Undergraduate Student perceptions of a Restorative Dentistry OSCE

Objectives: The Objective Structured Clinical Exam (OSCE) is a widely accepted assessment method in undergraduate dental education. It aims to test higher order skills, attitudes and aspects of professionalism which other summative assessments such as MCQs and other written examinations are less able to do. The aim of this study was to evaluate the perceptions of 4th year undergraduate dental students of an OSCE undertaken in the Conservation Department.
Methods: On completion of the OSCE examination 51 fourth year undergraduate students were asked to complete an anonymised questionnaire. The questionnaire was made 22 questions, and requiring the students to provide both open and closed responses.
Results: A lot of positive aspects to the OSCE were observed in responses, students felt that the OSCE was a meaningful way for assessing their clinical skills (85%), it reflected real life conditions (79%) and that it was a fair method of assessment (75%).
A number of negative aspects were also noted. Most students felt the OSCE was stressful (72%) and they felt nervous during the examination (77%). Of the undergraduates asked 42% did not feel confident doing the OSCE.
A number of students felt it would be helpful to have additional information given to them on the OSCE prior to the assessment process.
Conclusion: In general the students found the OSCE a fair, meaningful form of assessment which reflected real life clinical situations, providing them with an opportunity to show their clinical knowledge and practical skills. A number study cohort did not feel confident during the OSCE and felt nervous and stressed by the experience. The information gained from the reflective nature of the feedback questionnaire has proved invaluable in the design of subsequent diets of the OSCE examination. 

Web based content and hybrid teaching: student perceptions of the effectiveness of using web based content and hyper-linked teaching units in teaching hybrid business and marketing post secondary classes /

This exploratory, descriptive action research study is based on a survey of a sample of convenience consisting of 172 college and university marketing students, and 5 professors who were experienced in teaching in an internet based environment. The students that were surveyed were studying e-commerce and international business in 3^^ and 4*'' year classes at a leading imiversity in Ontario and e-commerce in 5^ semester classes at a leading college. These classes were taught using a hybrid teaching style with the contribution of a large website that contained pertinent text and audio material. Hybrid teaching employs web based course materials (some in the form of Learning Objects) to deliver curriculimi material both during the attended lectures and also for students accessing the course web page outside of class hours. The survey was in the form on an online questionnaire. The research questions explored in this study were: 1. What factors influence the students' ability to access and learn from web based course content? 2. How likely are the students to use selected elements of internet based curriculum for learning academic content? 3. What is the preferred physical environment to facilitate learning in a hybrid environment? 4. How effective are selected teaching/learning strategies in a hybrid environment? The findings of this study suggest that students are very interested in being part of the learning process by contributing to a course web site. Specifically, students are interested in audio content being one of the formats of online course material, and have an interest in being part of the creation of small audio clips to be used in class.

Student perceptions of the writing process

Based on the critical research paradigm and using a mix of methodologies, this study examined student perceptions of the process approach used to teach writing. A class of 19 ESL students in an academic writing class at a small university paliicipated in the study. As collaborators in the study, they assessed their personality types using the PET Type Check (Crantoll & Knoop, 1995) and tlleir learning styles using Kolb'sLearning Styles Inventory (1976). Interviews, classroom observations, and journals provided a data base for case studies llilQ teacher reflection. Results indicated that students perceived the prewriting step of brainstonning and peer review as most useful. Student perceptions of the tasks and course and implications for theory and practice are examined.

Student Perceptions of Discretion in Discipline: Seeking Resolution and Restoration in a Punitive Culture

This study examined high school student perceptions of discretion utilized by educators in high school disciplinary proceedings. Using a sample of 6 high school students who had experienced differing levels of formal discipline, the study investigated the discretionary factors that influence an educator's decision making. The study was a generic qualitative study where the primary source of data collection was open-ended interviews to ensure the integrity of the research as a study of student voices and perceptions. Journaling was also employed to record observations and to identify researcher assumptions. The data were analyzed employing aspects of a grounded theory approach. The findings were coded to reveal 5 areas high school students identified in relation to discipline and discretion: punitive discipline versus problem resolution, effective processes, educator discretion, student discretion, and the student-educator relationship. The final discussion highlights the need for a community vision for high school discipline in order to channel discretion and to uphold students' best interests. Restorative justice is proposed as a feasible vision for high school discipline, whereby participants' responses are measured against a restorative paradigm.

Student perceptions of their IEP targets

The 2001 Code of Practice for Special Educational Needs (DfES, 2001) explicitly states that students with IEPs should have an active role in the writing and implementing of them. A research project was conducted in which 19 Year 8 students in three schools were interviewed, with the findings cross-referenced against an examination of their individual education plans (IEPs) and interviews with the SENCos. Very few students were able to communicate a clear understanding of IEPs. Students' stated targets mostly reflected mainstream target-setting: very few stated targets matched with those in their IEPs. Consistent with these findings is literature which argues that meaningfully involving students in the IEP process takes considerable time and effort, which would appear to imply that the number of students with IEPs in any one school must be limited. Against this are pressures, particularly from OFSTED but also from examination boards, to have IEPs available as evidence that students' needs are being met. The article concludes by suggesting that SENCos look to limit the number of IEPs issued, alongside a robust defence of the school's special educational needs policy within the school evaluation form to ensure that students' needs are met and also are seen to be met.

Student perceptions of iPads as mobile learning devices for fieldwork

This paper reports findings from six field courses about student’s perceptions of iPads as mobile learning devices for fieldwork. Data were collected through surveys and focus groups. The key findings suggest that the multi-tool nature of the iPads and their portability were the main strengths. Students had some concerns over the safety of the iPads in adverse weather and rugged environments, though most of these concerns were eliminated after using the devices with protective cases. Reduced connectivity was found to be one of the main challenges for mobile learning. Finally, students and practitioners views of why they used the mobile devices for fieldwork did not align.

To post or not to post : undergraduate student perceptions about participating in online discussions

Computer mediated conferencing (CMC) is now a common feature of blended learning environments where students learn in both face to face and online settings. While many teachers recognize the value of online discussions for learning, students appear to have different perspectives. Consequently, their participation in online discussions is often sporadic and not genuinely interactive. This paper examines these issues and provides student perspectives about participation in online discussions which arose from a case study in a conceptually difficult subject. Systems data indicated low numbers of posted messages. Student interviews provide some insights into this lack of participation, and identify the influence of the curriculum design, especially the nature of the learning activity, and its connection to other aspects of the course, for example, assessment and the regular class sessions. Other influential factors include the student’s ideas about learning, managing demands on their time and their acceptance of CMC. The paper also provides recommendations for improving participation in online discussions.

Improved questionnaire for gathering student perceptions of teaching and learning

An instrument used to gather university students’ perceptions of their learning environments, the Perceptions of Learning Environments Questionnaire (PLEQ) has been used recently in higher education research. The current paper examines the strengths and limitations of the PLEQ, particularly in relation to uncovering student perceptions about responsibility for their own learning. A study trialling a modified questionnaire, which
builds on the advances and addresses the limitations of the PLEQ, is reported.

Comparative analysis of student perceptions : impact on satisfaction among international postgraduate students from China, India, Indonesia and Thailand

The paper undertakes a comparative analysis of the gap in student expectations and perceptions on key service quality factors influencing the choice of Australia as a study destination by international postgraduate students of Asian origin and their relationship with student satisfaction. Based on the theoretical framework of expectancy-disconfirmation paradigm, the paper examines the differences in student perceptions of the level of service quality related to the key factors of choice among four groups of students from China, India, Indonesia and Thailand using structural equation modelling, ANOV A and MANOV A. It concludes with strategic implications for universities.

What do they think when we stack them in? A comparative analysis of student perceptions relating to large and small marketing subjects

University education is in a period of flux with emphasis being focused on quality education, competition for students both local and international as well as changes in governmental financial support and direction. It is with this scenario as a backdrop, that universities in an endeavour to obtain economies of scale offer subjects with large student enrolments. This study investigates marketing students’ perception of and participation in marketing subjects relating to teaching quality, staff availability and support, and individual student involvement in marketing education with large enrolments compared to subjects with small enrolments. This research builds on the investigations of effects of class size by Cuseo (2004) and Binney et al (2004). The study used a multi-method approach. Data from a sample of 621 students was analysed using Factor analysis, MANOVA and ANOVA. Students indicated that there was little difference in the quality of learning obtained in small or large classes. Of interest from a marketing perspective, however, is the perception by students that they are more likely to obtain practical assistance and support from tutors in smaller classes. Student perceptions generally show no major differences between large and small classes in relation to subject selection, ability to learn and lecture  attendance. Students expressed a preference for the opportunity to choose from a number of lecture streams available in subjects with large enrolments. Of interest, however is the student belief that they are less likely to actively participate in large lectures than in small lecture environments.

Blended and online learning : student perceptions and performance

Purpose – The purpose of this paper is to improve educator knowledge of the antecedents and consequences of blended learning in higher education.

Design/methodology/approach – A longitudinal case study approach is adopted. Three case studies each involve tracking a student evaluations of teaching (SET) measure (willingness to recommend) and grade point average for three subjects from the same business discipline over six years. The cases involve comparison of: a business subject taught solely online; a business subject where experimentation in the blend of face-to-face teaching and learning is involved; and a business subject where face-to-face teaching is primarily used, and where in the most recent iteration online content supplements the learners' experiences.

Findings – The findings suggest that there are situations where integrated use of blended learning involving face-to-face teaching, digital media and digital communication with simple navigation between the content items leads to positive student perceptions. This is in contrast to negative student perceptions in the situation where learners must navigate in online learning, and where there is little or no face-to-face instruction. While not examined in detail, nor part of the research question, it is not surprising to find no relationship between learning mode and grade point averages is evidenced.

Research limitations/implications – The effects of prior computer literacy and language proficiency across the students used in this study, and potential demographic and experiential differences between on-campus and off-campus students are not controlled for. Additionally, only three business subjects are investigated and it is recognised that there is a need for a broader study. Finally, with response levels to the university-controlled SET that typically range between 20-43 per cent for these large subjects, there is possible non-response bias that it was not possible to counter over the six years involved.

Practical implications – The findings in this study suggest that while blended learning offers many benefits to higher education institutions and learners alike, care needs to be taken in the manner in which such approaches are implemented in light of possible negative learner perceptions where a less traditional approach is taken.

Originality/value – A major contribution of this study is the fact that experimentation has taken place in terms of the degree of face-to-face and online learning that have been blended in at least one subject (case study two), and the fact that the SET for this subject are compared, longitudinally, with two other subjects which lie on either side of this subject in terms of the extent of online and face-to-face teaching and learning employed – 100 per cent online in case study one and almost 100 per cent face-to-face in case study three.

Staff and student perceptions of an online learning environment : difference and development

Academic staff play a fundamental role in the use of online learning by students. Yet, compared to studies reporting student perspectives on online learning, studies investigating the perspectives of academic staff are much more limited. Perhaps the least common investigations are those that compare the perceptions of academic staff and students using the same online learning environment (OLE). Much research indicates, at least initially, academic staff most value OLE systems as a mechanism for efficient delivery of learning materials to students. Following the mainstreaming of an OLE at Deakin University in 2004, the data from a large, repeated, representative and quantitative survey were analysed to investigate comparative staff and student evaluations of an OLE, and to explore the evidence for development in the use of an OLE by academic staff. Generally, students were found to give higher importance and satisfaction ratings to elements of the OLE than staff. Students were also more likely than staff to agree that the OLE enhanced their learning. A comparison of the mean ratings recorded for staff in 2004 and 2005 showed that both importance and satisfaction ratings of elements of the OLE were almost universally higher after a year of use of the OLE.