International Comparison of Higher Education Representatives’ and Students’ Attitudes Towards Feedback Learning

IF 1.6 Q2 EDUCATION, SCIENTIFIC DISCIPLINES International Journal of Engineering Pedagogy Pub Date : 2023-06-13 DOI:10.3991/ijep.v13i4.37017
Kateřina Berková, Dagmar Frendlovská, Martina Chalupová, Andrea Kubisová, Katarína Krpálková Krelová, Dana Kolářová
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Abstract

The study was conceptualized as a pilot to establish a methodology for comprehensive research with respect to the impact of the proposed learning design on learning outcomes. The aim of the paper is to find out how representatives of higher education institutions and master's students in engineering studies in the Czech Republic and in the countries of Belgium, Germany, Greece, Netherlands, Poland perceive the absence of feedback learning aspects by monitoring the progress of learning. There are many findings on the learning process documented in the literature, but less available are studies of a perceptual nature that identify differences in the attitudes of students and university representatives. The differences between Czech students and International Business Week (IBW) students studying in the Czech Republic and the differences between students and higher education institutions in and outside the Czech Republic are analysed using the Mann-Whitney U test. The strongest absence of the aspects examined by the researchers was found among students from the IBW program studying at Czech higher education institutions. Czech students are the least lacking in these aspects. From the perspective of higher education institutions, partner schools from other countries perceive the absence of the examined aspects in teaching less than higher education institutions from the Czech Republic. The study has theoretical implications for the scientific field, as it has laid the conceptual basis for further research. The study has practical implications for the way higher education teaching is conducted.
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高等教育代表和学生对反馈学习态度的国际比较
该研究被概念化为一个试点,旨在建立一种全面研究拟议学习设计对学习结果影响的方法。本文的目的是通过监测学习进展,了解捷克共和国以及比利时、德国、希腊、荷兰和波兰等国高等教育机构和工程研究硕士生的代表如何看待缺乏反馈学习方面的问题。文献中记录了许多关于学习过程的发现,但较少有感性性质的研究,这些研究确定了学生和大学代表的态度差异。使用Mann-Whitney U测试分析了捷克学生和在捷克共和国学习的国际商业周刊(IBW)学生之间的差异,以及捷克共和国内外学生和高等教育机构之间的差异。研究人员在捷克高等教育机构学习的IBW项目学生中发现,最缺乏这些方面。捷克学生在这些方面是最不缺乏的。从高等教育机构的角度来看,其他国家的合作学校认为,与捷克共和国的高等教育机构相比,教学中缺乏所审查的方面。该研究对科学领域具有理论意义,为进一步研究奠定了概念基础。这项研究对高等教育教学方式具有实际意义。
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来源期刊
International Journal of Engineering Pedagogy
International Journal of Engineering Pedagogy EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
5.50
自引率
35.00%
发文量
42
审稿时长
8 weeks
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