QUALITY ASSURANCE IN EDUCATION最新文献_第5页

Analysis of the effects of perceived quality differences between adequacy for emergency remote education and return to traditional in-person education 紧急远程教育充足性与回归传统面对面教育之间的感知质量差异的影响分析

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-12-18 DOI: 10.1108/qae-01-2023-0005

Rafael da Silva Fernandes, Rosana Maria do Nascimento Luz, Jaqueline Matias da Silva, Dalton Francisco de Andrade

Purpose

This study aims to evaluate the suitability of emergency remote education (ERE) during the COVID-19 pandemic and subsequently during the return to in-person education (IPE), investigating aspects of perceived quality differences in these transitions that may have impacted the students’ learning process.

Design/methodology/approach

This study applied a 41-item instrument to undergraduate students in higher education institutions (HEIs) in Brazil. For the suitability group, 493 responses were collected, and for the return to IPE group, 187 responses were collected. Three calibration approaches were performed using item response theory, with the first two adjusting data independently, and the third one involving a multigroup estimation.

Findings

During ERE, students perceived an increase in course offerings, better organization of classes and more study materials. However, the larger volume of content posed challenges in class monitoring, content comprehension and concentration. Upon returning to IPE, students noticed more organized assessments and activities. They found favorable test environments and collaborative tasks with peers, but they experienced difficulties in accessing professors and with class/content organization.

Practical implications

By identifying the most suitable items for both teaching formats, HEIs can enhance teaching practices that are more satisfactory from the students’ perspective.

Originality/value

This study provides an item ranking procedure inspired by differential item functioning and differential test functioning statistics. In an atypical situation, the item ranking procedure demonstrated its ability to generate useful information for identifying and quantifying the longitudinal effects of perceived quality on students.

目的本研究旨在评估紧急远程教育（ERE）在 COVID-19 大流行期间的适用性，以及随后在恢复面对面教育（IPE）期间的适用性，调查在这些过渡中可能影响学生学习过程的感知质量差异。在适合组中收集了 493 份问卷，在重返 IPE 组中收集了 187 份问卷。利用项目反应理论进行了三种校准方法，前两种方法对数据进行了独立调整，第三种方法涉及多组估计。然而，更多的内容给课堂监督、内容理解和注意力集中带来了挑战。回到 IPE 后，学生发现评估和活动组织得更有条理。通过确定最适合两种教学形式的项目，高等院校可以从学生的角度出发，改进教学实践，使之更加令人满意。原创性/价值这项研究提供了一种项目排序程序，其灵感来自差异项目功能和差异测试功能统计。在一种非典型情况下，项目排序程序证明了它能够生成有用的信息，用于识别和量化感知质量对学生的纵向影响。

{"title":"Analysis of the effects of perceived quality differences between adequacy for emergency remote education and return to traditional in-person education","authors":"Rafael da Silva Fernandes, Rosana Maria do Nascimento Luz, Jaqueline Matias da Silva, Dalton Francisco de Andrade","doi":"10.1108/qae-01-2023-0005","DOIUrl":"https://doi.org/10.1108/qae-01-2023-0005","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>This study aims to evaluate the suitability of emergency remote education (ERE) during the COVID-19 pandemic and subsequently during the return to in-person education (IPE), investigating aspects of perceived quality differences in these transitions that may have impacted the students’ learning process.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>This study applied a 41-item instrument to undergraduate students in higher education institutions (HEIs) in Brazil. For the suitability group, 493 responses were collected, and for the return to IPE group, 187 responses were collected. Three calibration approaches were performed using item response theory, with the first two adjusting data independently, and the third one involving a multigroup estimation.</p>\u0000<h3>Findings</h3>\u0000<p>During ERE, students perceived an increase in course offerings, better organization of classes and more study materials. However, the larger volume of content posed challenges in class monitoring, content comprehension and concentration. Upon returning to IPE, students noticed more organized assessments and activities. They found favorable test environments and collaborative tasks with peers, but they experienced difficulties in accessing professors and with class/content organization.</p>\u0000<h3>Practical implications</h3>\u0000<p>By identifying the most suitable items for both teaching formats, HEIs can enhance teaching practices that are more satisfactory from the students’ perspective.</p>\u0000<h3>Originality/value</h3>\u0000<p>This study provides an item ranking procedure inspired by differential item functioning and differential test functioning statistics. In an atypical situation, the item ranking procedure demonstrated its ability to generate useful information for identifying and quantifying the longitudinal effects of perceived quality on students.</p>","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138685719","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour 民办高校在线学习的有效性：情感和学生学习行为的中介作用

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-12-15 DOI: 10.1108/qae-07-2022-0128

Ai Na Seow, Siew Yong Lam, Yuen Onn Choong, Chee Keong Choong

Purpose

The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.

Design/methodology/approach

A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.

Findings

The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.

Research limitations/implications

The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.

Originality/value

The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.

本研究旨在调查学生与在线学习相关的态度、自我效能感和情感行为，以及在线学习的有效性。调查对象包括在一所私立大学攻读预科、本科和研究生课程的 843 名学生。研究结果研究结果表明，学生的态度和自我效能与在线学习行为（OLB）呈正相关。研究还发现，学生的情绪与在线学习效果（OLE）有关，并在 OLB 和 OLE 之间起中介作用。此外，OLB 部分调节了态度与 OLE 之间的关系，以及自我效能感与 OLE 之间的关系。因此，学生们正在将他们新接触到的知识扩展和应用到更广泛的学习机会中。本研究为包括学者、高等教育机构和高等教育部在内的利益相关者提供了宝贵的见解，为在线学习或网络教育提供了思路。原创性/价值本研究的原创性揭示了 OLB 作为中介的作用。研究强调，情感对于提高学生的在线学习能力至关重要。因此，学生的态度和自我效能感对于保证开放式学习和提高开放式学习至关重要。

{"title":"Online learning effectiveness in private higher education institutions: the mediating roles of emotions and students’ learning behaviour","authors":"Ai Na Seow, Siew Yong Lam, Yuen Onn Choong, Chee Keong Choong","doi":"10.1108/qae-07-2022-0128","DOIUrl":"https://doi.org/10.1108/qae-07-2022-0128","url":null,"abstract":"<h3>Purpose</h3>\u0000<p>The purpose of this study is to investigate students’ attitudes, self-efficacy and emotional behaviour associated with online learning and the effectiveness of online learning.</p>\u0000<h3>Design/methodology/approach</h3>\u0000<p>A research model was formulated and analysed with the structural equation modelling technique. The respondents consist of 843 students pursuing their studies at a private university’s foundation, undergraduate and postgraduate levels. A two-step systematic approach was used using the SmartPLS version 3 software to conduct statistical analysis and draw meaningful insights.</p>\u0000<h3>Findings</h3>\u0000<p>The study’s findings have demonstrated that students’ attitudes and self-efficacy exhibit a positive relationship with online learning behaviour (OLB). It is observed that the students’ emotions are related to online learning effectiveness (OLE) and mediate the relationship between OLB and OLE. Furthermore, OLB partially mediates the relationship between attitude and OLE and between self-efficacy and OLE.</p>\u0000<h3>Research limitations/implications</h3>\u0000<p>The operational instructions and digital resources have proven to be highly effective in providing valuable learning experiences to the students. As a result, the students are now expanding and applying their new encounters to a broader range of learning opportunities. This study has provided valuable insights for stakeholders, including scholars, higher education institutions and the Ministry of Higher Education, in providing the ideas of online learning or Web-based education.</p>\u0000<h3>Originality/value</h3>\u0000<p>The originality of this study sheds light on the role of OLB as a mediator. It was underlined that emotion is critical in improving students’ OLE. Thus, students’ attitudes and self-efficacy have been essential in reassuring OLB and enhancing OLE.</p>","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138580152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implementing pluralistic models of scholarly impact in business schools with performance management principles to meet stakeholder expectations 运用绩效管理原则，在商学院实施多元化的学术影响模式，以满足利益相关者的期望

Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-10-12 DOI: 10.1108/qae-05-2023-0095

Mark Somers

Purpose This study aims to develop a framework for applying performance management principles to implementing a pluralistic model of scholarly impact in business schools to increase the value and relevance scholarly research to multiple stakeholder groups. Design/methodology/approach Performance management principles were studied with case study data of scholarly impact that included bibliographic measures and altmetrics. An analytical model was built for a focal business school that provided benchmarks for managing scholarly impact by using data from three peer schools. Findings Bibliographic, scholarly output measures and altmetrics were consistent across the focal school and peer schools, thereby providing a solid foundation for establishing performance benchmarks for annual performance reviews, promotion and tenure decisions and organizational impact goals. Practical implications This paper provides guidance for designing, building and implementing performance management systems to foster scholarly impact. Originality/value This paper integrates pluralistic impact models and performance management systems to build faculty expertise and align it with multiple impact domains.

本研究旨在建立一个应用绩效管理原则的框架，在商学院中实施多元化的学术影响模型，以增加学术研究对多个利益相关者群体的价值和相关性。设计/方法/方法使用学术影响的案例研究数据对绩效管理原则进行了研究，包括书目测量和替代度量。我们为一所重点商学院构建了一个分析模型，该模型利用来自三所同行商学院的数据，为管理学术影响提供了基准。研究发现，参考书目、学术产出指标和替代指标在重点学校和同级学校之间是一致的，从而为建立年度绩效评估、晋升和终身教职决策以及组织影响目标的绩效基准提供了坚实的基础。本文为设计、建立和实施绩效管理系统以促进学术影响提供了指导。本文整合了多元影响模型和绩效管理系统，以建立教师专业知识，并使其与多个影响领域保持一致。

{"title":"Implementing pluralistic models of scholarly impact in business schools with performance management principles to meet stakeholder expectations","authors":"Mark Somers","doi":"10.1108/qae-05-2023-0095","DOIUrl":"https://doi.org/10.1108/qae-05-2023-0095","url":null,"abstract":"Purpose This study aims to develop a framework for applying performance management principles to implementing a pluralistic model of scholarly impact in business schools to increase the value and relevance scholarly research to multiple stakeholder groups. Design/methodology/approach Performance management principles were studied with case study data of scholarly impact that included bibliographic measures and altmetrics. An analytical model was built for a focal business school that provided benchmarks for managing scholarly impact by using data from three peer schools. Findings Bibliographic, scholarly output measures and altmetrics were consistent across the focal school and peer schools, thereby providing a solid foundation for establishing performance benchmarks for annual performance reviews, promotion and tenure decisions and organizational impact goals. Practical implications This paper provides guidance for designing, building and implementing performance management systems to foster scholarly impact. Originality/value This paper integrates pluralistic impact models and performance management systems to build faculty expertise and align it with multiple impact domains.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135922880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study 伊朗英语教师在语言教学法课程中的知识和技能:差距分析研究

Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-10-04 DOI: 10.1108/qae-08-2022-0143

Mohammad Javadi, Mehdi Sarkhosh

Purpose This study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum. Design/methodology/approach Using quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation. Findings The findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area. Originality/value This study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.

本研究旨在通过一门具体的实习课程，即语言教学法，调查伊朗英语教师对其教学效率的看法。从市场营销教育的角度来看，研究人员试图通过检查教师对课程的满意度来衡量大学提供的服务质量。设计/方法/方法使用定量差距分析，本研究评估了教师在职前教育中对实践所需知识和技能的感知重要性。这项研究涉及120名英语作为外语的教师，他们持有伊朗两所大学的学士学位，每人在私营部门有两到四年的教学经验。数据收集使用40项语义差异李克特量表由研究人员开发。该量表包括两个组成部分，评估教师对知识和技能的感知重要性以及他们的职前教育准备。调查结果显示，大多数参与者在各种项目上准备过度。然而，在内容知识和技能方面存在一些差距。造成这些差距的原因主要包括对课程内容有足够的经验和/或熟悉，提前完成了相关课程，以及模仿榜样老师。教师准备不足的原因是由于技能、实践、动机、经验和对该内容领域的熟悉程度有限，他们在某些特定科目上缺乏准备。原创性/价值本研究探讨伊朗英语教师的知识和技能感知，并提供高等教育服务质量和客户满意度的实证见解。

{"title":"Iranian EFL teachers’ knowledge and skills in a language teaching methodology course: a gap-analysis study","authors":"Mohammad Javadi, Mehdi Sarkhosh","doi":"10.1108/qae-08-2022-0143","DOIUrl":"https://doi.org/10.1108/qae-08-2022-0143","url":null,"abstract":"Purpose This study aims to investigate the perceptions of Iranian English teachers about their teaching efficiency through a specific practicum course, namely, language teaching methodology. Drawing on a marketing education perspective, the researchers sought to measure the service quality offered in universities by examining teachers’ satisfaction with the curriculum. Design/methodology/approach Using quantitative gap analysis, the study evaluated the knowledge and skills of teachers in their preservice education regarding the perceived importance of knowledge and skills required in practice. The study involved 120 English as a foreign language teachers holding a BA degree from two universities in Iran, each with two to four years of teaching experience in the private sector. Data were collected using a 40-item semantic differential Likert scale developed by the researchers. The scale incorporated two components that assessed teachers’ perceived importance of knowledge and skills and their preservice educational preparation. Findings The findings revealed that most participants were overprepared in various items. However, there were some gaps in content knowledge and skills. Reasons for these gaps mainly included having adequate experience of and/or familiarity with course content, having completed relevant courses beforehand and imitating role model teachers. Teachers’ underpreparation was attributed to their lack of preparation in some specific subjects due to limited skill, practice, motivation, experience and familiarity with that content area. Originality/value This study explores the perceived knowledge and skills of Iranian English teachers and provides empirical insights into higher education service quality and customer satisfaction.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135549182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality assurance strategies of higher education in digital era: an Anthropology of education study in Islamic higher education institution 数字时代高等教育质量保证策略:伊斯兰高等教育教育人类学研究

Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-10-03 DOI: 10.1108/qae-05-2023-0084

Hasyim Haddade, Askar Nur, Muhammad Nur Akbar Rasyid, Abd Raviq R.

Purpose The purpose of this study is to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in digital era by using anthropology of education approach. Design/methodology/approach In accordance with the research purpose to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in the digital era using an educational anthropology approach, the method used is descriptive qualitative, which refers to data in the form of interviews obtained from the field. Findings The results of this research indicate that there are strategies and innovations to develop the quality of higher education at the Faculty of Adab and Humanities in the digital era. These include adjusting the curriculum with the context of the era, implementing the learning process based on research and reinforcing on aspects of digital literacy among students through the innovation of the library based on digital. Originality/value This study can be considered in the process of evaluating policies related to quality reinforcing strategies and innovations at the Faculty of Adab and Humanities in facing the challenges of the times. The study is only limited to tracing and analyzing strategies and innovations to reinforce education in the Faculty of Adab and Humanities and their impact on human resource development. For further research, it can be done in more detail and depth and on a larger scale.

摘要本研究旨在探讨人文学院运用教育人类学的研究方法，在数位时代发展教育品质的策略与创新。设计/方法/方法研究目的是展示Adab和人文学院在利用教育人类学方法发展数字时代教育质量方面的策略和创新，根据研究目的，使用的方法是描述性定性的，这是指从实地获得的访谈形式的数据。研究结果表明，在数字时代，人文学院在提高高等教育质量方面存在策略和创新。这些措施包括根据时代背景调整课程，实施基于研究的学习过程，以及通过数字化图书馆的创新来加强学生的数字素养。独创性/价值本研究可作为评价人文学院面对时代挑战的质量强化战略和创新相关政策的参考。这项研究仅限于追踪和分析加强人文学院教育的战略和创新及其对人力资源发展的影响。对于进一步的研究，可以在更大的范围内进行更详细、更深入的研究。

{"title":"Quality assurance strategies of higher education in digital era: an Anthropology of education study in Islamic higher education institution","authors":"Hasyim Haddade, Askar Nur, Muhammad Nur Akbar Rasyid, Abd Raviq R.","doi":"10.1108/qae-05-2023-0084","DOIUrl":"https://doi.org/10.1108/qae-05-2023-0084","url":null,"abstract":"Purpose The purpose of this study is to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in digital era by using anthropology of education approach. Design/methodology/approach In accordance with the research purpose to demonstrate the strategy and innovation of the Faculty of Adab and Humanities in developing the quality of education in the digital era using an educational anthropology approach, the method used is descriptive qualitative, which refers to data in the form of interviews obtained from the field. Findings The results of this research indicate that there are strategies and innovations to develop the quality of higher education at the Faculty of Adab and Humanities in the digital era. These include adjusting the curriculum with the context of the era, implementing the learning process based on research and reinforcing on aspects of digital literacy among students through the innovation of the library based on digital. Originality/value This study can be considered in the process of evaluating policies related to quality reinforcing strategies and innovations at the Faculty of Adab and Humanities in facing the challenges of the times. The study is only limited to tracing and analyzing strategies and innovations to reinforce education in the Faculty of Adab and Humanities and their impact on human resource development. For further research, it can be done in more detail and depth and on a larger scale.","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135739513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy 通过写作进行素质教育:使用布鲁姆分类法在学习材料和试卷中调整学习目标

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-09-08 DOI: 10.1108/qae-03-2023-0045

Mrunal Chavda, Harsh Patel, Hetav Bhatt

PurposeThis study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).Design/methodology/approachDescriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.FindingsThe study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.Practical implicationsThis research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.Originality/valueThe research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.

目的本研究旨在检验以中央中等教育委员会（CBSE）为基础的英语教材和试卷在培养第二语言高阶思维技能（HOTS）方面的有效性。设计/方法论/方法描述性分析建立了学习目标与第二语言（L2）写作能力之间的因果关系。国家教育研究与培训委员会（NCERT）和CBSE使用内容分析来比较和分析英语教科书和试卷的表格数据。该方法将材料及其评估分为HOTS和低阶思维技能，以确定学习目标与二语写作水平之间的关系。发现这项研究强调了教材和评估的不足之处，以及它们与学习结果的一致性，以提高学生的写作技能。它强调了以HOTS为重点的材料的必要性，讨论了它们对写作技能的影响。这项研究还探讨了教科书和试卷的不匹配如何阻碍布鲁姆基于分类法的认知技能。实践意义本研究阐明了英语作为第二语言（ESL）写作技能的教学效果，以提高教育质量，这具有现实意义。该研究强调了印度教育体系的缺陷，并提出了课程和教学改革的建议。原创性/价值该研究考察了NCERT和CBSE ESL教科书和试卷，以调整教学和评估方法。研究结果旨在通过ESL作家的HOTS来改善教育。

{"title":"Quality education through writing: aligning learning objectives in learning materials and question papers using Bloom’s taxonomy","authors":"Mrunal Chavda, Harsh Patel, Hetav Bhatt","doi":"10.1108/qae-03-2023-0045","DOIUrl":"https://doi.org/10.1108/qae-03-2023-0045","url":null,"abstract":"\u0000Purpose\u0000This study aims to examine the effectiveness of the Central Board of Secondary Education (CBSE)-based English textbooks and question papers in developing second-language higher-order thinking skills (HOTS).\u0000\u0000\u0000Design/methodology/approach\u0000Descriptive analysis establishes a causal relationship between learning objectives and second language (L2) writing proficiency. Content analysis is used to compare and analyze tabulated data for textbooks and question papers for the English language by the National Council of Educational Research and Training (NCERT) and CBSE. This method categorizes the materials and their assessments under HOTS and lower-order thinking skills to ascertain the relationship between learning objectives and L2 writing proficiency.\u0000\u0000\u0000Findings\u0000The study highlights teaching material and assessment shortcomings and their alignment with learning outcomes to enhance students' writing skills. It underscores the need for HOTS-focused materials, discussing their impact on writing skills. The study also explores how textbook–question paper mismatch hampers Bloom's taxonomy-based cognitive skills.\u0000\u0000\u0000Practical implications\u0000This research illuminates the efficacy of teaching and learning English as a second language (ESL) writing skills to improve the quality of education, which has real-world implications. The study highlights flaws in the educational system in India and suggests curricular and pedagogical changes.\u0000\u0000\u0000Originality/value\u0000The research examines NCERT and CBSE ESL textbooks and question papers to align teaching and assessment methods. The results aim to improve education through ESL writers' HOTS.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48454905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception? 混合式学习、混合式学习还是面对面学习:哪一种在纠正误解方面更有效?

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-09-05 DOI: 10.1108/qae-02-2023-0019

N. Hermita, Erlisnawati Erlisnawati, J. A. Alim, Z. H. Putra, I. Mahartika, U. Sulistiyo

PurposeThis study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.Design/methodology/approachThis research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.FindingsHybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.Research limitations/implicationsThe data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.Practical implicationsThe research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.Social implicationsThis research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.Originality/valueThis study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.

目的探讨混合学习、混合学习和面对面学习对小学教师教育学生误解矫正的效果。设计/方法/方法本研究采用准实验设计，采用定量方法。采用前测和后测四层测试对99名学生进行数据收集。发现混合式学习最有效，纠正学生误解的成功率高达90.32%，超过混合式学习和面对面学习。研究局限性/启示:数据来自一所印度尼西亚大学，只关注一个科学概念;因此，调查结果的范围可能有限。实践意义研究表明，将概念变化(CC)模型应用于所有学习类型，特别是混合学习，可以有效地纠正误解。教育工作者可以利用这种洞察力来设计有效的教学策略，将在线和传统组件结合起来，适应不同的学习风格和需求。社会意义本研究表明，在所有学习类型中应用CC模型实际上能够纠正误解，尽管混合学习被发现是最有效的一种。原创性/价值本研究通过调查不同学习模式在纠正误解方面的有效性来填补研究空白。虽然之前的研究对学习模式进行了探索，但很少有研究直接比较混合学习、混合学习和面对面学习在纠正误解方面的效果。研究结果为有效的教学策略提供了见解，以解决与stem相关的误解，有利于教育工作者优化他们的方法。此外，该研究的影响延伸到更广泛的学术界，有助于科学教育中的循证教学实践，并为解决STEM课程中的误解制定有效策略。

{"title":"Hybrid learning, blended learning or face-to-face learning: which one is more effective in remediating misconception?","authors":"N. Hermita, Erlisnawati Erlisnawati, J. A. Alim, Z. H. Putra, I. Mahartika, U. Sulistiyo","doi":"10.1108/qae-02-2023-0019","DOIUrl":"https://doi.org/10.1108/qae-02-2023-0019","url":null,"abstract":"\u0000Purpose\u0000This study aims to investigate the effectiveness of hybrid learning, blended learning and face-to-face learning in remediating misconceptions among primary school teacher education students.\u0000\u0000\u0000Design/methodology/approach\u0000This research uses a quasi-experimental design, using a quantitative approach. Data were collected from 99 students using a pretest and posttest four-tier test.\u0000\u0000\u0000Findings\u0000Hybrid learning proved to be the most effective, achieving a remarkable 90.32% success rate in remediating students’ misconceptions, surpassing blended learning and face-to-face learning methods.\u0000\u0000\u0000Research limitations/implications\u0000The data come from a single Indonesian university and focuses only on a science concept; therefore, the scope of findings may be limited.\u0000\u0000\u0000Practical implications\u0000The research suggests that applying the conceptual change (CC) model in all learning types, particularly hybrid learning, effectively remediates misconceptions. Educators can use this insight to design impactful teaching strategies that combine online and traditional components, accommodating diverse learning styles and needs.\u0000\u0000\u0000Social implications\u0000This research suggests that applying CC model in all learning types is actually able to remediate misconceptions, though hybrid learning is found to be the most effective one.\u0000\u0000\u0000Originality/value\u0000This study addresses a research gap by investigating the effectiveness of different learning modes in rectifying misconceptions. Although prior studies have explored learning modes, few have directly compared hybrid, blended and face-to-face learning in correcting misconceptions. The findings offer insights for effective teaching strategies to address STEM-related misconceptions, benefiting educators in optimizing their approaches. Furthermore, the study’s implications extend to the broader academic community, contributing to evidence-based teaching practices in science education and the development of effective strategies for addressing misconceptions in STEM courses.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45443745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching 错失改善质素的机会:来自越南行政人员对学生评教方法的见解

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-08-31 DOI: 10.1108/qae-04-2023-0067

Lan Anh Nguyen

PurposeAlthough student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.Design/methodology/approachThis qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.FindingsWhile the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.Research limitations/implicationsDespite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.Practical implicationsThis study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.Social implicationsThe constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.Originality/valueThis paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.

目的学生教学评价(student evaluation of teaching, SET)被广泛应用，但其潜在效益与对提高教育质量的实际影响之间存在显著差异。本研究旨在探讨造成这一差异的因素，以及阻碍SET有效利用的潜在机制。设计/方法/方法这个定性案例研究使用基于问题的方法来调查管理人员参与SET的行为理论。该研究使用了SET文件和对越南六所高等教育机构的18名管理人员的个人访谈。当管理员监控SET数据并解决SET问题时，很少有人将其用于质量改进。参与者的SET方法受到各种制约因素的影响，特别是新自由主义议程与专业和文化价值观之间错综复杂的相互作用。尽管缺乏统计上的普遍性，但本研究通过生动地描绘高等教育背景下SET实践的复杂性，有助于分析性概括。实际意义本研究提出了一种更包容的质量改进方法，优先考虑多方利益相关者的参与。社会意义约束分析为SET实践的挑战和动态提供了宝贵的见解，可用于提高SET的有效性和整体教育质量。原创性/价值本文探讨了研究SET管理人员的行动理论的必要性，强调了全面理解利益相关者的潜在推理过程对成功评估实施的重要性。

{"title":"Bypassing opportunities for quality improvement: insights from Vietnamese administrators’ approaches to student evaluation of teaching","authors":"Lan Anh Nguyen","doi":"10.1108/qae-04-2023-0067","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0067","url":null,"abstract":"\u0000Purpose\u0000Although student evaluation of teaching (SET) is widely used, there has been a significant disparity between its potential benefits with the actual impact on improving educational quality. This study aims to inquire into the factors contributing to this discrepancy and the underlying mechanisms hindering the effective utilisation of SET.\u0000\u0000\u0000Design/methodology/approach\u0000This qualitative case study used problem-based methodology to investigate the theories of action of administrators involved in SET. The study uses SET documents and individual interviews with 18 administrators from six Vietnamese higher education institutions.\u0000\u0000\u0000Findings\u0000While the administrators monitored SET data and addressed SET problems, few used it for quality improvement. The participants’ SET approaches were influenced by various constraints, especially the intricate interaction between neoliberal agendas with professional and cultural values.\u0000\u0000\u0000Research limitations/implications\u0000Despite a lack of statistical generalisability, this study contributes to analytical generalisation by vividly portraying the complexity of the SET practice in a higher education context.\u0000\u0000\u0000Practical implications\u0000This study suggests a more inclusive approach to quality improvement that prioritises multi-stakeholder engagement.\u0000\u0000\u0000Social implications\u0000The constraint analysis offers invaluable insights into the challenges and dynamics of SET practice, which can be used to enhance SET effectiveness and overall educational quality.\u0000\u0000\u0000Originality/value\u0000This paper addresses the need to examine the theories of action of administrators involved in SET, emphasising the significance of a comprehensive understanding of the stakeholders’ underlying reasoning process for successful evaluation implementation.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46018831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Reflections on theses of experimental reports for the master of translation and interpreting in China (2012–2022) 中国笔译硕士实验报告论文(2012-2022)的思考

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-08-23 DOI: 10.1108/qae-04-2023-0079

Deyan Zou, Binghui Wang

PurposeThe number of universities offering Master of Translation and Interpreting (MTI) in China has increased to 316 in 15 years. This paper aims to take a closer look at the production patterns of experimental report theses in terms of total number, distribution across universities, supervision model and research content, reflects on the problems and suggests improvements, provides a reference for MTI education in China and beyond.Design/methodology/approachThis paper presents a bibliometric analysis of the published final theses of experimental reports for the MTI in China between the years 2012 and 2022, the period during which this type of thesis was produced, to identify the production patterns of these theses.FindingsThe number of experimental reports published by the nine leading universities accounts for 80% of the total 296 papers. The uneven development is also reflected in the supervision model and research content. Most universities can structure the main content of theses according to the suggestions of the MTI Guidance Training Outline. However, there are still deficiencies in the areas of experimental design, experimental validity, research questions and academic standards.Originality/valueThis paper reflects on the problems of MTI theses of experimental reports. Also, suggestions are made for linking top-level design and university education, for joint progress in faculty development and talent training and for integrating industrial aspects and international visions, to provide a reference for MTI education in China and beyond.

15年来，中国提供翻译硕士(MTI)学位的大学已增加到316所。本文旨在从实验报告论文的数量、高校分布、指导模式和研究内容等方面对实验报告论文的生产模式进行梳理，反思其中存在的问题并提出改进建议，为国内外MTI教育提供参考。设计/方法/方法本文对2012年至2022年中国MTI实验报告发表的最终论文进行了文献计量分析，以确定这些论文的生产模式。九所高校发表的实验报告数量占296篇论文总数的80%。发展的不平衡还体现在监督模式和研究内容上。大多数高校都可以根据MTI指导培养大纲的建议来构建论文的主要内容。但在实验设计、实验效度、研究问题、学术水准等方面仍存在不足。本文对MTI实验报告论文存在的问题进行了反思。并就顶层设计与高校教育相结合、师资队伍建设与人才培养共同推进、产业层面与国际视野相结合等方面提出建议，以期为国内外MTI教育提供借鉴。

{"title":"Reflections on theses of experimental reports for the master of translation and interpreting in China (2012–2022)","authors":"Deyan Zou, Binghui Wang","doi":"10.1108/qae-04-2023-0079","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0079","url":null,"abstract":"\u0000Purpose\u0000The number of universities offering Master of Translation and Interpreting (MTI) in China has increased to 316 in 15 years. This paper aims to take a closer look at the production patterns of experimental report theses in terms of total number, distribution across universities, supervision model and research content, reflects on the problems and suggests improvements, provides a reference for MTI education in China and beyond.\u0000\u0000\u0000Design/methodology/approach\u0000This paper presents a bibliometric analysis of the published final theses of experimental reports for the MTI in China between the years 2012 and 2022, the period during which this type of thesis was produced, to identify the production patterns of these theses.\u0000\u0000\u0000Findings\u0000The number of experimental reports published by the nine leading universities accounts for 80% of the total 296 papers. The uneven development is also reflected in the supervision model and research content. Most universities can structure the main content of theses according to the suggestions of the MTI Guidance Training Outline. However, there are still deficiencies in the areas of experimental design, experimental validity, research questions and academic standards.\u0000\u0000\u0000Originality/value\u0000This paper reflects on the problems of MTI theses of experimental reports. Also, suggestions are made for linking top-level design and university education, for joint progress in faculty development and talent training and for integrating industrial aspects and international visions, to provide a reference for MTI education in China and beyond.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41352342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Quality indicators of effective teacher-created summative assessment 有效教师创建终结性评估的质量指标

IF 1.5 Q2 Social Sciences

QUALITY ASSURANCE IN EDUCATION

Pub Date : 2023-08-22 DOI: 10.1108/qae-04-2023-0062

Nicole Brownlie, Katie M. Burke, Luke van der Laan

PurposeThe current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.Design/methodology/approachConducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.FindingsThe study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.Research limitations/implicationsThe expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.Originality/valueTo the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.

目的目前关于学校教师自创总结性评价的文献对其定义和关键原则缺乏明确的共识。因此，这项研究的目的是对什么构成有效的总结性评估有一个连贯的理解。设计/方法/方法对95项研究进行了系统的文献综述，本研究遵循了系统评价和荟萃分析指南的首选报告项目。目的是确定指导教师创设的有效总结性评估的核心原则。该研究确定了定义有效总结性评估的五个关键原则:有效性、可靠性、公平性、真实性和灵活性。研究的局限性/意义教育研究的广泛性使得并非所有相关的研究都能被确定，特别是在主流数据库之外。本研究只考虑了学校环境，因此存在语境局限性。原创性/价值据作者所知，本研究提出了一个整体的定义，有助于在进一步的研究中建立共识，从而提供了原创性的见解。核心原则的同化指导了有利于教师实践的质量指标的发展。综合的定义、关键原则和质量指标为总结性评估话语提供了独特的视角。

{"title":"Quality indicators of effective teacher-created summative assessment","authors":"Nicole Brownlie, Katie M. Burke, Luke van der Laan","doi":"10.1108/qae-04-2023-0062","DOIUrl":"https://doi.org/10.1108/qae-04-2023-0062","url":null,"abstract":"\u0000Purpose\u0000The current literature on school teacher-created summative assessment lacks a clear consensus regarding its definition and key principles. The purpose of this research was therefore to arrive at a cohesive understanding of what constitutes effective summative assessment.\u0000\u0000\u0000Design/methodology/approach\u0000Conducting a systematic literature review of 95 studies, this research adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. The objective was to identify the core principles governing effective teacher-created summative assessments.\u0000\u0000\u0000Findings\u0000The study identified five key principles defining effective summative assessment creation: validity, reliability, fairness, authenticity and flexibility.\u0000\u0000\u0000Research limitations/implications\u0000The expansiveness of education research is such that not all relevant studies may have been identified, particularly outside of mainstream databases. This study considered only the school environment, so contextual limitations will exist.\u0000\u0000\u0000Originality/value\u0000To the best of the authors’ knowledge, this study contributes original insights by proposing a holistic definition that can facilitate consensus-building in further research. The assimilation of core principles guided the development of quality indicators beneficial for teacher practice. The comprehensive definition, key principles and quality indicators offer a unique perspective on summative assessment discourse.\u0000","PeriodicalId":46734,"journal":{"name":"QUALITY ASSURANCE IN EDUCATION","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41823873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0