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The paper focuses on the tertiary institutions students’ perspective on rented apartments in Nigeria using Ladoke Akintola University of Technology (LAUTECH) students in Ogbomoso as experiment. The study aims to evaluate several rented apartments in Ogbomoso based on students’ level of satisfaction and perception. The data utilised in the paper was generated through the administration of one thousand and eight hundred questionnaires focusing on the housing rents, evaluation on the housing, the level of students’ satisfaction on housing, factors responsible for the high rent of housing and their support on non-residency policy in LAUTECH. Hypothesing the housing rent and housing material as indication of students’ satisfaction and perception on housing was made. This aimed at evaluating students’ satisfaction and perception on house rent and housing material. Correlation analysis was drawn to further ascertain the significant relationship between the house rent and housing material, between the house rent and students’ satisfaction on housing as well as between the housing material and students’ satisfaction on housing. Findings show that students’ satisfaction on the housing material was moderate while the level of their satisfaction on house rents was very low. The study revealed that there is significant relationship between the house rent, housing materials and the students’ satisfaction and perception. Based on the findings, the study suggests that the two owner state governments and the LAUTECH institution management should provide a more conducive housing in a better environment that caters for the needs of students’ accommodation.

This study draws on the experience of a cohort of 22 students from 09 tutorial centers enrolled in a Master of Education (M Ed) distance learning program administered by the Bangladesh Open University (BOU). It's purpose is to locate the aims and philosophies of distance learning within the experiences of actual distance learners in order to see if learners' needs were being met by the program and to obtain a fuller understanding of core aspects of distance education. The study found that students were, on the whole, satisfied with the course materials, the choice of modules, assignment feedback, and length of time given to complete the assignments, but significant problems surfaced regarding issues of student support, and access to and provision of resource materials. Arguably, these are issues intrinsic to the successful provision of distance learning courses, and the results both concord with aspects of the research literature (Burge & Howard, 1990; Chen, 1997; Hyland, 2001; Morgan, 1995; Robinson, 1995; Simpson, 2000; Tait, 2000) and raise some interesting questions regarding the provision of distance education and its ability to meet the needs of learners

En los últimos años se han incrementado las investigaciones que buscan conocer el grado de satisfacción del alumnado respecto a las acciones formativas soportadas en e-learning, sobre todo en el ámbito universitario. Este artículo analiza los resultados de un estudio que perseguía recoger las percepciones que los alumnos tienen respecto al e-learning en una Universidad latinoamericana. Más concretamente, en aspectos relacionados con la asignatura de manera general, el profesor/tutor, los contenidos, los procesos de comunicación, y la plataforma utilizada en la Universidad. In the last years researches that seek to know the degree of satisfaction of the students in relation with the educational actions supported by e-learning, especially at the University level, have been increasing. This article analyses the results of a study which collects the perceptions that the students have regarding e-learning in a Latin-American university. In particular, in aspects related to the subject, the professor/tutor, the contents, the process of communication, and the e-learning platform itself.

Early clinical exposure is recognized as an effective method of medical education. This program must play an important role in improving the inappropriate distribution of physicians in Nara prefecture. We investigated the attitude toward the early exposure of students enrolled in our school for urgent provision of physicians in Nara prefecture. The students comprised the 2nd to 6th grade, and 20 out of 53 students answered this questionnaire. The result was that our students were largely satisfied with this program, but they also wanted to improve its delivery, especially in the area of reporting. This program must be further improved from here on.

Ponència presentada a 3rd International Conference on Higher Education Advances, HEAd’17, Universitat Politècnica de València, València, 2017 This paper evaluates associations across the dimensions included in students’ surveys and virtual activities for applying educational models within e-learning graduate programs. Firstly, we focus on the outcomes derived from teachers’ and students’ participation in virtual classroom forums and, secondly, on the determinants of students’ satisfaction in the graduate program. Data analyses show that teachers’ and students’ participation in forums as dynamic educational activities are positively correlated with students’ general satisfaction. To study the determinants of students’ satisfaction, we perform a regression analysis that considers as explanatory variables educational planning, teaching qualifications and development of learning, as well as of a number of controls related to the virtual learning environment and participation in the academic program. According to the obtained results, teaching skills and learning environments are associated with higher students’ satisfaction in a virtual learning environment. This type of analysis is of great interest in a social environment characterized by increasing communication via electronic networking. We find that dynamic educational activities and dimensions taken on board on students’ surveys are related to students’ satisfaction in e-learning graduate programs.

The present paper analyses the relevance of academic engagement in the process of students dropping out of school. Previous studies have consistently shown strong associations between engagement and students&rsquo, achievement outcomes. The increased attention given to academic engagement in recent years is also visible in the efforts of stakeholders in higher education to increase engagement and, consequently, to reduce dropout. The relationships between engagement and dropout rates are somewhat fuzzier, vigor, dedication, and absorption vary inconsistently in students at risk. Using a correlation research design, we tested several dimensions of academic engagement as predictors of early dropout intentions on a sample of first-year students (N = 1063). The results showed that psychological academic engagement of students is a significant predictor of early dropout intentions. Differences in academic engagement given by family background and academic context were also tested. The implications of the results are discussed in the light of possible interventions for increasing academic engagement of university students. Also, suggestions for including employers in academic engagement and dropout interventions are given.

En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes de primero de la licenciatura que cursaban la asignatura de Filosofía y Química en la Universidad Pontificia de República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which the experience, that is, b-learning, is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures are highlighted. Some of the conclusions point to the favorable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions.

El estudio tiene como propósito principal conocer las actitudes, la satisfacción, el rendimiento académico, y los usos de las herramientas de comunicación online en los alumnos que participan en procesos de formación Blended Learning. Una metodología cuantitativa y cualitativa de recogida y análisis de datos (cuestionarios, grupos de discusión y análisis de la comunicación online) fue utilizada para comprender cómo se desarrolla este nuevo proceso de formación en 334 estudiantes universitarios. Éstos mostraron tener una actitud positiva hacia Internet, y la modalidad se presentó como satisfactoria para los alumnos, y aumentó también su rendimiento académico. Los resultados revelaron que, los usos que hacen los alumnos de los foros de discusión estaban destinados, fundamentalmente, hacia aspectos sociales e informales. The study has as main purpose to know attitudes, satisfaction, academic performance, and uses of online communication tools in undergraduate students that participate in Blended Learning courses. A quantitative and qualitative methodology of collection and analysis of data (questionnaires, discussion groups and analysis of online communication) it was used to understand how this new training method was developed in 334 undergraduate students. Students showed to have a positive attitude toward Internet, and the method was presented as satisfactory for students, and it also increased its academic performance. Results showed that the uses that make students among discussion forums were dedicated fundamentally toward social and informal aspects.

Education has long been highly valued in China, and continues to be highly valued, both by the state, which appreciates the value of education for maintaining China's economic rise, and by parents, who, affected by the One Child Policy, devote a large proportion of their incomes to their one child's education. This book explores current systems of teacher management in China and assesses their effectiveness. It charts the development of China's education system, outlines present day human resource management methods in Chinese schools, including practices for recruitment and selection, training and development, performance appraisal, and rewards, both pay and non-financial rewards, and describes recent changes and innovations. The book concludes that a high performance work system, enhanced by traditional paternalistic humanised management and by pragmatism, predominates, with important consequences for teachers’ jobs and performance, and for the quality of students' school life.

The purpose of this paper is to determine the impact of service quality perceived by science, technology, engineering and mathematics (STEM) and information-communication (IC) students of the University ofRijeka Departments on students' satisfaction and positive word-of-mouth. Based on the extensive literature review, the survey method was used to explore the relationships between the following variables: service quality, students' satisfaction, and word-of-mouth. The data were collected through an online self-administrated structured questionnaire administered to undergraduate and graduate STEM and IC students of the University of Rijeka Departments using Google Docs Forms. The findings provide some important insights into how the service quality impacts the students' satisfaction and word-of-mouth, in a Croatian higher education context. A high positive significant impact of service quality on students' satisfaction and word-of-mouth clearly indicates that it is an imperative for higher education sector. Based on the results and remarks of this study improvements can be planned and concluded across all dimensions. Policy makers in the industry in general and in the higher education sector, in particular, may benefit from the findings of this study. This work is licensed under aCreative Commons Attribution-NonCommercial 4.0 International License.

url: http://iconarp.selcuk.edu.tr/iconarp/article/view/112, This study seeks to explore the role of university campus quality in art students’ satisfaction. Environmental satisfaction is one of the key criteria by which the extent of university educational quality may be determined. An educational environment of high quality campus conveys a sense of satisfaction with university environment that may be physical, social and symbolic. Satisfaction and dissatisfaction from the art students’ point of view can be used as criteria for the campus planning, design and management to improve participation in environmental interaction and desire to more artistic performance. Data collection of the research was undertaken through a field study using photography, behavior monitoring and a questionnaire filled in by a sample of art students in Tabriz Islamic Art University. Descriptions and analysis of the results shows that the art students’ satisfaction with their university campus environment is at a mid-level.Identity and legibility, access in the campus, sociability, livability, teritoriality & control are of the main physical-psychological factors that may influence students’ environm,ental satisfaction. According to the character of artistic creativity, contact with nature can have a positive influence on art students’environmental satisfaction.

This study draws on the experience of a cohort of 22 students from 09 tutorial centers enrolled in a Master of Education (M Ed) distance learning program administered by the Bangladesh Open University (BOU). It's purpose is to locate the aims and philosophies of distance learning within the experiences of actual distance learners in order to see if learners' needs were being met by the program and to obtain a fuller understanding of core aspects of distance education. The study found that students were, on the whole, satisfied with the course materials, the choice of modules, assignment feedback, and length of time given to complete the assignments, but significant problems surfaced regarding issues of student support, and access to and provision of resource materials. Arguably, these are issues intrinsic to the successful provision of distance learning courses, and the results both concord with aspects of the research literature (Burge & Howard, 1990; Chen, 1997; Hyland, 2001; Morgan, 1995; Robinson, 1995; Simpson, 2000; Tait, 2000) and raise some interesting questions regarding the provision of distance education and its ability to meet the needs of learners.

The aim of this paper is to explore some specificities of students' satisfaction with hospital school. A sample of 125 students who were patients in the Children's Hospital Zagreb was used for collecting data on overall satisfaction with hospital school, by using a modified version of “What do you really think of school?“ questionnaire (Galton et al., 2003). Since the original factor validity of the scale had not been confirmed, composite variables were constructed by using particles that originally make the factors of the scales. The values of the measures of central tendency indicated a high estimate of overall satisfaction with hospital schooling. Correlation analysis did not confirm the connection between the time spent in hospital and composite variables of overall satisfaction with hospital school. However, a low negative correlation was found between the age (grade) and two composite variables (satisfaction with school; r=0.330 and satisfaction with working environment; r=0.370). The tested differences between medical condition (students can move/cannot move) and the estimate of overall satisfaction with hospital schooling were not confirmed., Cilj rada jest istražiti neke specifičnosti zadovoljstva školom u bolnici. Na uzorku od 125 učenika, pacijenata Klinike za dječje bolesti Zagreb, koji su uključeni u program škole u bolnici, prikupljeni su podaci o ukupnom zadovoljstvu školom u bolnici, a s pomoću modificirane verzije upitnika Što stvarno misliš o školi (Galton i sur., 2003). Budući da nije potvrđena originalna faktorska valjanost skale, konstruirane su kompozitne varijable s pomoću čestica koje originalno čine izvorne faktore skale. Iz vrijednosti mjera centralne tendencije indicira se visoka procjena ukupnog zadovoljstva školom u bolnici. U sklopu korelacijske analize nije potvrđena povezanost između vremena provedenog u bolnici i kompozitnih varijabli ukupnog zadovoljstva školom u bolnici, no potvrđena je niska negativna korelacija između dobi (razreda) i dvije kompozitne varijable (zadovoljstvo školom; r=-0,330 i zadovoljstvo radnim okružjem; r=-0,370). Testirane razlike između zdravstvenog statusa (pokretan/nepokretan) i procjene ukupna zadovoljstva školom u bolnici nisu potvrđene.

Pojava sve veće konkurencije na području visokog obrazovanja pridonijela je „borbi“ za svakoga studenta. Sve se više pažnje posvećuje potrebama i željama studenata. S implementacijom Bolonjskog procesa na visokoškolskim ustanovama sustav kvalitete dobiva sve više na značenju. Visokoškolske ustanove se okreću ka kvaliteti te stavljaju studente u prvi plan. Razlog tome je i sve veća konkurencija u visokom obrazovanju. Upravo se utjecajem sustava kvalitete na zadovoljstvo i lojalnost studenata bavi ovaj rad. Na temelju istraživanja o zadovoljstvu i lojalnosti studenata poboljšava se sustav kvalitete na Visokoj školi eMPIRICA (VŠ eMPIRICA). U radu je korišten model za mjerenje percepcije kvalitete te zadovoljstvo i lojalnost studenata s visokoškolskom ustanovom koju pohađaju., The emergence of greater competition in the field of higher education has contributed to the “fight” for every student. More attention is being paid to the needs and wishes of the students. With the implementation of the Bologna Process in the institutions of higher education, the quality system is becoming increasingly important. Higher education institutions are focusing their attention on quality and making students a priority. The reason for this is increased competition in higher education. This paper deals with the relation between quality systems and student satisfaction and loyalty. The quality system at the College of eMPIRICA is improved precisely through researching student satisfaction and loyalty. This paper uses the model for measuring the perception of quality as well as the satisfaction and loyalty of students to the college they’re attending.

En los últimos años se han incrementado las investigaciones que buscan conocer el grado de satisfacción del alumnado respecto a las acciones formativas soportadas en e-learning, sobre todo en el ámbito universitario. Este artículo analiza los resultados de un estudio que perseguía recoger las percepciones que los alumnos tienen respecto al e-learning en una Universidad latinoamericana. Más concretamente, en aspectos relacionados con la asignatura de manera general, el profesor/tutor, los contenidos, los procesos de comunicación, y la plataforma utilizada en la Universidad. In the last years researches that seek to know the degree of satisfaction of the students in relation with the educational actions supported by e-learning, especially at the University level, have been increasing. This article analyses the results of a study which collects the perceptions that the students have regarding e-learning in a Latin-American university. In particular, in aspects related to the subject, the professor/tutor, the contents, the process of communication, and the e-learning platform itself.

Se evalúa la efectividad de un programa piloto en la Universidad San Sebastián orientado a aumentar la satisfacción de los estudiantes con los recursos disponibles en biblioteca mediante la implementación de un cambio actitudinal en los profesores para la sugerencia de textos. Se compararon los grados de satisfacción en siete indicadores entre una muestra por accesibilidad de 175 estudiantes de 18 asignaturas, y una muestra aleatoria de estudiantes participantes en los estudios de Calidad de Servicio 2010 y 2011. Se encontró un mayor nivel de satisfacción en todos los indicadores, siendo significativos los aumentos en cinco variables en comparación con el año 2010, y en cuatro variables en comparación con el 2011. Finalmente, se discuten implicancias y limitaciones de los hallazgos. The present research assesses the effectiveness of a pilot program in San Sebastian University to increase the students' satisfaction with the library available resources, through the implementation of an attitudinal change in the courses' professors toward suggesting texts. Satisfaction levels in seven indicators was compared between an accessibility sample of 175 students of 18 pilot courses, and a random sample of students participating in the quality of service studies 2010 and 2011. A greater level of satisfaction in all indicators was found. Five of them were significant with the 2010 comparison, and four of them with the 2011 comparison. Finally, implications and limitations of the study are discussed. Objetivou-se avaliar a eficácia de um programa piloto na Universidade San Sebastián a fim de aumentar a satisfação de alunos com os recursos disponíveis na biblioteca, por meio da implementação de uma mudança atitudinal nos professores de cursos para textos que sugerem. Níveis de satisfação em sete indicadores foram comparados em uma amostra por acessibilidade em 175 alunos de 18 cursos-piloto e em uma amostra aleatória de estudantes que participam nos estudos da qualidade do serviço 2010 e 2011. Verificou-se um maior nível de satisfação em todos os indicadores. Cinco deles foram significativos em comparação a 2010 e quatro deles, em comparação a 2011. Finalmente, discutem-se implicações e limitações do estudo.

Background: The clinical evaluation, as one of the most important elements in medical education, must measure students’ competencies and abilities. The implementation of any assessment tool is basically dependent on the acceptance of students. This study tried to assess midwifery students’ satisfaction with Direct Observation of Procedural Skills (DOPS) and current clinical evaluation methods. Materials and Methods: This quasi-experimental study was conducted in the university hospitals affiliated to Mashhad University of Medical Sciences. The subjects comprised 67 undergraduate midwifery students selected by convenience sampling and allocated to control and intervention groups according to the training transposition. Current method was performed in the control group, and DOPS was conducted in the intervention group. The applied tools included DOPS rating scales, logbook, and satisfaction questionnaires with clinical evaluation methods. Validity and reliability of these tools were approved. At the end of training, students’ satisfaction with the evaluation methods was assessed by the mentioned tools. The data were analyzed by descriptive and analytical statistics. Results: Satisfaction mean scores of midwifery students with DOPS and current methods were 76.7 ± 12.9 and 62.6 ± 14.7 (out of 100), respectively. DOPS students’ satisfaction mean score was significantly higher than the score obtained in current method (P < 0.000). The most satisfactory domains in the current method were “consistence with learning objectives” (71.2 ± 14.9) and “objectiveness” in DOPS (87.9 ± 15.0). In contrast, the least satisfactory domains in the current method were “interested in applying the method” (57.8 ± 26.5) and “number of assessments for each skill” (58.8 ± 25.9) in DOPS method. Conclusions: This study showed that DOPS method is associated with greater students’ satisfaction. Since the students’ satisfaction with the current method was also acceptable, we recommend combining this new clinical evaluation method with the current method, which covers its weaknesses, to promote the students’ satisfaction with clinical evaluation methods in a perfect manner.

Purpose This paper demonstrates the results of an internal and external performance model as well as the measurement of student satisfaction and the efficient management of a Master’s Programme of the Italian University system using the model. Methodology/Approach The paper focuses on a survey conducted on students of an Italian Master’s programme and the analysis of the data using a Probabilistic Expert System (PES). The theoretical review was developed to study the main international approaches and experiences. A qualitative survey was developed to identify the highlights and drivers of student satisfaction and loyalty to an Italian Master’s degree programme. The external data were amalgamated with the internal Master’s programme key performance indicators (KPIs). From the joint internal and external results, an improvement plan was developed for use by the Bard of the Master’s programme. Findings The results of the testing activities revealed certain substantial issues of concern that require focus on the internal KPIs and simultaneous use of different data analysis techniques (PES) to strengthen the impact of the improvement plan with respect to effectiveness and efficiency. Originality/Value of the paper The paper explains the methodological and operative approach as well as the empirical evidence that emerges from the testing of student satisfaction and efficiency management practices. The study employs an original perspective that is linked to the realistic conditions of the model’s application, which allows for more effective model optimisation.

This case study presents a teaching strategy for an engineering dynamics course using a range of different learning options supporting different learning styles. The teaching strategy was implemented in a blended learning environment by combining traditional lectures with online resources. A set of questionnaire was given to evaluate the students' perception of the different learning options. The study shows that the students found online pencasts very useful as a means to increase the outcome of studying a traditional textbook. In addition, the implementation of an electronic audience response system to enhance active learning by peer instruction in combination with traditional lecturing was highly appreciated by the students. Finally, the study indicates that according to the students the proposed teaching strategy leads to increased motivation and engagement in their study.

The clinical learning environment constitutes an initial area of professional practice for nurses and student opinion contributes to its improvement. Purpose :The assessment of students' views and perceptions of a Greek nursing school on their clinical learning environment. Material and Methods :The study was concurrent and included 196 students. We used the published questionnaire “Clinical Learning Environment Inventory (CLEI)” which is a tool for identifying and assessing Nursing students' perceptions of the psychosocial characteristics of their clinical learning environment. The questionnaire was anonymous and completed by the students themselves during their clinical training at the hospital. We conducted inductive and descriptive statistics. The level of statistical significance was set at p < 0.05. The statistical program SPSS 16.0 was used. Results :The highest mean score for the Actual Clinical Learning Environment was observed in the scales of “Personalization” (23.97) and “Task orientation” (23.31) while for the Preferred Clinical Learning Environment in the scales of “Personalization” (27.87), “Satisfaction” (26.82) and “Task orientation” (26.78). The lowest mean score for the Actual Clinical Learning Environment was found in the scales of “Innovation” (19.21) and “Individualization” (19.24) while for the Preferred Clinical Learning Environment in the scales of “Individualization” (22.72) and “Involvement” (24.31). Statistically significant positive correlation was found between “Satisfaction” and all other scales of the CLEI. Conclusions :There is a noticeable gap between the expectations and reality of the clinical learning environment for the students in nursing. Reorganization of the educational framework is needed with an emphasis on innovation and individualization.

Rapid growth of distance learning resulted in importance to conduct research on students- satisfaction with distance learning because differences in students- satisfaction might influence educational opportunities for learning in a relevant Web-based environment. In line with this, this paper deals with satisfaction of students with distance module at Faculty of organizational sciences (FOS) in Serbia as well as some factors affecting differences in their satisfaction . We have conducted a research on a population of 68 first-year students of distance learning studies at FOS. Using statistical techniques, we have found out that there is no significant difference in students- satisfaction with distance learning module between men and women. 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วารสารพัฒนาการเรียนการสอน, 4, 2, 24-37

วารสารพัฒนาการเรียนการสอน, 4, 2, 5-13

En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes que cursaban la asignatura de Filosofía y Física Introductoria en la Pontificia Universidad Católica Madre y Maestra de la República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.__________________________________________________This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first-year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which this b-learning experience is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures. Some of the conclusions point to the favourable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions.

En este artículo se exponen los resultados obtenidos a través de una experiencia de formación semipresencial apoyada en el uso de las redes, más concretamente, bajo la modalidad blended learning (b-learning) llevada a cabo con los estudiantes que cursaban la asignatura de Filosofía y Física Introductoria en la Pontificia Universidad Católica Madre y Maestra de la República Dominicana. Para ello se parte de la presentación y fundamentación del modelo teórico en el cual se sustenta la experiencia, es decir, el b-learning, haciendo especial hincapié en la separación de las actividades a realizar en las sesiones virtuales y presenciales. En el estudio se recogió información a través de tres instrumentos diferentes pero complementarios para nuestro objeto de estudio: cuestionario de satisfacción de los estudiantes, entrevistas a los alumnos y entrevistas mediante correo electrónico a los profesores. Los resultados alcanzados y el nivel de satisfacción de los alumnos nos muestran la significación de la experiencia, así como, al mismo tiempo se apuntan algunas de las limitaciones encontradas referidas a la necesidad de capacitación del profesorado y a la dificultad que supone transformar las estructuras organizativas. Algunas de las conclusiones apuntan hacia la actitud favorable que tanto profesores como estudiantes muestran hacia la formación semipresencial, así como la necesidad de la existencia en la universidad de instituciones que apoyen la formación del profesorado en dichas acciones formativas.__________________________________________________This paper shows the results obtained from a blended training experience based on internet usage, more specifically, under the Blended Learning (b-learning) modality carried out on first-year students of Philosophy and Physics at the Pontifical University of Dominican Republic. The theoretical model in which this b-learning experience is sustained will be first presented and described, emphasizing the separation of activities to be done in virtual and attending sessions. Information was gathered for the purpose of this study through three different but complementary instruments: students’ satisfaction questionnaire, interviews with students and interviews with lecturers by e-mail. The results achieved and the level of students’ satisfaction show the significance of the experience as well as some limitations found concerning the need for teacher training and the difficulty of changing the organizational structures. Some of the conclusions point to the favourable attitude shown by teachers and students in blended learning, as well as the need for universities to include centers that support teacher training in these formative actions.

El estudio tiene como propósito principal conocer las actitudes, la satisfacción, el rendimiento académico, y los usos de las herramientas de comunicación online en los alumnos que participan en procesos de formación Blended Learning. Una metodología cuantitativa y cualitativa de recogida y análisis de datos (cuestionarios, grupos de discusión y análisis de la comunicación online) fue utilizada para comprender cómo se desarrolla este nuevo proceso de formación en 334 estudiantes universitarios. Éstos mostraron tener una actitud positiva hacia Internet, y la modalidad se presentó como satisfactoria para los alumnos, y aumentó también su rendimiento académico. Los resultados revelaron que, los usos que hacen los alumnos de los foros de discusión estaban destinados, fundamentalmente, hacia aspectos sociales e informales. The study has as main purpose to know attitudes, satisfaction, academic performance, and uses of online communication tools in undergraduate students that participate in Blended Learning courses. A quantitative and qualitative methodology of collection and analysis of data (questionnaires, discussion groups and analysis of online communication) it was used to understand how this new training method was developed in 334 undergraduate students. Students showed to have a positive attitude toward Internet, and the method was presented as satisfactory for students, and it also increased its academic performance. Results showed that the uses that make students among discussion forums were dedicated fundamentally toward social and informal aspects.

Introducción. Se diseñó una asignatura de pregrado con el fin de desarrollar competencias transversales en redacción científica y presentación oral. Materiales y métodos. Consistió en una asignatura de cuatro créditos en formato intensivo durante 2 semanas y al final se realizó una encuesta de evaluación de satisfacción, con una escala numérica (de 0 a 5, máxima satisfacción). Resultados. Los 20 alumnos dieron una puntuación de 4,4 a la asignatura en general, 4,5 a los contenidos teóricos y 4,8 a los prácticos sobre presentaciones orales. Consideraron que sus conocimientos y habilidades habían mejorado después de la asignatura. Conclusiones. El diseño de actividades dirigidas a la mejora de determinadas competencias transversales puede ser útil y es percibida satisfactoriamente por los estudiantes. Introduction. A new subject for undergraduates was designed in order to develop generic competences on scientific writing and oral communication. Materials and methods. It was organized as a 4 credit course in intensive format for 2 weeks. At the end of the course, an evaluation of the students' satisfaction was carried out by means of a numerical scale (from 0 = worst to 5 very good). Results. All twenty students scored the course in general as 4.4, 4.5 for lectures and 4.8 for the practical activities on oral presentations. Students felt that their abilities in scientific writing and oral communication have improved. Conclusions. The design of an education activity devoted to improve these cross-sectional competences could be useful and it is perceived positively by the students.

The evolution of technologies leads to the great significance of e-learning in the domain of education. Recognition of the crucial factors which influence learners’ aims towards continued use of e-learning would guide teachers, learners and e-learning developers to increase e-learning use. To this end, the present study investigates the Expectation-Confirmation Model (ECM) factors of Post-Adoption Expectation (PAE) which is explored via using language learners’ post-adoption experiences in the use of e-learning systems. Learning process, tutor interaction, peer interaction, and course design are the four factors identified used for extending the perception of language learners’ experiences in e-learning. The survey method was used to empirically validate the suggested model (ECM) of the present study. A total sample of 120 Iranian university students participated in the study.In order to investigate the proposed model, structural equation modelling employing Smart PLS 2.0 was run. The findings indicate that learners’ confirmation of using e-learning has a significant effect on the four aforementioned factors. Learning process and course design are the only two factors that have a significant effect on users’ satisfaction and continuance intention. On the other hand, the results showed that tutor interaction and peer interaction do not have a significant effect on predicting learners’ satisfaction and continuance intention of e-learning systems. Keywords: e-learning, students’ satisfaction, students’ continuance intention, expectation-confirmation model, post-adoption expectation

The aim of this study was to examine adult learners’ preferences and satisfactions toward using i-class system provided by UiTM. A total of 440 adult students from different programs participated in this study. Data was analyzed using the Statistical Package for Social Science (SPSS). The results revealed that the majority of the respondents indicated a moderate level of satisfaction towards using i-class system. However, they were looking forward to use i-class system due to the availability of the computer. In addition, they prefer to access i-class so that they could able to communicate with their friends and also to search for materials. These adult learners also preferred to access i-class system at home and using their own laptop. They less preferred to access i-class at UiTM or local library or even at the cyber cafe.

The goal of knowledge society is to meet the requirements of global learning needs. The passing from elite to mass education call for innovative solutions and consequently provides educational opportunities to diverse spectrum of students. Higher education institutions have to develop strategic preferences to ensure that the service meets students’ needs and expectations. Education institutions should deliver knowledge in a way that enhance teaching and help students to develop to their full potential. In today's competitive environment the service quality is becoming increasingly important. While examining education service quality, many researchers focus on students’ experiences, their perceptions of quality and satisfaction. The aim of the paper is to examine different aspects of quality service impacting students’ satisfaction. The results of the empirical analysis indicate that there is a positive correlation between pedagogical approach and technical support on students’ satisfaction. The findings provide insights into students’ preferences that are closely related to their perceptions of different dimensions of quality which can serve as framework for action plans for quality improvement.

Необходимостта от създаване на системи за измерване, оценка и анализ на удовлетвореността на студентите от качеството на обучение в СА „Д. А. Ценов” – Свищов е продиктувана от факта, че чрез изграждане на обратна връзка със студентите може да се определи степента на изпълнение на целите на Висшето училище в основните му приоритети на дейност. Студентската удовлетвореност е важен показател, който влияе и върху очакванията и възприятията на другите студенти. След като е измерена и оценена тя служи като индикатор за бъдеща студентска удовлетвореност и в значителна степен поражда студентския успех. Цикълът на студентската удовлетвореност може да се представи по следния начин: очаквания – изпълнение – опит – възприемане и оценяване – изразяване на удовлетвореността – нови очаквания. Темата на статията обхваща проблематиката за изследване на възможностите и създаване на най-подходящата за целите и дейностите на СА „Д. А. Ценов” методика за измерване, оценка и анализ на удовлетвореността на студентите от качеството на обучение. Изпълнението на проекта премина през следните етапи – проучване на добрите европейски и наши практики; анализ на съответствието на състоянието с действащото законодателство; оценка на очакваните ефекти от внедряването на подобен тип система в Стопанска академия; разработване на теоретичен модел, методология и технология за измерване, оценка и анализ на удовлетвореността на студентите от качеството на обучение; внедряване на системата, като елемент на Системата за управление на качеството в Стопанска академия. The necessity for creation of the systems for measurement, evaluation and analysis of the students’ satisfaction from the education quality in Tsenov Academy of Economics – Svishtov is established by the fact that only through the development of back link with the students we can determine the degree of fulfillment of the goals of the high school in her main priorities. The students’ satisfaction is important indicator that influences both the expectations and perceptions of the other students. Once the satisfaction is measured and evaluated it can serve as an indicator for the future students’ satisfaction and to a significant degree predetermine the students’ marks. The cycle of the students’ satisfaction can be presented in the following way: expectations – performance – experience – perception and evaluation – expression of satisfaction – new expectations. The article’ theme ranges from the problems of the research about the possibilities to the creation of the best suitable for Tsenov Academy of Economics system for measurement, evaluation and analysis of the students’ satisfaction of the education quality. The implementation of the project was realized through the following stages – study of the best European and national practices; analysis of the correspondence of the status with the current legislation; evaluation of the expected gains from the introduction of such a system in Tsenov Academy of Economics; development of the theoretical framework, methodology and technology for measurement, evaluation and analysis of the students’ satisfaction form the education quality; adopting the system as an element of the Quality Assurance System in Tsenov Academy of Economics.