Instruction for the interpretation of the course feedback questionnaire for teachers

Statements, scales and open-ended questions

Part 1. Teaching of the course

The learning environment is largely created and shaped by the lecturer who formulates the objectives and learning outcomes, selects the methods of teaching and assessment, determines the learner’s workload . When shaping the learning environment, the lecturer can consider the factors that support learning , e.g., offer enough challenging tasks, encourage cooperation, give feedback which helps students understand how to continue learning and what to learn.

STATEMENTS	SCALE
The structure of the course supported my learning. (Description) Online learning activities supported my learning in the course. The teaching was varied (different kinds of methods and tasks were employed). (Description) Students were given the chance to discuss the subject matter. (Description) The course was intellectually challenging. (Description) The feedback helped me to understand which knowledge and/or what skills I should develop further. (Description) The assessment was closely related to the teaching. (Description)	Agreement scale (I agree, I somewhat agree, I somewhat disagree, I disagree). If you cannot assess the statement in the context of this course, choose the variant “Not applicable”.
Please evaluate how well your workload matched the number of ECTS credits in this course (1 ECTS credit = 26 hours of studying). (Description)	Workload is too low / Workload is adequate / Workload is too high / Not applicable
OPEN-ENDED QUESTIONS
What enhanced your learning in this course? What would you do differently in the teaching of this course?

Part 2. Student learning

The student’s learning is described through the engagement of the learner as this determines the result and quality of learning . Thus, it is very important for students to be engaged in learning emotionally, cognitively and behaviourally. Students are behaviourally engaged in learning if they attend in lectures, seminars and practicums, take efforts and contribute time to learning. Cognitive engagement refers to thinking along and using such learning strategies that help to understand the material in depth. Emotional engagement refers to students’ interest in learning and their sense of belonging.

When interpreting the ratings given to this part, it should be considered that students’ engagement does not depend on themselves only, but the learning environment shaped by the lecturer is also influential. Still, lower ratings may not always be related to the activities of the lecturer: the group may have included students whose personality factors or personal interests prevailed over the lecturer’s activities .

STATEMENTS	SCALE
I devoted time to learning. (Description) I prepared for lectures, seminars and practicals. (Description) I was actively involved in seminars and practicals. (Description) I was actively involved in lectures. (Description) This course increased my interest in the field. (Description)	Agreement scale (I agree, I somewhat agree, I somewhat disagree, I disagree). If you cannot assess the statement in the context of this course, choose the variant “Not applicable”.
OPEN-ENDED QUESTIONS
Recommendations for learning for future learners.

Part 3. Results of learning

In this questionnaire, the result of learning is treated as the perceived value of the course for the learner .

STATEMENTS	SCALE
All in all, the course was valuable for me. (Description)	Agreement scale (I agree, I somewhat agree, I somewhat disagree, I disagree). If you cannot assess the statement in the context of this course, choose the variant “Not applicable”.
OPEN-ENDED QUESTIONS
Please explain your evaluation. Other opinions and comments about the course.