Enhancing Quality with a Research-Based Student Feedback Instrument: A Comparison of Veterinary Students' Learning Experiences in Two Culturally Different European Universities

Autor/inn/en	Ruohoniemi, Mirja; Forni, Monica; Mikkonen, Johanna; Parpala, Anna
Titel	Enhancing Quality with a Research-Based Student Feedback Instrument: A Comparison of Veterinary Students' Learning Experiences in Two Culturally Different European Universities
Quelle	In: Quality in Higher Education, 23 (2017) 3, S.249-263 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ruohoniemi, Mirja) ORCID (Parpala, Anna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1353-8322
DOI	10.1080/13538322.2017.1407401
Schlagwörter	Cultural Differences; Institutional Characteristics; Feedback (Response); Universities; Educational Quality; Evidence Based Practice; Comparative Analysis; Veterinary Medicine; Learning Experience; Student Experience; Quality Assurance; Learning Strategies; Self Efficacy; Educational Environment; Interest Inventories; Comparative Education; Foreign Countries; Questionnaires; Factor Analysis; College Students; Statistical Analysis; Regression (Statistics); Finland (Helsinki); Italy + Suchen Sie Ihr Suchwort? Kultureller Unterschied; University; Universität; Quality of education; Bildungsqualität; Tiermedizin; Lernerfahrung; Studienerfahrung; Qualitätssicherung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Self-efficacy; Selbstwirksamkeit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interest profile; Interessenprofil; Vergleichende Erziehungswissenschaft; Ausland; Fragebogen; Faktorenanalyse; Collegestudent; Statistische Analyse; Regression; Regressionsanalyse; Italien
Abstract	This paper explores the value of a research-based student inventory from the quality assurance point of view in two culturally different European higher education institutions for veterinary education. Perceived heavy workload is a well-known problem in veterinary studies and is a challenge to the quality of learning. First- and third-year students in both institutions responded to an inventory consisting of items regarding their approaches to learning, self-efficacy, study workload and the teaching-learning environment. There were differences in students' approaches to learning and perceived workload between the two institutions. In both contexts, the strongest predictor of the workload turned out to be the surface approach to learning. Self-efficacy showed a positive correlation with the deep approach to learning and organised studying. The strengths of the teaching-learning environment varied between the institutions. Moreover, the present study discusses how the gained information could be used in improving the teaching-learning environment and students' learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01