Design and Assessment of Survey in a 360-Degree Feedback Environment for Student Satisfaction Analysis Applied to Industrial Engineering Degrees in Spain [Scholarly Article - Educ. Sci, February 2023]

Title:

Design and Assessment of Survey in a 360-Degree Feedback Environment for Student Satisfaction Analysis Applied to Industrial Engineering Degrees in Spain

Authors:

Francisco-Javier Granados-Ortiz 1,2, Ana Isabel Gómez-Merino 2, Jesús Javier Jiménez-Galea 2, Isidro María Santos-Ráez 2, Juan Jesús Fernandez-Lozano 2, Jesús Manuel Gómez-de-Gabriel 2 & Joaquín Ortega-Casanova 2

 

1 Department of Engineering, University of Almería, 04120 Almeria, Spain 

2 School of Industrial Engineering, University of Málaga, 29071 Málaga, Spain

 

Published:

Educ.Sci, 13(2), 13 February 2023

https://www.mdpi.com/2227-7102/13/2/199

 

Abstract:

The number of students enrolled in engineering studies in Spain is in decline, mainly due to the difficulty in passing the subjects, whose factors may be linked to the science-related content of the subject, a very demanding evaluation system or a lack of active participation of students. The main objective of this study is to provide the student with a 360-degree feedback tool and a survey, from which lecturers can extract the degree of satisfaction of students in its application in a standardized way in scientific-technological activities of BSc/MSc in industrial engineering to quantify learning and motivation. The involvement of students in the assessment process was carried out in three phases: peer-assessment (among students), self-assessment (student himself) and hetero-assessment (teaching staff). After that, a survey was designed, which was validated through confirmatory factor analysis. Ninety-nine percent of the students valued this evaluation experience very positively with respect to the objectivity of the criteria used in the methodology and the material provided by the teaching staff. The fact that only 37.5% of the students considered this experience very favorable for their learning and self-training shows the importance of the teaching staff in their learning process and suggests a need to find complementary improvements to this evaluation system in industrial engineering degrees.

 

Survey Report (2020) - Suddenly Online: A National Survey of Undergraduates during the COID-19 Pandemic

Title:

Suddenly Online: A National Survey of Undergraduates during the COID-19 Pandemic

Citation:

Means, B., and Neisler, J., with Langer Research Associates. (2020). Suddenly Online: A National Survey of Undergraduates During the COVID-19 Pandemic. San Mateo, CA: Digital Promise.

From the report:

College students’ satisfaction dropped sharply after schools shifted to all-online courses during the COVID-19 pandemic. Undergraduate students struggled to stay motivated and missed receiving feedback from instructors and collaborating with fellow students. Significant numbers of students had problems with their internet connections, software, or computing devices—serious enough to impede their participation in their courses. Still, most students did not attribute their struggles to poor instructor preparation or limitations inherent in online learning. Moreover, online courses that used a larger array of recommended online teaching practices had much higher student satisfaction levels than the courses that used fewer of them. This report describes these and other results from Digital Promise’s national, random-sample survey of more than 1,000 college students whose coursework moved from in-person to completely online this spring.

 

Click here to read this report

Scholarly Article (2020) - The influence of technology‐mediated and in‐person communication on student satisfaction: The moderating role of national culture

Title:
The influence of technology‐mediated and in‐person communication on student satisfaction: The moderating role of national culture

Author:
Maja Šerić

Published:
European Journal of Education, 7 January 2020
https://onlinelibrary.wiley.com/doi/10.1111/ejed.12375

From the abstract:
"This article analyses the effects of technology‐mediated (i.e., social media) and in‐person communication (i.e., non‐verbal cues) on student satisfaction in a higher education context. Data were collected among 221 college students from the University of Valencia (UVEG) in Spain and analysed from the perspective of the respondents' national culture."

Scholarly Article (7 January 2020) - The influence of technology‐mediated and in‐person communication on student satisfaction: The moderating role of national culture

Title:
The influence of technology‐mediated and in‐person communication on student satisfaction: The moderating role of national culture

Author:
Maja Šerić

From the abstract:
"This article analyses the effects of technology‐mediated (i.e., social media) and in‐person communication (i.e., non‐verbal cues) on student satisfaction in a higher education context. Data were collected among 221 college students from the University of Valencia (UVEG) in Spain and analysed from the perspective of the respondents' national culture. Contrary to expectations, the results show that neither one of the social media aspects drives student satisfaction, thus providing support for the technology paradox literature."

Citation:
Šerić, M. (7 January 2020). The influence of technology‐mediated and in‐person communication on student satisfaction: The moderating role of national culture. European Journal of Education, 55(1). 
https://doi.org/10.1111/ejed.12375