Quality as a Gap Analysis of College Students' Expectations

Autor/inn/en	Jackson, Mary Jo; Helms, Marilyn M.; Ahmadi, Mohammad
Titel	Quality as a Gap Analysis of College Students' Expectations
Quelle	In: Quality Assurance in Education: An International Perspective, 19 (2011) 4, S.392-412 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0968-4883
DOI	10.1108/09684881111170096
Schlagwörter	College Students; Student Attitudes; Classroom Environment; Educational Experience; Expectation; Educational Quality; Student Surveys; Student Educational Objectives; Quality Assurance; Teaching Methods; Educational Improvement; Classroom Techniques; Educational Technology; Educational Practices; Georgia + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Klassenklima; Unterrichtsklima; Bildungserfahrung; Expectancy; Erwartung; Quality of education; Bildungsqualität; Schülerbefragung; Qualitätssicherung; Teaching method; Lehrmethode; Unterrichtsmethode; Teaching improvement; Unterrichtsentwicklung; Klassenführung; Unterrichtsmedien; Bildungspraxis
Abstract	Purpose: This paper aims to address students' expectations of classroom pedagogy. It suggests that meeting students' specific expectations of teaching, one of the core educational processes, could impact the perception of the overall quality of the educational experience. Design/methodology/approach: A survey was administered to 372 first-year college students addressing their expectations regarding the use of various instructional pedagogies within the classroom and their desired or ideal classroom environment. A gap analysis was conducted between students' responses of the expected and the actual classroom environment. Findings: For eight of the 15 pedagogies, 25 percent or more of the students had a significant gap (greater than or equal to two) between their expected and actual classroom. The largest gap occurred in accessing the internet from class (34 percent) followed by the use of videos or DVDs (33 percent) and outside classroom assignments (30 percent). Research limitations/implications: A broader sample could be explored as well as how classroom environment impacts learning. Practical implications: This paper explores the impact of the expectations of one aspect of a student's educational experience, the pedagogies used in the classroom, and considers the impact on the perception of overall quality. Originality/value: Awareness of the gap between expectations of ideal classroom pedagogies and the actual learning environment is useful for educators to consider as they plan courses. Information on pedagogies to be used, presented early in the course, is suggested as a way to manage the gap. (Contains 3 tables and 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10