Improving Academic Decision-Making through Course Evaluation Technology.
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| Title: | Improving Academic Decision-Making through Course Evaluation Technology. |
|---|---|
| Authors: | Marks, Adam1 adam-marks@hotmail.com, AL-Ali, Maytha1, Majdalawieh, Munir1, Bani-Hani, Anoud1 |
| Source: | International Journal of Emerging Technologies in Learning. 2017, Vol. 12 Issue 11, p4-14. 11p. 3 Charts, 1 Graph. |
| Subject Terms: | *College curriculum, *Decision making, *Academic degrees, *University & college administration, *Classroom activities |
| Abstract: | The objective of this study is to offer a broad understanding of how end of course evaluations can be used to improve the academic outcomes of a higher education institute. This paper presents the key findings from a study conducted using twenty-three academic degree-programs, regarding their use of end of course evaluation technology. Data was collected from an online survey instrument, in-depth interviews with academic administrators, and two case studies, one in the US and another in the UAE. The study reveals that while historically end of course evaluations were primarily used to gauge the performance of instructors in the classroom, there are several new trends in the use of end of course evaluations that can help higher education institutions improve academic assessment, teaching and learning, and academic administration decision making. Those trends include sectioning and categorization; questions standardization and benchmarking; alignment with key performance indicators and key learning outcomes; and grouping by course, program outcome, program, college, etc. in addition to those vertical structures, higher education institutions are vertically examining a specific question(s) across. End of course evaluations are now poised as an integral tool and a key health indicators of academic programs. [ABSTRACT FROM AUTHOR] |
| Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 126281364 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Improving Academic Decision-Making through Course Evaluation Technology. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Marks%2C+Adam%22">Marks, Adam</searchLink><relatesTo>1</relatesTo><i> adam-marks@hotmail.com</i><br /><searchLink fieldCode="AR" term="%22AL-Ali%2C+Maytha%22">AL-Ali, Maytha</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Majdalawieh%2C+Munir%22">Majdalawieh, Munir</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bani-Hani%2C+Anoud%22">Bani-Hani, Anoud</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Emerging+Technologies+in+Learning%22">International Journal of Emerging Technologies in Learning</searchLink>. 2017, Vol. 12 Issue 11, p4-14. 11p. 3 Charts, 1 Graph. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+degrees%22">Academic degrees</searchLink><br />*<searchLink fieldCode="DE" term="%22University+%26+college+administration%22">University & college administration</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+activities%22">Classroom activities</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The objective of this study is to offer a broad understanding of how end of course evaluations can be used to improve the academic outcomes of a higher education institute. This paper presents the key findings from a study conducted using twenty-three academic degree-programs, regarding their use of end of course evaluation technology. Data was collected from an online survey instrument, in-depth interviews with academic administrators, and two case studies, one in the US and another in the UAE. The study reveals that while historically end of course evaluations were primarily used to gauge the performance of instructors in the classroom, there are several new trends in the use of end of course evaluations that can help higher education institutions improve academic assessment, teaching and learning, and academic administration decision making. Those trends include sectioning and categorization; questions standardization and benchmarking; alignment with key performance indicators and key learning outcomes; and grouping by course, program outcome, program, college, etc. in addition to those vertical structures, higher education institutions are vertically examining a specific question(s) across. End of course evaluations are now poised as an integral tool and a key health indicators of academic programs. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal of Emerging Technologies in Learning is the property of International Association of Online Engineering (IAOE) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=126281364 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.3991/ijet.v12i11.6987 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 11 StartPage: 4 Subjects: – SubjectFull: College curriculum Type: general – SubjectFull: Decision making Type: general – SubjectFull: Academic degrees Type: general – SubjectFull: University & college administration Type: general – SubjectFull: Classroom activities Type: general Titles: – TitleFull: Improving Academic Decision-Making through Course Evaluation Technology. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Marks, Adam – PersonEntity: Name: NameFull: AL-Ali, Maytha – PersonEntity: Name: NameFull: Majdalawieh, Munir – PersonEntity: Name: NameFull: Bani-Hani, Anoud IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: 2017 Type: published Y: 2017 Identifiers: – Type: issn-print Value: 18630383 Numbering: – Type: volume Value: 12 – Type: issue Value: 11 Titles: – TitleFull: International Journal of Emerging Technologies in Learning Type: main |
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