東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Using formative student feedback: A ...

Bloxham, Kristy Taylor.

Linked to FindBook

Google Book

Amazon

博客來

Using formative student feedback: A continuous quality improvement approach for online course development.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Using formative student feedback: A continuous quality improvement approach for online course development./
Author:	Bloxham, Kristy Taylor.
Description:	125 p.
Notes:	Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0455.
Contained By:	Dissertation Abstracts International72-02A.
Subject:	Education, Evaluation. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433388
ISBN:	9781124388847

Using formative student feedback: A continuous quality improvement approach for online course development.
Bloxham, Kristy Taylor.

Using formative student feedback: A continuous quality improvement approach for online course development. - 125 p.

Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0455.

Thesis (Ph.D.)--Utah State University, 2010.

The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings.

ISBN: 9781124388847Subjects--Topical Terms:

1669638
Education, Evaluation.

Using formative student feedback: A continuous quality improvement approach for online course development.
LDR:02691nam 2200349 4500 001 1406000
005 20111213102402.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124388847
035 $a (UMI)AAI3433388
035 $a AAI3433388
040 $a UMI $c UMI
100 1 $a Bloxham, Kristy Taylor. $3 1685426
245 1 0 $a Using formative student feedback: A continuous quality improvement approach for online course development.
300 $a 125 p.
500 $a Source: Dissertation Abstracts International, Volume: 72-02, Section: A, page: 0455.
500 $a Adviser: Mimi Recker.
502 $a Thesis (Ph.D.)--Utah State University, 2010.
520 $a The objective of this study was to examine the use of frequent, anonymous student course surveys as a tool in supporting continuous quality improvement (CQI) principles in online instruction. The study used a qualitative, multiple-case design involving four separate online courses. Analysis methods included pattern matching/explanation building, time series analysis, and thematic analysis. Findings suggested that instructors used student feedback to make course changes that alleviated technical difficulties, added and clarified content, and contributed to future course changes. Students and instructors responded positively to the opportunity to give and receive anonymous feedback and felt that it helped improve the course. It is uncertain, however, whether using CQI principles had an impact on end-of-semester teacher course quality ratings.
520 $a An important finding from the research is that students like to be asked to help improve their learning experience, as long as the instructor listens and responds to their feedback. Evaluation is a valuable component of instructional design theories, which are based on the philosophy that the best designs result from an iterative process. Using a synergistic CQI approach, this study indicates that it is possible for changes to be made more quickly to a course when students are involved in the process. The combination of frequent student feedback with a willing and experienced instructor who can make expert course revision decisions allows the process of course improvement to be enhanced.
590 $a School code: 0241.
650 4 $a Education, Evaluation. $3 1669638
650 4 $a Education, Technology of. $3 1018012
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0443
690 $a 0710
690 $a 0727
710 2 $a Utah State University. $b Instructional Technology. $3 1026135
773 0 $t Dissertation Abstracts International $g 72-02A.
790 1 0 $a Recker, Mimi, $e advisor
790 1 0 $a Diekema, Anne $e committee member
790 1 0 $a Dorward, James $e committee member
790 1 0 $a Eastmond, Nick $e committee member
790 1 0 $a Haderlie, Sheri $e committee member
790 $a 0241
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3433388