Limits...
Students' Factors Affecting Undergraduates' Perceptions of their Teaching and Learning Process within ECTS Experience.

la Fuente JD, Cardelle-Elawar M, Peralta FJ, Sánchez MD, Martínez-Vicente JM, Zapata L - Front Psychol (2011)

Bottom Line: Perception of the TLP was used as the dependent variable.The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP.These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP.

View Article: PubMed Central - PubMed

Affiliation: Department of Educational and Developmental Psychology, Faculty of Psychology, University of Almería Almería, Spain.

ABSTRACT

Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience.

Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable.

Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP.

Discussion and conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.

No MeSH data available.


Related in: MedlinePlus

Perception of the learning process, according to performance level, in class subjects with and without e-learning.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
getmorefigures.php?uid=PMC3111137&req=5

Figure 3: Perception of the learning process, according to performance level, in class subjects with and without e-learning.

Mentions: It is worth noting the largest differences on students’ perceptions of the TLP effect in regard to the instructional approach in teaching, e-learning or face-to-face, F(2.248) = 2.45, p < 0.08 (Roy's largest root), The largest difference was found in low-performing students, while perception remains more or less equal in higher performing groups. This statistical effect can be interpreted in support of using e-learning in learning and teaching, especially for low-performing students. This effect is illustrated more clearly in Figures 2 and 3.


Students' Factors Affecting Undergraduates' Perceptions of their Teaching and Learning Process within ECTS Experience.

la Fuente JD, Cardelle-Elawar M, Peralta FJ, Sánchez MD, Martínez-Vicente JM, Zapata L - Front Psychol (2011)

Perception of the learning process, according to performance level, in class subjects with and without e-learning.
© Copyright Policy - open-access
Related In: Results  -  Collection

License
Show All Figures
getmorefigures.php?uid=PMC3111137&req=5

Figure 3: Perception of the learning process, according to performance level, in class subjects with and without e-learning.
Mentions: It is worth noting the largest differences on students’ perceptions of the TLP effect in regard to the instructional approach in teaching, e-learning or face-to-face, F(2.248) = 2.45, p < 0.08 (Roy's largest root), The largest difference was found in low-performing students, while perception remains more or less equal in higher performing groups. This statistical effect can be interpreted in support of using e-learning in learning and teaching, especially for low-performing students. This effect is illustrated more clearly in Figures 2 and 3.

Bottom Line: Perception of the TLP was used as the dependent variable.The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP.These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP.

View Article: PubMed Central - PubMed

Affiliation: Department of Educational and Developmental Psychology, Faculty of Psychology, University of Almería Almería, Spain.

ABSTRACT

Introduction: In the present study, we investigated the potential factors that influenced the level of students satisfaction with the teaching-learning process (TLP), from the perspective of students participating in the European Credit Transfer System (ECTS) experience.

Method: A total of 1490 students from the Universities of Almería and Granada (Spain) participated in an evaluation of their class discipline area. They completed the new revised protocol for evaluating the ECTS experience. Analyses of variance were carried out, taking the following factors as independent variables: student's grade average, year in school, study discipline, credit load in terms of ECTS credits assigned to a subject, the e-learning approach. Perception of the TLP was used as the dependent variable.

Results: The data analyses showed variability of the degree of statistically significance among the factors that influenced students' perceptions of the TLP. These factors included: Student's grade average (in favor of high performers), year in school (in favor of earlier years), ECTS load (in favor of subjects with a medium load of credits), and e-learning (in favor of its use). These research findings provided evidence to explore the delineation of a potential profile of factors that trigger a favorable perception of the TLP.

Discussion and conclusion: The present findings certainly have implications to deepen our understanding of the core beliefs, commitment, and the experience in shaping the implementation of the European Higher Education Area through the ECTS.

No MeSH data available.


Related in: MedlinePlus