Development of the Course Experience Questionnaire (CEQ)

By C. Mcinnis, P. Griffin, R. James, H. Coates. 2001

125 citations recorded by the source corpus.

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Citations in the corpus

Students’ engagement in first‐year university (2008, background): “Recent projects include the enhancement of the Australian graduate census, an investigation of student engagement and online learning, development of new scales for the Australian Course Experience Questionnaire, a review of the national student equity policy, development of national policy on study”
Putting student evaluations into perspective: The Course Experience Quality and Satisfaction Model (CEQS) (2012, unknown): “The commonly-used 25-item Course Experience Questionnaire (CEQ) (Lyon & Hendry, 2002; McInnis et al., 2001; Waugh, 1998) provided the framework for survey development.”
The Role of the Learning Community in the Development of Discipline Knowledge and Generic Graduate Outcomes (2006, background): “Therefore, an important imperative for the future is an examination of the learning community scale itself (McInnis et al. 2001) with a view to establishing any aspects of the leaning community experience and its implementation that it does not canvass, or does not canvass adequately.”
The value of student engagement for higher education quality assurance (2005, background): “Recent research has challenged the notion that what students do inside the classroom is the only or most significant part of their educational experience (Kuh et al., 1994; McInnis et al., 2001; McInnis, 2002).”
University performance evaluations: what are we really measuring? (2012, methodology): “Adaptations to this model have been progressively offered, although it was additions by some, such as McInnis et al. (2001), that increased the scope of measurement towards learning with the inclusion of five additional scales; including student support, intellectual motivation, learning community,…”
Student engagement evidence summary (2010, background): “Participation in extra-curricular activities has also been shown to be positively correlated to improved outcomes (Pascarella and Terenzini, 1991; McInnis et al., 2001, 2005; Scott, 2006) .”
Instruments for obtaining student feedback: a review of the literature (2005, methodology): “McInnis et al. (2001) devised six new scales, each containing five items, to measure the domains of student support, learning resources, course organization, learning community, graduate qualities and intellectual motivation.”
The National Student Survey: development, findings and implications (2007, background): “…for certain groups of students (e.g. those studying by distance learning: Richardson & Woodley, 2001), and also because it does not include items relating to broader aspects of the student experience, such as pastoral support and the organisation of the curriculum (McInnis et al., 2001).”