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College student perceptions of teaching and learning quality

机译：大学生对教学质量的看法

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Numerous instructional design models have been proposed over the past several decades. Instead of focusing on the design process (means), this study investigated how learners perceived the quality of instruction they experienced (ends). An electronic survey instrument containing nine a priori scales was developed. Students responded from 89 different undergraduate and graduate courses at multiple institutions (n = 140). Data analysis indicated strong correlations between student self-reports on academic learning time, how much they learned, First Principles of Instruction, their satisfaction with the course, perceptions of their mastery of course objectives, and global course ratings. Most importantly, these scales measure principles with which instructional developers and teachers can evaluate their products and courses, regardless of design processes used: provide authentic tasks for students to do; activate prior learning; demonstrate what is to be learned; provide repeated opportunities for students to successfully complete authentic tasks with coaching and feedback; and help students integrate what they have learned into their personal lives.
机译：在过去的几十年中，已经提出了许多教学设计模型。这项研究没有关注设计过程（方法），而是研究了学习者如何看待他们所经历的教学质量（目的）。开发了一种包含九个先验量表的电子调查仪器。学生从多个机构（n = 140）的89个不同的本科生和研究生课程中获得答复。数据分析表明，学生关于学术学习时间的自我报告，他们学到了多少东西，《基本原理》，他们对课程的满意度，对课程目标的掌握程度以及总体课程评分之间存在很强的相关性。最重要的是，这些量表衡量的原理是教学开发人员和教师可以使用其评估产品和课程的方式，而与所使用的设计过程无关，包括：为学生提供真实的任务；激活先前的学习；展示要学习的东西；提供反复的机会，让学生通过辅导和反馈成功地完成真实的任务；并帮助学生将学到的知识融入个人生活。

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