{"id":4,"date":"2024-04-04T05:28:24","date_gmt":"2024-04-04T02:28:24","guid":{"rendered":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/statements-scales-and-open-ended-questions\/"},"modified":"2024-04-24T12:06:15","modified_gmt":"2024-04-24T09:06:15","slug":"statements-scales-and-open-ended-questions","status":"publish","type":"page","link":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/statements-scales-and-open-ended-questions\/?lang=en","title":{"rendered":"Statements, scales and open-ended questions"},"content":{"rendered":"

Part 1. Teaching of the course<\/h2>\n

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\u2019s workload\u00a0<\/span>[11].\u00a0When shaping the learning environment, the lecturer can consider the factors that support learning<\/span>\u00a0[21]\u00a0[30]\u00a0[16]\u00a0[9]\u00a0[29]\u00a0[25]\u00a0[14]\u00a0[13]\u00a0[24], e.g., offer enough challenging tasks, encourage cooperation, give feedback which helps students understand how to continue learning and what to learn. <\/span><\/p>\n\n\n\n\n\n\n\n
\n

STATEMENTS<\/strong><\/p>\n<\/td>\n

\n

SCALE<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n\n

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 \u201cNot applicable\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n\n

Workload is too low \/ Workload is adequate \/ Workload is too high \/ Not applicable<\/p>\n<\/td>\n<\/tr>\n

\n

OPEN-ENDED QUESTIONS<\/strong><\/p>\n<\/td>\n

\n

\n<\/p><\/td>\n<\/tr>\n

\n
    \n
  • What enhanced your learning in this course?<\/li>\n
  • What would you do differently in the teaching of this course?<\/li>\n<\/ul>\n<\/td>\n
\n

\n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\n

Part 2. Student learning<\/h2>\n

The student\u2019s learning is described through the engagement of the learner as this determines the result and quality of learning <\/span>[15]. 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\u2019 interest in learning and their sense of belonging.<\/span><\/p>\n

When interpreting the ratings given to this part, it should be considered that students\u2019 engagement does not depend on themselves only, but the learning environment shaped by the lecturer is also influential.\u00a0<\/span><\/b>[15]\u00a0[17]\u00a0<\/span><\/b>Still, <\/b>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\u2019s activities <\/span>[22]\u00a0[28].<\/span><\/p>\n

<\/div>\n\n\n\n\n\n\n
\n

STATEMENTS<\/strong><\/p>\n<\/td>\n

\n

SCALE<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n\n

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 \u201cNot applicable\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n

OPEN-ENDED QUESTIONS<\/strong><\/p>\n<\/td>\n

\n

\n<\/p><\/td>\n<\/tr>\n

\n
    \n
  • Recommendations for learning for future learners.<\/li>\n<\/ul>\n<\/td>\n
\n

\n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\n

Part 3. Results of learning<\/h2>\n

In this questionnaire, the result of learning is treated as the perceived value of the course for the learner <\/span>[1].<\/span><\/p>\n\n\n\n\n\n\n
\n

STATEMENTS<\/strong><\/p>\n<\/td>\n

\n

SCALE<\/strong><\/p>\n<\/td>\n<\/tr>\n

\n\n

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 \u201cNot applicable\u201d.<\/p>\n<\/td>\n<\/tr>\n

\n

OPEN-ENDED QUESTIONS<\/strong><\/p>\n<\/td>\n

\n

\n<\/p><\/td>\n<\/tr>\n

\n
    \n
  • Please explain your evaluation.<\/li>\n
  • Other opinions and comments about the course.<\/li>\n<\/ul>\n<\/td>\n
\n

\n<\/p><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"excerpt":{"rendered":"

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\u2019s workload\u00a0[11].\u00a0When shaping the learning environment, the …<\/p>\n","protected":false},"author":8,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"inline_featured_image":false,"footnotes":""},"class_list":["post-4","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/pages\/4","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/users\/8"}],"replies":[{"embeddable":true,"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/comments?post=4"}],"version-history":[{"count":2,"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/pages\/4\/revisions"}],"predecessor-version":[{"id":98,"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/pages\/4\/revisions\/98"}],"wp:attachment":[{"href":"https:\/\/sisu.ut.ee\/oppeaine-tagasiside\/wp-json\/wp\/v2\/media?parent=4"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}