Students’ perceptions of teaching quality in higher education: the perspective of currently enrolled students

By Paul Ginns, Michael Prosser, S. Barrie. 2007

283 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/e5efe9b6b3dd494e4c031dacc01750cb72415812

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. A. Brew
2. R. Bedggood
3. Jungjoo Kim
4. Paul Ginns
5. Jerome Donovan
6. Yangyi Kwon
7. P. Spooren
8. Erik Blair

Citations in the corpus

• Making sense of higher education: students as consumers and the value of the university experience (2014, background): “There are many studies, too, that address specific concerns (e.g. Walsh, 2010 on the cultural environment; Hallet 2010 on study support; Ginns, Prosser, and Barrie 2007 on teaching quality) and early-years retention/attrition (for which there is an extensive parallel literature).”
• Improving higher education practice through student evaluation systems: is the student voice being heard? (2014, background): “Ginns, Prosser, and Barrie (2007) identified five factors that predicted students’ overall levels of satisfaction with their courses: good teaching, clear goals, appropriate assessments, appropriate workload and skills in helping students develop their ability to plan their work.”
• Early impact and outcomes of an institutionally aligned, student focused learning perspective on teaching quality assurance1 (2005, background): “(See Ginns & Prosser, 2004, under review, for psychometric analyses of the SCEQ.)”
• University performance evaluations: what are we really measuring? (2012, methodology): “Apodaca and Grad 2005 ; Ginns, Prosser, and Barrie 2007 ; Liegler 1997 ), we adopt a student perspective to measuring their learning within the classroom.”
• Determinants of education quality: what makes students’ perception different? (2016, background): “…suggest that learning is not correlated with the course design and instructor, what students actually learn does not always reflect in their grades, but recognized that student evaluation of teaching is treated as one of the widest research literature in applied psychology (Ginns et al., 2007).”
• Investigating factors that influence social presence and learning outcomes in distance higher education (2011, methodology): “…was chosen to be used in this study because it was well verified in its validity and reliability for measuring the teaching quality at the degree program in higher education (Ginns et al., 2007) among students who were being exposed to face-to-face as well as online learning (Ginns & Ellis, 2009).”
• The relationship between engagement in the scholarship of teaching and learning and students’ course experiences (2008, methodology): “(For details of the conduct of the SCEQ, including sampling procedures, see Ginns et al. 2007).”
• On the Validity of Student Evaluation of Teaching (2013, background): “…(2008) Institutional 5 Quality of instruction Course rigor Level of interest Grades Instructor helpfulness Cohen (2005) Institutional 2 Course Teacher Ginns et al. (2007) SCEQ 5 Good teaching Clear goals and standards Appropriate assessment Appropriate workload Generic skills Gursoy & Umbreit…”
• Student evaluation of courses: what predicts satisfaction? (2010, background): “For example, Ginns, Prosser and Barrie ( 2007 ) identified five factors that predicted overall student satisfaction with their degree: good teaching (which incorporates providing feedback); clear goals and standards; appropriate assessment; appropriate workload; and generic skills.”