dos Gestores das IES Brasileiras. Como objetivos secundários, identificou aspectos da Teoria dos Stakeholders segundo a percepção dos Gestores, como a Distribuição de Recursos e Geração de Valor, a Gestão para Stakeholders e a Saliência de Stakeholders, e analisou as percepções sobre os stakeholders de acordo com o perfil do respondente e o perfil da IES no qual o respondente atua como Gestor. Após a validação de um questionário do tipo survey por especialistas, o instrumento foi enviado por e-mail para 2.391 IES Brasileiras. Foram obtidas 88 respostas completas. Foi possível identificar diferenças na importância relativa dos stakeholders de acordo com os diferentes aspectos pesquisados - no geral, maior importância relativa para Corpo Docente, Corpo Discente e Corpo Técnico-Administrativo, e menor para Fornecedores. No que tange à satisfação dos stakeholders para com as IES...

Processo de ajustamento de estudantes angolanos ao contexto do ensino superior; Academic adjustment process in angolan college students

Elias, Ana Paula Tuavanje
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Tese de Doutorado
Publicado em 07/04/2014 POR
Relevância na Pesquisa
65.83%
Tese de doutoramento em Psicologia (ramo de conhecimento em Psicologia Vocacional); O ajustamento dos estudantes ao contexto do ensino superior tem mostrado ser um fenómeno com implicações relevantes no processo de ensino/aprendizagem. Cabe assim à Universidade considerar esta problemática e adotar critérios e desenvolver ações que facilitem a adaptação dos estudantes à nova condição académica. Esta investigação tem por objetivo contribuir para a compreensão dos processos de ajustamento ou adaptação académica dos alunos do ensino superior, a partir de uma perspetiva sociocognitiva da carreira (Lent, 2004; Lent, Taveira, Sheu & Syngley, 2009). Nesse sentido, procurou-se validar uma medida e um modelo estrutural de ajustamento académico no contexto do ensino superior angolano, bem como caraterizar o processo de ajustamento académico de alunos universitários angolanos e analisar diferenças individuais, em função de sexo, etnia, ano escolar, especialidade académica e instituição de ensino superior. A amostra global é constituída por 317 participantes, sendo 165 (49,7%) mulheres e 152 (45,8%) homens, com uma média de 170 (51,2%) residem em Luanda e pertencem maioritariamente à etnia Kimbundo (n = 74...

Academic and life satisfaction in Portuguese and Mozambican college students : a comparative study

Silva, Ana Daniela; Lobo, C. C.; Taveira, Maria do Céu; Bernardo, E.; Bucuto, M.
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em //2010 ENG
Relevância na Pesquisa
65.76%
Publicado em "ICERI2010 Proceedings, ISBN 978-84-614-2439-9"; The social-cognitive model of well-being [1] has become an important framework to study satisfaction and adjustment in specific life contexts and in overall life [1] [2]. Taking into consideration this integrative perspective, this paper aims to understand and compare the process of academic satisfaction in European and Mozambican Portuguese speaking college students, and to draw implications for psycho educational interventions and research in those contexts. We present and discuss the results of the assessment of self-efficacy, goal progress, environmental supports, academic adjustment, positive affect and overall life satisfaction dimensions (AAQ; Academic Adjustment Questionnaire [1]), conducted with 305 students attending one public university and one public polytechnic institute in Portugal, and with 465 students attending one public university in Mozambique. A first study of the instrument in Portugal with higher education students [3] revealed values of internal consistency for the seven scales ranging between 0,75 and 0,88 (M =0, 84, SD = 5,00). In this study, the range of internal consistency coefficients (Cronbach alpha) were between 0,52 and 0,78 (M =0,67, SD = 9...

Segmenting graduates consumers of higher education in tourism: An extension of the ECSI Model

Eurico, Sofia; Valle, Patrícia Oom do; Silva, João Albino; Marques, Catarina
Fonte: University of Algarve, CIEO – Research Centre for Spatial and Organizational Dynamics Publicador: University of Algarve, CIEO – Research Centre for Spatial and Organizational Dynamics
Tipo: Artigo de Revista Científica
Publicado em //2012 ENG
Relevância na Pesquisa
65.87%
This research explores the European Consumer Satisfaction Index model applied to higher education in tourism by accounting for unobserved heterogeneity. In particular, it intends to identify segments of Higher Education Institutions’ consumers based on the structural model estimates of the European Consumer Satisfaction Index, enlarged with the employability construct. A model-based segmentation approach in Partial Least Squares path modelling is used. The European Consumer Satisfaction Index was properly adjusted to the educational framework and has shown its effectiveness when assessing students’ satisfaction regarding the attended Higher Education Institution. Two distinctive, graduates’ segments were identified using a sample of 166 Higher Education Institutions’ consumers. Results confirm the assumption of heterogeneity as the relationships differ across segments and the need for Higher Education Institutions to differently target those segments in such a competitive context. These results may be used strategically by Higher Education Institutions and policy makers as segments of graduates are identified according to their perception of employability and the future influence of this on their satisfaction. Deepening the knowledge on their consumers...

What factors of satisfaction and motivation are affecting the development of the academic career in Portuguese higher education institutions?

Machado-Taylor,Maria de Lourdes; Soares,Virgílio Meira; Ferreira,José Brites; Gouveia,Odília Maria Rocha
Fonte: Fundação Getulio Vargas Publicador: Fundação Getulio Vargas
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/02/2011 EN
Relevância na Pesquisa
75.83%
An important constituent group and a key resource of higher education institutions (HEIs) is the faculty or academic staff. The centrality of the faculty role makes it a primary sculptor of institutional culture and has implications for the quality of the institution and therefore has a major role in achieving the objectives of the institution. Demand for academic staff in higher education has been increasing and may be expected to continue to increase. Moreover the performance of academic staff as teachers and researchers determines much of the student satisfaction and has an impact on student learning. There are many factors that serve to undermine the commitment of academics to their institutions and careers. Job satisfaction is important in revitalizing staff motivation and in keeping their enthusiasm alive. Well motivated academic staff can, with appropriate support, build a national and international reputation for themselves and the institution in the professional areas, in research and in publishing. This paper aims to identify the issues and their impacts on academic staff job satisfaction and motivation within Portuguese higher education institutions reporting an ongoing study financed by the European Union through the Portuguese Foundation for Science and Technology.

Gestão da satisfação e fidelidade do cliente: um estudo em uma instituição de ensino superior; Customer satisfaction and loyalty management: a study on a higher education institution

Freire, Alcy Alberto
Fonte: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Engenharia de Produção; Estratégia; Qualidade; Gestão Ambiental; Gestão da Produção e Operações Publicador: Universidade Federal do Rio Grande do Norte; BR; UFRN; Programa de Pós-Graduação em Engenharia de Produção; Estratégia; Qualidade; Gestão Ambiental; Gestão da Produção e Operações
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
65.8%
This Master of Science Thesis deals with the customer satisfaction and loyalty focusing on a private higher education institution in Belém city, Brazil. The literature review focuses on costumer satisfaction and loyalty concepts and theory, models of quality managing systems and methodologies of costumer satisfaction measurement. The research was a survey with a random stratified sample of 329 undergraduate students of Business Administration at the Faculdade do Pará , in the morning and the night periods. The data analysis was made through the descriptive statistics and multiple regression analysis. The main findings are that the model was satisfactory and the main factors affecting Satisfaction to the School were Best Professor Didatics (beta=0.297), Courses Contents (beta=0.280), Clerks Sympathy (beta=0.201), and Number of Students in Classroom (beta=0,187) with a adjusted R2 = 0,47. The main factors affecting School Loyalty with an adjusted R2 = 0,43 were School Image (beta=0.383), Affective Commitment (beta=0.255), and Satisfaction with Professors (beta=0,218). The findings suggest also that may be differences between the set of students and those that complain for something; Esta tese investiga os fatores que contribuem para a satisfação e fidelidade do cliente...

Satisfaction of Social and Legal Sciences teachers with the introduction of the European Higher Education Area

Ariza, Tania; Quevedo-Blasco, Ra??l; Buela-Casal, Gualberto
Fonte: Sociedad Espa??ola de Psicolog??a Jur??dica y Forense; Asociaci??n Iberoamericana de Justicia Terap??utica Publicador: Sociedad Espa??ola de Psicolog??a Jur??dica y Forense; Asociaci??n Iberoamericana de Justicia Terap??utica
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
65.78%
University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA). The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach??s alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.; El profesorado universitario conforma una de las figuras principales en el proceso de convergencia europea, pero se desconoce cu??l es su actitud hacia la reforma de los estudios universitarios en Espa??a. Por ello, el objetivo del presente estudio es evaluar la satisfacci??n del profesorado de la rama de Ciencias Sociales y Jur??dicas ante la implantaci??n del Espacio Europeo de Educaci??n Superior (EEES). La muestra estuvo compuesta por 3.068 profesores pertenecientes a universidades p??blicas espa??olas...

Empirical study on the student satisfaction in higher education: importance-satisfaction analysis

Silva, Fátima H.; Fernandes, Paula O.
Fonte: WASET Publicador: WASET
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
85.82%
The future of Higher Education Institutions (HEI) depend on their ability to attract and retain students, increase recognition and prestige. In order to respond to the 'customers' increasingly demanding, HEI need to identify the key factors that influence the satisfaction of a 'customers', thereby creating competitive advantages. These determinants of satisfaction are important elements that guide the strategy of an institution and allow the successful achievement of strategic plans, both teaching and administrative, to offer their ‘costumers’ services and products with higher quality. Following this way of thinking, the purpose of this study was to evaluate the satisfaction with the service quality of the School of Technology and Management of Bragança (ESTiG), of the Polytechnic Institute of Bragança, identifying, thus, the dimensions related to the quality of services that might influence students' satisfaction. The results showed that, in general, the students are satisfied with the performance of ESTiG.

A auto-eficacia docente no ensino superior; The self efficacy teaching in higher education

Marcia Santos da Rocha
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 16/02/2009 PT
Relevância na Pesquisa
85.78%
O presente estudo contemplou, como objetivo geral, investigar as crenças de auto-eficácia docente no ensino superior e, como objetivos específicos, identificar: a) as crenças de autoeficácia docente no ensino superior em termos de intencionalidade da ação docente e manejo de classe; b) as relações das crenças de auto-eficácia com as variáveis pessoais, da atividade docente e de contexto; c) as fontes de auto-eficácia docente no ensino superior; d) as relações das fontes de auto-eficácia com as variáveis pessoais, da atividade docente e de contexto; e) as relações entre as crenças de auto-eficácia e as fontes de auto-eficácia. Este estudo contou com uma amostra que corresponde a 457 docentes, sendo 57,3% do sexo feminino e 42,7% do sexo masculino, que atuam em diferentes instituições de ensino superior brasileiras, tanto públicas como privadas. Os dados foram coletados via web, fazendo-se uso de um questionário e duas escalas do tipo likert. A análise dos dados permitiram evidenciar que os docentes da amostra apresentam crenças de auto-eficácia no ensino com tendências altas , tanto na subescala de intencionalidade da ação docente , como na subescala de manejo de classe. Em termos de relações das crenças de auto-eficácia com as variáveis pessoais...

New Directions for the Portuguese Higher Education: Tendencies, Challenges and Opportunities in the Road of the Quality

Saraiva, Margarida; Reis, Elizabeth
Fonte: Center for Advanced Studies in Management Publicador: Center for Advanced Studies in Management
Tipo: Artigo de Revista Científica
ENG
Relevância na Pesquisa
75.78%
Developments achieved by the industry over the last decades, either in evaluation, assurance or even in the improvement of their product’s quality, the so called “Quality Management”, came as an essential reference to the definition of quality procedures to be applied in higher education. With the Bologna process, Portuguese higher education institutions will need to appeal to methods and instruments that allow them to evaluate and guarantee their teaching quality. If a higher education institution intends to implement TQM using the Deming’s guiding principles, will have to move forward to continuous quality improvement. Usually, the quality definition is connected to satisfaction of customer’s expectations. In higher education institutions, this association is not consistent because customer's identification generates a great diversity of opinions, this being one of the first obstacles that appear in TQM implementation. This research was based in an empiric study carried out in two higher education institutions - ISCTE and the University of Évora. The main objective was to find out if the Deming’s fourteen guiding principles and the Common Assessment Framework (CAF) could be applied to Portuguese higher education institutions. The results highlight a group of potential difficulties and benefits which can be the effect of the present organizational culture of these institutions. But the implementation benefits of TQM clearly overcome the difficulties that can appear: the improvement of customer's satisfaction and the image of the organization; the efficient management and use of resources and spaces; the employees involvement in the prosecution of organization targets; the information channels improvement and communication within the organization; the creation of a community spirit...

Service quality perceptions in higher education institutions: the case of a colombian university; Percepciones sobre la calidad del servicio en instituciones de educación superior: el caso de una universidad colombiana

Melchor, Madeline
Fonte: Universidad Icesi; Facultad de Ciencias Administrativas y Económicas Publicador: Universidad Icesi; Facultad de Ciencias Administrativas y Económicas
Tipo: article; Artículo Formato: PDF; p.23-29; Electrónico
ENG
Relevância na Pesquisa
75.74%
Recognizing that higher education institutions (HEI) are currently competing aggressively through competitive advantages and high service quality, the assessment of the service quality is essential to provide information on the effectiveness of educational plans and improvement programs. This article presents a study which tests the 5Q¿s model proposed by Zineldin (2007), and examines the service quality factors that most impact on student satisfaction. Factor analysis and regression analysis showed significant variables in explaining student satisfaction as: trust developed toward the university and the academic program, and the perception they have of assessment techniques as a challenge to improve intellectual growth; Reconociendo que las Instituciones de Educación Superior (IES) compiten a través de ventajas competitivas y alta calidad de los servicios, la evaluación de la calidad del servicio es indispensable para proveer información sobre la eficacia de los planes educativos y los programas de mejoramiento. Este artículo presenta un estudio soportado en el modelo 5Q’s propuesto por Zineldin (2007) para la medición de la calidad del servicio en las IES y explora los factores que más impactan en la satisfacción del estudiante. El análisis factorial y el análisis de regresión muestran cómo variables significativas en la explicación de la satisfacción del estudiante...

The predictors of success for e-learning in higher education institutions (HEIs) in N-W.F.P, Pakistan

Kundi,Ghulam Muhammad; Nawaz,Allah; Khan,Shadiullah
Fonte: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP Publicador: TECSI Laboratório de Tecnologia e Sistemas de Informação - FEA/USP
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2010 EN
Relevância na Pesquisa
75.71%
The interrelationships between different perceptions and attitudes of e-Learning users are widely researched, which reveals that whatever the perception and theory of a user about the Information and Communication Technologies (ICTs) and e-Learning environment are, the same is reflected in his/her attitude towards using educational technologies for teaching and learning. The objective of this study was to measure the relationships between the indicators (perceptions about ICTs, educational technologies, development and use of e-Learning) and the Criterion variables (problems, satisfaction and prospects) among e-Learning users in Higher Education Institutions (HEIs) of N-W.F.P, Pakistan. The study found the existence of strong relationships in terms of indicators explaining the dependent variables. However, the impact is different from one variable to another. 81% of Problems, 57% of Satisfaction and 23% of Prospects are explained by the Indicators. Problems are significantly explained by all four indicators, while Satisfaction has been predicted by three of the indicators (excluding Perceptions). The study found that only two indicators (Perceptions about ICTs and Educational technologies) predict the Prospects, while Development and Use do not. The surprising finding is that Prospects are not defined by the 'Existing Development and Use Practices'. Rather...

Internal structure of virtual communications in communities of inquiry in higher education: Phases, evolution and participants??? satisfaction

Guti??rrez-Santiuste, Elba; Gallego-Arrufat, Mar??a Jes??s
Fonte: British Educational Research Association (BERA); Wiley Publicador: British Educational Research Association (BERA); Wiley
Tipo: Pré-impressão
ENG
Relevância na Pesquisa
75.76%
This study investigates the phases of development of synchronous and asynchronous virtual communication produced in a community of inquiry (CoI) by analyzing the internal structure of each intervention in the forum and each chat session to determine the evolution of their social, cognitive and teaching character. It also analyzes the participating higher education students??? satisfaction with the activities, with the professors??? actions, and with themselves. We use a mixed methodology that includes content analysis of the virtual communications by crossing two categorization systems: (1) type of communication according to the model adopted from Garrison, Anderson and Archer (social, cognitive and teaching presence) and (2) phases in the evolution of the communication (initiation, proposal, development, opinion/closing and good-byes). The data are relevant to the students??? satisfaction and grades earned. The results suggest differences in the quantity and content of the communication in each phase and an evolution from social to cognitive elements, ending with social contributions. The students are satisfied with the virtual communications related to both the activities and the professors and evaluate themselves positively.

The predictors of success for e-learning in higher education institutions (HEIs) in N-W.F.P, Pakistan

Kundi, Ghulam Muhammad; Nawaz, Allah; Khan, Shadiullah
Fonte: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade Publicador: Universidade de São Paulo. Faculdade de Economia, Administração e Contabilidade
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/01/2010 ENG
Relevância na Pesquisa
75.71%
The interrelationships between different perceptions and attitudes of e-Learning users are widely researched, which reveals that whatever the perception and theory of a user about the Information and Communication Technologies (ICTs) and e-Learning environment are, the same is reflected in his/her attitude towards using educational technologies for teaching and learning. The objective of this study was to measure the relationships between the indicators (perceptions about ICTs, educational technologies, development and use of e-Learning) and the Criterion variables (problems, satisfaction and prospects) among e-Learning users in Higher Education Institutions (HEIs) of N-W.F.P, Pakistan. The study found the existence of strong relationships in terms of indicators explaining the dependent variables. However, the impact is different from one variable to another. 81% of Problems, 57% of Satisfaction and 23% of Prospects are explained by the Indicators. Problems are significantly explained by all four indicators, while Satisfaction has been predicted by three of the indicators (excluding Perceptions). The study found that only two indicators (Perceptions about ICTs and Educational technologies) predict the Prospects, while Development and Use do not. The surprising finding is that Prospects are not defined by the 'Existing Development and Use Practices'. Rather...

Satisfaction of Social and Legal Sciences teachers with the introduction of the European Higher Education Area

Ariza,Tania; Quevedo-Blasco,Raúl; Buela-Casal,Gualberto
Fonte: The European Journal of Psychology Applied to Legal Context Publicador: The European Journal of Psychology Applied to Legal Context
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/01/2014 ENG
Relevância na Pesquisa
65.78%
University teachers are one of the main figures in the European convergence process, but their attitude towards the reform of Spanish university studies is unknown. Therefore, the objective of this study is to evaluate the satisfaction of Social and Legal Sciences teachers towards the introduction of the European Higher Education Area (EHEA). The sample was made up of 3,068 teachers from Spanish public universities, who teach in the said field. An online questionnaire was created for this purpose, with questions relating to the EHEA, teacher tasks and training, as well as aspects related to methodology and the teaching and learning process, amongst others. Cronbach's alpha coefficient was .81. It is a population-based, descriptive study using a cross-sectional survey with a probability sample. In the results it can be observed that only 9.3% of teachers are satisfied with the adaptation of higher education to the EHEA. Finally, the limitations faced by teaching staff in consolidating this process will be discussed.

Expectations and satisfaction of students in e-learning courses in higher education; Expectativas y satisfacción de los estudiantes en cursos e-learning en la educación de postgrado; Expectativas e satisfação dos estudantes em cursos em E-learning no ensino pós-graduado

Lemos, Susana; Pedro, Neuza
Fonte: ETD - Educação Temática Digital Publicador: ETD - Educação Temática Digital
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; Formato: application/pdf
Publicado em 08/03/2013 POR
Relevância na Pesquisa
85.8%
 This study aims to collect relevant data regarding the experience of students who attended a post-graduate course in e-learning. The study explores the relationship between e-learning students’ expectations and their level of satisfaction in a Master degree program developed in 2010-2012. The purpose of the research is to know the reasons behind students choice for an e-learning course, as well as characterize the levels of students satisfaction in the e-learning post-graduate program, taking into account specific dimensions of the courses which were considered as benchmarks for the quality of this type of online learning initiative, as well as the levels of satisfaction towards each specific indicator identified in each dimension. It was also an aim of this study to understand how these dimensions relate to one another. Assuming a quantitative methodology of data collection and analysis, the study was based on student responses to two questionnaires applied at the beginning and at the end of the course. Both constructs, expectations and satisfaction, were analyzed from a multi-dimensional perspective and nine dimensions were considered: course design; coordination; faculty and tutors; curricular program; resources; learning methodologies; evaluation system; support services and technological infrastructures. The results of this study suggest that online students present relatively high levels of satisfaction...