Assessing and Improving the Quality of Undergraduate Teaching in China: The Course Experience Questionnaire

Autor/inn/en	Yin, Hongbiao; Wang, Wenlan
Titel	Assessing and Improving the Quality of Undergraduate Teaching in China: The Course Experience Questionnaire
Quelle	In: Assessment & Evaluation in Higher Education, 40 (2015) 8, S.1032-1049 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.963837
Schlagwörter	Foreign Countries; Undergraduate Students; Teaching Methods; Instructional Effectiveness; Instructional Improvement; Educational Quality; Questionnaires; Student Experience; Educational Environment; Academic Achievement; Quality Assurance; Correlation; Participant Satisfaction; Self Efficacy; Skill Development; Course Evaluation; Factor Analysis; Structural Equation Models; China + Suchen Sie Ihr Suchwort? Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Unterrichtsqualität; Quality of education; Bildungsqualität; Fragebogen; Studienerfahrung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Schulleistung; Qualitätssicherung; Korrelation; Self-efficacy; Selbstwirksamkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Faktorenanalyse
Abstract	Assessing and improving the quality of undergraduate teaching is an important issue in China. Using the Course Experience Questionnaire, this study examined the quality of undergraduate teaching by investigating the relationships between students' course experience, the learning outcomes demonstrated by the students and the learning environment. Two thousand and forty-three second-year students participated in a questionnaire survey. The results indicated that different aspects of the students' course experience variously affected learning outcomes, such as overall satisfaction with the course, academic efficacy and the development of generic skills. These results reflected the characteristics of undergraduate teaching in China, and highlighted the need to enhance student autonomy and self-study. In addition, the appropriateness of learning resources and the level of academic freedom in the institutions were found to more powerfully influence students' course experience than the provision of supportive facilities and services. These findings have implications for improving undergraduate teaching and its quality assurance in China. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01