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  • Section 4.10 Methods - UCD - CTAG
    from personal experience the topic that is the subject of the research Powell et al 1996 p 499 This emphasis on organised discussion as a key aspect of focus groups was also noted by Kitzinger 1994 and given Dexter s definition of an interview as a conversation with a purpose 1970 p136 focus groups can be seen as a form of group interview guided by a group facilitator known as a moderator The main purpose of focus group research is to draw upon respondents attitudes feelings beliefs experiences and reactions in a way in which would not be feasible using other methods for example one to one interviewing or questionnaire surveys In order for focus groups to function effectively they need Activity 4 10 What is the difference between a group interview and a focus group When would one be preferable over the other Submit your answers Back to 4 9 Continue to Section 4 11 Back To Section 4 Retrieved from http www ucdoer ie index php title Section 4 10 Methods oldid 1953 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP

    Original URL path: http://www.ucdoer.ie/index.php?title=Section_4.10_Methods (2016-02-14)
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  • Section 4.11 Methods - UCD - CTAG
    Techniques This approach is particularly useful because in addition to generating important information about a programme it s ranked in importance by the participants and not post hoc by the reviewer review panel It also provides each participant with an equal voice and has a focus on future remedial action Back to 4 10 Continue to Section 4 12 Back To Section 4 Retrieved from http www ucdoer ie index

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  • Section 4.12 Methods - UCD - CTAG
    of the UCD Teaching and Learning resources webpage Activity 4 12 Consider one of the above methods that you are not familiar with What type of information could this provide that you would not get from SET Submit your answers Resources http www ucd ie teaching resources teachingtoolkit Back to 4 11 Continue to Section 4 13 Back To Section 4 Retrieved from http www ucdoer ie index php title

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  • Section 4.13 Standardised Surveys - UCD - CTAG
    Educational Quality SEEQ National Student Survey NSS Approaches to Teaching Inventory ATI Learning Objectives Questionnaire LOQ Laboratory Teaching Methods Inventory LTMI Post graduate Research Experiences Questionnaire PREQ Experience of Teaching and Learning Questionnaire ETLQ Two standardised tools are introduced in the following sections Section 4 13 1 The Course Experience Questionnaire Section 4 13 2 Student Evaluation of Educational Quality Back to 4 12 Continue to Section 4 13 1

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  • Section 4.13.1 The Course Experience Questionnaire - UCD - CTAG
    academic units in terms of those perceptions Lizzio Wilson and Simons 2002 Ramsden 1991b not for generating feedback on specific modules or lecturers Furthermore it has been suggested that has limited use in terms of helping continuous quality improvement Tucker Jones Straker 2008 less well suited to less traditional teaching strategies such as problem based learning Lyon Hendry 2002 and less useful for assessing the experiences of students working for postgraduate research degrees Richardson 2005 As Ginnsa Prosserb and Barriea 2007 state since 2003 the CEQ has been used by the Graduate Council of Australia as part of its annual Graduate Destination Survey and has prompted the development of the National Student Survey NSS a similar national survey in the UK and Ireland There are various versions of the questionnaire though it generally contains between 25 and 37 items using a Likert scale of strongly agree to strongly disagree as well as one item evaluating overall satisfaction with degree quality and some open ended questions The five sub scales address the issues of i Good teaching ii Clear goals and standards iii Appropriate assessment iv Appropriate workload v Generic skills Resources http www deakin edu au itl pd tl modules

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  • Section 4.13.2 Student Evaluation of Educational Quality - UCD - CTAG
    point scale from very poor to very good The nine aspects evaluated address Learning value Enthusiasm Organization Group interaction Individual rapport Breadth of coverage Examinations grading Assignments Workload difficulty Richardson 2005 provides a comprehensive discussion of the psychometric properties and Coffey and Gibbs 2001 discuss the relevance of the SEEQ to HE in the UK Included in their analysis is reference to the reliability and validity of the tool and the recommendation of the SEEQ for use by lecturers to obtain student feedback on their teaching individual modules in preference to home made student feedback questionnaires Balam and Shannon 2010 report that the SEEQ has received recognition for producing valid and reliable scores across different countries such as Hong Kong Australia Papua New Guinea Spain China and India Resources Richardson J T E 2005 Instruments for obtaining student feedback A review of the literature Assessment Evaluation in Higher Education 30 4 387 415 Coffey M Gibbs G 2001 The evaluation of the Student Evaluation of Educational Quality Questionnaire SEEQ in UK higher education Assessment and Evaluation in Higher Education 26 89 93 Back To Section 4 Continue to Section 5 Retrieved from http www ucdoer ie index php title Section

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  • Section 4.2 The Evaluation Cycle - UCD - CTAG
    As the name suggests the process is cyclical and does not end with a single iteration Resources Hounsell D 2003 The evaluation of teaching In H Fry S Ketteridge and S Marshall Eds A Handbook for Teaching and Learning in Higher Education pp 200 212 London Kogan Page Back to 4 1 Continue to Section 4 3 Back To Section 4 Retrieved from http www ucdoer ie index php title

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  • Section 4.3 Focus of Evaluations - UCD - CTAG
    improve Submit your answers As established in Section 2 feedback can be obtained on any aspect of the teaching and learning experience Understandably then the focus of any given evaluation should reflect and be appropriate to the desired goals of the evaluation Richardson 2005 Depending on these goals the evaluation will focus on aspects deemed essential for quality education Edström 2008 proposes a dual pronged option focusing on either teaching incorporating the teacher as well as the teaching process or learning incorporating the learning process and learning outcome Other researchers Algozzine et al 2004 Blackmore 2009 Kember et al 2002 Moore Kuol 2005 have also suggested a need to focus on student satisfaction The key points associated with these positions are illustrated below Activity 4 3 b Based on these factors what do you feel is the appropriate focus for your future SETs that would facilitate greatest opportunity for development Submit your answers Resources Edström K 2008 Doing course evaluation as if learning matters most Higher Education Research Development 27 2 95 106 Back to 4 2 Continue to Section 4 4 Back To Section 4 Retrieved from http www ucdoer ie index php title Section 4 3 Focus of

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