Research Article
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Year 2017, Volume: 18 Issue: 4, 160 - 176, 01.10.2017
https://doi.org/10.17718/tojde.340407

Abstract

References

  • Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. International review of research in open and distance learning, Volume 12, Number 2. Retrieved 2014/1/23 from http//www.irrodl.org/index.php/irrodl/article/view/ 890/1661 Ainley, J. (1999). Using the course experience questionnaire to draw inferences about higher education. Paper presented at the conference on the European Association for Research on Learning and Instruction, Goteborg, Sweden. Azevedo, R. (2008). The role of self-regulation in learning about science with hypermedia. In: Robinson, D. and Schraw, G. (Eds.). Recent innovations in educational technology that facilitate students’ learning (pp.127-156). Charlotte, NC: Information Age Publishing. Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 2 (2-3), 87-95. Arubayi, E. A. (1987). Improvement of instruction and teacher effectiveness: Are students’ ratings reliable and valid? Higher Education, 16:267-278. Babbie, E. R. (1973). Survey Research Methods. Belmont, CA: Wadsworth. Ballantyne, R., Borthwick, J. & Packer, J. (2000). Beyond students’ evaluation of teaching: Identifying and addressing academic staff development needs. Assessment and Evaluation in Higher Education. 25: 221-236. Bentley, Y. (2006). The Wealth of Networks: How Social Production Transforms Markets and Freedom (p.515). New Haven: Yale University Press. Bentley, Y., Selassie, H. & Shegunshi, A. (2012). Design and evaluation of students’-focused eLearning. The electronic journal of e-Learning, 10 (1): 01-12 Bloch, C. (2002). Managing the emotions of competition and recognition in Academia. In Barbalet, J. (ed.): Emotions and Sociology. Oxford: Blackwell Publishing. Bramley, T., Bell, J. & Pollitt, A, (1998). Assessing changes in standards over time using Thurstone paired comparisons. Education Research and Perspectives 25:1-24. Bramley, T., & Gill, T. (2010). Evaluating the rank-ordering method for standard maintaining. Research Papers in Education 25:293-317. Brooks, D. (2012). The campus tsunami, New York Times, May 3, http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html. Buczynski, J. A. (2006). Faculty begins to replace textbooks with “freely” accessible online resources. Internet Reference Services Quarterly, 11 (4), (pp.169-179). Routledge.doi:10,1300/J136 Wino.4. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education 31 (2):219-33 Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. Chilisa, B. (2012). Indigenous Research Methodologies. Los Angeles, CA: SAGE Publications Inc. Cheng, Y. C. (2003). Quality assurance in education: Internal, interface and future. Quality Assurance in Education Journal 11 (4): 202-213. Christudason, A. (2006). Using students’ feedback to improve the quality of teaching law to non-law students . The Law Teacher, 40:1, 41-58, DOI:10.1080/0306940.2006.9993196. 173 Clark, J. M. (2007). Learning and teaching in the mobile learning environment of the Twenty-First Century. Retrieved 03/2/2014 from www.austincc.ed/jdclark/mobilelearningenables.pdf Cheng, Y. C. (2003). Quality assurance in education: Internal, interface and future. Quality Assurance in Education Journal 11 (4): 202-213. Coffey, M. & Gibbs, G. (2000). Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education, 5: 385-389. Coffey, M. C. & Gibbs, G. (2001). The evaluation of the Students’ Evaluation of Educational Questionnaire (SEEQ) in UK higher education. Assessment and Evaluation in Higher Education, 26: 89-93. Cormier, D. & Siemens, G. (2010). Through the open door: Open courses as research, learning and engagement. Educause, 45(4):30-39. Retrieved 2014/1/23 from: http://www.educause.edu/EDUCAUSE+Review/educauserReviewMagazineVolume 45/ThroughtheOpenDoorCoursesa/209320. Falchikov, N. & Goldfinch, J. (2000). Students’ peer assessment in Higher Education: A meta-analysis comparing peer and teacher marks. Review of Educational Research 70:287-322. Feldstein, A, Martin, M., Hudson, A., Warren, K., Hilton J. III & Wiley, D. (2014). Open textbooks and increased students’ access and outcome. European Journal of Open, Distance and E-Learning. Retrieved 2014/02/12 from http://www.eurodl.org/?p+currentandarticle+533 Goyder, J. (1987). The Silent Minority: Nonrespondents on Sample Surveys. Cambridge: Polity Press. Gurau, C. & Drillon, D. (2009). Evaluating the effectiveness of international eLearning system: The case of Montpelier Business School. Proceedings of the International Conference on eLearning, 2009, 174-181. Harsh, O. M. & Sadiq S. M. (2002). Role of delivery, course design and teacher-students’ interaction: observations of adult distance education and traditional on-campus education. The International Review of Research in Open and Distance Learning, 3 (2). Retrieved 2014/01/23 from http://www.irrodl.org/index.php/irrodl/article/view/92/171 Hassan, H. F. A., Llias, A., Rhaman, R. A. & Razak, M. Z. A. (2008). Service quality and students’ satisfaction: A case-study at private higher education institutions. International Business Research 1 ( 3), July: 163-175. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research 77 (1): 81-112. Higgins, R., Hartley, P. & Skelton, A. (2001). Getting the message across: The problem of communicating feedback. Teaching in Higher Education 6 (2): 269-74 Hill, P. (2012). Online educational delivery models: a descriptive view. Educause review, November/December, pp.85-97. Hilton, J. & Wiley, D. (2011). Open-access textbooks and financial sustainability: A case study on flat world knowledge. The International Review on ODL 12 (5). http://www.irrodl.org/index.php/irrodl/article/view/960/1860. Ifenthaler, D. (2012). Determining the effectiveness of the prompts for self-regulated learning in problem-solving scenarios. Educational Technology and Society, 15 (1), 38-52 Jara, M. & Meller, H. (2010). Quality enhancement for e-Learning: The role of students’ feedback. Computers and Education, 54 (3), 709-714. 174 Jones, I. & Alcock, I. (2014). Peer assessment without assessment criteria. Studies in Higher Education 39:10, 1774-1787, DOI:10.1080/03075079.2013.821974 Johnson, M. (2011). Adult learners and technology: How to deliver effective instruction and overcome barriers to learning. USA, San Jose State University. Johnson, J. & Rochkind, J. (2009). With their whole lives ahead of them. Retrieved from http://www.publicagenda.org/TheirWholeLivesAheadofThem Johnson, T. D. & Sorenson, D. L. (Eds.) (2003). Online students’ ratings of instruction: New Directions for Teaching and Learning, Number 96, New York: Jossey Bass Publishers. Keane, E. & Labhrainn. I. M. (2005). Obtaining students’ feedback on teaching and course quality. Briefing Paper, 2 (pp.3-16). Centre for Excellence in Learning & Teaching (CELT), European Universities Association. Kimbell, R. (2012). Evolving project e-scape for national assessment. International Journal of Technology and Design Education 22:135-55 Krejcie, R.V. & Morgan, D. W. (1970). Determining sample for research activities. Educational and Psychological Measurement, 30, pp.608-610.. Landry, B. J, Payne, D. & Koger, M. S. (2008). From ‘chalk and talk’ to online offering: Keeping pace with technology in education. International Journal of Management Education, 2 (3): 300-317. Lapointe, L. & Reisetter, M. (2008). Belonging online: Students’ perceptions of the value and efficacy of an online learning community. International Journal of E-Learning, 7 (4), 641-65. Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge. Lawson, K. (2005). Using eclectic digital resources to enhance instructional methods for adult learners. OCLC Systems & Services, 21(I), 49-60. Leas, M., & Street, B. (1998). Students’ writing in higher education: An academic literacies approach. Studies in Higher Education 23(2): 157-72. Maila, M. W & Pitsoe, V. J. (2012). The praxis of quality assurance in open and distance learning contexts. International Journal of Education Sciences, 4(1): 7-14. Marsh, H. W. & Bailey, M. (1993). Multidimensional students’ evaluations of teaching effectiveness; a test of alternative higher-order structures. Journal of Educational Psychology, 83: 285-296. Marsh, H.W & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A Multi-dimensional perspective. In: JC Smart (Ed.). Higher Education: Handbook of Theory and Research, Volume 8. New York: Agathon Press. Medved, M. B. (2010). Facilitating learning with social media. Retrieved 2014/10/23, from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Lea Nicholas, A. J. & Lewis, J. K. (2010). Learning enhancement or headache: Faculty and E-textbooks. Proceedings of the Northeast Business and Economics Association (pp.675-680). Nicol, D. J. & Macfarlane, D. (2006). Formative assessment and self- regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31 (2):199-218. Omorogiuwa, K. I. (2014). Benefits and challenges of feedback in formative assessment of distance learners. Retrieved 2014/1/23 from www.unisa.ac.za/.../ODL-036-2010-1-edJBFinal-Omorogiuwa.pdf 175 Peng, P. J. & Samah, A. J. A. (2006). Measuring students’ satisfaction for equality education in an e-learning university. Unitar E-Journal, Vol. 2, No. 1, 11-21. Pitman, I. (2014). In Encyclopaedia Britannica. Retrieved 03/02/2014 from http://www.britannica.com/EBchecked/topic/462091/Sir-Isaac-Pitman Price, M., Handley, K. & Millar, J. (2011). Feedback: focusing attention on engagement. Studies in Higher Education 36:8, 879-896, DOI:10.1080/03075079.2010.483513. Priestman, T. 2010. MBA Approved Document, University of Bedfordshire, 26 May, 2010. Politt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice 19:281-300. Ramsden, P. (2003). Learning to teach in higher education. Second Revised Edition. London: Routledge. Republic of South Africa. (2009). Improving government performance: our approach. Pretoria, Government printers. Richardson, J. T. E. (2005). Instruments for obtaining students’ feedback: A review of the literature. Assessment and Evaluation in Higher Education, August, 30 (4): 387-415 Rodriguez, C. O. (2014). MOOCs and the A1-Stanford like courses: Two successful and distinct course formats for Massive Online Courses. European Journal of Open, Distance and E-Learning. Retrieved 2014/02/12 from http://www.eurodl.org/?p+current&article+516 Rust, C., & O’Donovan, B. (2003). A social constructivist assessment process model: How the research literature shows us how this could be best practice, Assessment and Evaluation in Higher Education 30 (2): 231-40 Scheff, T. (1997). Emotions, the social bond, and human reality. Cambridge: Cambridge University Press. Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2 (2-3Z), 169-176. Seel, N. M., Ifenthaler, D. & Pitnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen and J. Strobel (Eds.). Model-based approaches to learning: Using systems models and simulations to improve understanding and problem-solving in complex domains (pp.17-40). Rotterdam: Sense Publications. Siemens, G. (2012). Massive open online courses as new educative practice. Blog Elearnspace. Retrieved from: http://www.elearnspace.org/blog/2014/01/23/ massive-open-online-courses-as-new-educative-practice/ Shepperd, J., Grace, J. & E. Koch. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of Psychology, 35 (1), pp.2-5, doi. Tan, W. C. K. (2004). Practical Research Methods. New Jersey: Prentice Hall. Thurstone, L. L. (1927). A law of comparative judgement. Psychological Review 34: 273-286. Toenings, L. (2012). Is mobile learning right for you? Retrieved 2014/01/23 from http://clomedia.com/articles/view/is-mobile-learning-right-for-you/p. 176 Varlander, S. (2008). The role of students’’ emotions in formal feedback situations. Teaching in Higher Education, 13:2, 145-156, DO1:10.1080/13562510801923195. Vollmer, T. (2010). November Flat World Knowledge’s Eric Frank: Open Education and Policy. Creative Commons. Retrieved from http://creativecommons.org/weblog/entry/24191 Williams, M. & Williams, J. (2010). Evaluating a model of business school students’ acceptance of web-based course management systems. The International Journal of Management Education, 8(3): 59-70. Writh, J. & Letner, D. (2008). Self-regulated learning and academic achievement. In: B. J. Zimmerman & D. H. Schunk (Eds.). Self-regulated learning and academic achievement: Theory, research and practice (pp1-25). New York: Springer. Zammuto, R. F., Keaveny, S. M. & O’ Connor, E.F. (1996). Rethinking students’ services: Assessing and improving service quality. Journal of Marketing in Higher Education 7 (1): 45-69. Zimmermann, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1): 166-183. Zimmermann, L. & Milligan, A. T. (2008). Perspectives on communicating with the Net Generation. Innovate. A Journal of Online Education 4 (2). Retrieved from http://www.innovateonoline.info/pdf/Vol4issue2/Perspectives_on_Community_with_the_Net_Generation.pdf.

Influence of Students’ Feedback on the Quality of Adult Higher Distance Education Service Delivery

Year 2017, Volume: 18 Issue: 4, 160 - 176, 01.10.2017
https://doi.org/10.17718/tojde.340407

Abstract

The evaluation of a program’s compliance with service delivery and features necessary for the attainment of the programs educational objectives, student outcomes and continuous improvement is an important element in program accreditation and continuous improvement process. The study reported in this paper investigated the possible effects of students’ feedback on the improvement of adult higher education distance learning service quality in a South African rural-based university. The study interrogated the service provision factors that seemingly helped in improving the delivery of the program. Such information are vital for planning, good governance, policy formulation, monitoring and evaluation, and for decision-making. The study used a quantitative descriptive statistics analysis of data generated ranging from 2013-2014. It comprised of overall student satisfaction as the dependent variable and the explanatory variables were given by program management, facilitation, assessment, learner support, systems, resources, program outcomes and subject matter. Analytical results were obtained from the Mann Whitney Test. The population consisted of students enrolled in the Advanced Certificate in Education (ACE) program by distance mode. The 313 respondents sampled were randomly selected from a total population of 916 students. Data were collected using a semi-structured questionnaire. The results revealed that service qualities linked to effective management, facilitation, academic support and subject matter delivery were the main qualities that the students recommended for the improvement of the program. It is therefore recommended that adult higher education programs must have a documented systematically utilized and effective process involving program service delivery constituencies like assessment, academic support and resources provided, for the periodic review of the program educational objectives to ensure that the program remains consistent with the institutional mission, needs and criteria.

References

  • Anderson, T. & Dron, J. (2011). Three generations of distance education pedagogy. International review of research in open and distance learning, Volume 12, Number 2. Retrieved 2014/1/23 from http//www.irrodl.org/index.php/irrodl/article/view/ 890/1661 Ainley, J. (1999). Using the course experience questionnaire to draw inferences about higher education. Paper presented at the conference on the European Association for Research on Learning and Instruction, Goteborg, Sweden. Azevedo, R. (2008). The role of self-regulation in learning about science with hypermedia. In: Robinson, D. and Schraw, G. (Eds.). Recent innovations in educational technology that facilitate students’ learning (pp.127-156). Charlotte, NC: Information Age Publishing. Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 2 (2-3), 87-95. Arubayi, E. A. (1987). Improvement of instruction and teacher effectiveness: Are students’ ratings reliable and valid? Higher Education, 16:267-278. Babbie, E. R. (1973). Survey Research Methods. Belmont, CA: Wadsworth. Ballantyne, R., Borthwick, J. & Packer, J. (2000). Beyond students’ evaluation of teaching: Identifying and addressing academic staff development needs. Assessment and Evaluation in Higher Education. 25: 221-236. Bentley, Y. (2006). The Wealth of Networks: How Social Production Transforms Markets and Freedom (p.515). New Haven: Yale University Press. Bentley, Y., Selassie, H. & Shegunshi, A. (2012). Design and evaluation of students’-focused eLearning. The electronic journal of e-Learning, 10 (1): 01-12 Bloch, C. (2002). Managing the emotions of competition and recognition in Academia. In Barbalet, J. (ed.): Emotions and Sociology. Oxford: Blackwell Publishing. Bramley, T., Bell, J. & Pollitt, A, (1998). Assessing changes in standards over time using Thurstone paired comparisons. Education Research and Perspectives 25:1-24. Bramley, T., & Gill, T. (2010). Evaluating the rank-ordering method for standard maintaining. Research Papers in Education 25:293-317. Brooks, D. (2012). The campus tsunami, New York Times, May 3, http://www.nytimes.com/2012/05/04/opinion/brooks-the-campus-tsunami.html. Buczynski, J. A. (2006). Faculty begins to replace textbooks with “freely” accessible online resources. Internet Reference Services Quarterly, 11 (4), (pp.169-179). Routledge.doi:10,1300/J136 Wino.4. Carless, D. (2006). Differing perceptions in the feedback process. Studies in Higher Education 31 (2):219-33 Carless, D., Salter, D., Yang, M. & Lam, J. (2011). Developing sustainable feedback practices. Studies in Higher Education, 36(4), 395-407. Chilisa, B. (2012). Indigenous Research Methodologies. Los Angeles, CA: SAGE Publications Inc. Cheng, Y. C. (2003). Quality assurance in education: Internal, interface and future. Quality Assurance in Education Journal 11 (4): 202-213. Christudason, A. (2006). Using students’ feedback to improve the quality of teaching law to non-law students . The Law Teacher, 40:1, 41-58, DOI:10.1080/0306940.2006.9993196. 173 Clark, J. M. (2007). Learning and teaching in the mobile learning environment of the Twenty-First Century. Retrieved 03/2/2014 from www.austincc.ed/jdclark/mobilelearningenables.pdf Cheng, Y. C. (2003). Quality assurance in education: Internal, interface and future. Quality Assurance in Education Journal 11 (4): 202-213. Coffey, M. & Gibbs, G. (2000). Can academics benefit from training? Some preliminary evidence. Teaching in Higher Education, 5: 385-389. Coffey, M. C. & Gibbs, G. (2001). The evaluation of the Students’ Evaluation of Educational Questionnaire (SEEQ) in UK higher education. Assessment and Evaluation in Higher Education, 26: 89-93. Cormier, D. & Siemens, G. (2010). Through the open door: Open courses as research, learning and engagement. Educause, 45(4):30-39. Retrieved 2014/1/23 from: http://www.educause.edu/EDUCAUSE+Review/educauserReviewMagazineVolume 45/ThroughtheOpenDoorCoursesa/209320. Falchikov, N. & Goldfinch, J. (2000). Students’ peer assessment in Higher Education: A meta-analysis comparing peer and teacher marks. Review of Educational Research 70:287-322. Feldstein, A, Martin, M., Hudson, A., Warren, K., Hilton J. III & Wiley, D. (2014). Open textbooks and increased students’ access and outcome. European Journal of Open, Distance and E-Learning. Retrieved 2014/02/12 from http://www.eurodl.org/?p+currentandarticle+533 Goyder, J. (1987). The Silent Minority: Nonrespondents on Sample Surveys. Cambridge: Polity Press. Gurau, C. & Drillon, D. (2009). Evaluating the effectiveness of international eLearning system: The case of Montpelier Business School. Proceedings of the International Conference on eLearning, 2009, 174-181. Harsh, O. M. & Sadiq S. M. (2002). Role of delivery, course design and teacher-students’ interaction: observations of adult distance education and traditional on-campus education. The International Review of Research in Open and Distance Learning, 3 (2). Retrieved 2014/01/23 from http://www.irrodl.org/index.php/irrodl/article/view/92/171 Hassan, H. F. A., Llias, A., Rhaman, R. A. & Razak, M. Z. A. (2008). Service quality and students’ satisfaction: A case-study at private higher education institutions. International Business Research 1 ( 3), July: 163-175. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research 77 (1): 81-112. Higgins, R., Hartley, P. & Skelton, A. (2001). Getting the message across: The problem of communicating feedback. Teaching in Higher Education 6 (2): 269-74 Hill, P. (2012). Online educational delivery models: a descriptive view. Educause review, November/December, pp.85-97. Hilton, J. & Wiley, D. (2011). Open-access textbooks and financial sustainability: A case study on flat world knowledge. The International Review on ODL 12 (5). http://www.irrodl.org/index.php/irrodl/article/view/960/1860. Ifenthaler, D. (2012). Determining the effectiveness of the prompts for self-regulated learning in problem-solving scenarios. Educational Technology and Society, 15 (1), 38-52 Jara, M. & Meller, H. (2010). Quality enhancement for e-Learning: The role of students’ feedback. Computers and Education, 54 (3), 709-714. 174 Jones, I. & Alcock, I. (2014). Peer assessment without assessment criteria. Studies in Higher Education 39:10, 1774-1787, DOI:10.1080/03075079.2013.821974 Johnson, M. (2011). Adult learners and technology: How to deliver effective instruction and overcome barriers to learning. USA, San Jose State University. Johnson, J. & Rochkind, J. (2009). With their whole lives ahead of them. Retrieved from http://www.publicagenda.org/TheirWholeLivesAheadofThem Johnson, T. D. & Sorenson, D. L. (Eds.) (2003). Online students’ ratings of instruction: New Directions for Teaching and Learning, Number 96, New York: Jossey Bass Publishers. Keane, E. & Labhrainn. I. M. (2005). Obtaining students’ feedback on teaching and course quality. Briefing Paper, 2 (pp.3-16). Centre for Excellence in Learning & Teaching (CELT), European Universities Association. Kimbell, R. (2012). Evolving project e-scape for national assessment. International Journal of Technology and Design Education 22:135-55 Krejcie, R.V. & Morgan, D. W. (1970). Determining sample for research activities. Educational and Psychological Measurement, 30, pp.608-610.. Landry, B. J, Payne, D. & Koger, M. S. (2008). From ‘chalk and talk’ to online offering: Keeping pace with technology in education. International Journal of Management Education, 2 (3): 300-317. Lapointe, L. & Reisetter, M. (2008). Belonging online: Students’ perceptions of the value and efficacy of an online learning community. International Journal of E-Learning, 7 (4), 641-65. Laurillard, D. (1993). Rethinking university teaching: A framework for the effective use of educational technology. London: Routledge. Lawson, K. (2005). Using eclectic digital resources to enhance instructional methods for adult learners. OCLC Systems & Services, 21(I), 49-60. Leas, M., & Street, B. (1998). Students’ writing in higher education: An academic literacies approach. Studies in Higher Education 23(2): 157-72. Maila, M. W & Pitsoe, V. J. (2012). The praxis of quality assurance in open and distance learning contexts. International Journal of Education Sciences, 4(1): 7-14. Marsh, H. W. & Bailey, M. (1993). Multidimensional students’ evaluations of teaching effectiveness; a test of alternative higher-order structures. Journal of Educational Psychology, 83: 285-296. Marsh, H.W & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A Multi-dimensional perspective. In: JC Smart (Ed.). Higher Education: Handbook of Theory and Research, Volume 8. New York: Agathon Press. Medved, M. B. (2010). Facilitating learning with social media. Retrieved 2014/10/23, from http://www.astd.org/Publications/Newsletters/Learning-Circuits/Lea Nicholas, A. J. & Lewis, J. K. (2010). Learning enhancement or headache: Faculty and E-textbooks. Proceedings of the Northeast Business and Economics Association (pp.675-680). Nicol, D. J. & Macfarlane, D. (2006). Formative assessment and self- regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education 31 (2):199-218. Omorogiuwa, K. I. (2014). Benefits and challenges of feedback in formative assessment of distance learners. Retrieved 2014/1/23 from www.unisa.ac.za/.../ODL-036-2010-1-edJBFinal-Omorogiuwa.pdf 175 Peng, P. J. & Samah, A. J. A. (2006). Measuring students’ satisfaction for equality education in an e-learning university. Unitar E-Journal, Vol. 2, No. 1, 11-21. Pitman, I. (2014). In Encyclopaedia Britannica. Retrieved 03/02/2014 from http://www.britannica.com/EBchecked/topic/462091/Sir-Isaac-Pitman Price, M., Handley, K. & Millar, J. (2011). Feedback: focusing attention on engagement. Studies in Higher Education 36:8, 879-896, DOI:10.1080/03075079.2010.483513. Priestman, T. 2010. MBA Approved Document, University of Bedfordshire, 26 May, 2010. Politt, A. (2012). The method of Adaptive Comparative Judgement. Assessment in Education: Principles, Policy & Practice 19:281-300. Ramsden, P. (2003). Learning to teach in higher education. Second Revised Edition. London: Routledge. Republic of South Africa. (2009). Improving government performance: our approach. Pretoria, Government printers. Richardson, J. T. E. (2005). Instruments for obtaining students’ feedback: A review of the literature. Assessment and Evaluation in Higher Education, August, 30 (4): 387-415 Rodriguez, C. O. (2014). MOOCs and the A1-Stanford like courses: Two successful and distinct course formats for Massive Online Courses. European Journal of Open, Distance and E-Learning. Retrieved 2014/02/12 from http://www.eurodl.org/?p+current&article+516 Rust, C., & O’Donovan, B. (2003). A social constructivist assessment process model: How the research literature shows us how this could be best practice, Assessment and Evaluation in Higher Education 30 (2): 231-40 Scheff, T. (1997). Emotions, the social bond, and human reality. Cambridge: Cambridge University Press. Schraw, G. (2007). The use of computer-based environments for understanding and improving self-regulation. Metacognition and Learning, 2 (2-3Z), 169-176. Seel, N. M., Ifenthaler, D. & Pitnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen and J. Strobel (Eds.). Model-based approaches to learning: Using systems models and simulations to improve understanding and problem-solving in complex domains (pp.17-40). Rotterdam: Sense Publications. Siemens, G. (2012). Massive open online courses as new educative practice. Blog Elearnspace. Retrieved from: http://www.elearnspace.org/blog/2014/01/23/ massive-open-online-courses-as-new-educative-practice/ Shepperd, J., Grace, J. & E. Koch. (2008). Evaluating the electronic textbook: Is it time to dispense with the paper text? Teaching of Psychology, 35 (1), pp.2-5, doi. Tan, W. C. K. (2004). Practical Research Methods. New Jersey: Prentice Hall. Thurstone, L. L. (1927). A law of comparative judgement. Psychological Review 34: 273-286. Toenings, L. (2012). Is mobile learning right for you? Retrieved 2014/01/23 from http://clomedia.com/articles/view/is-mobile-learning-right-for-you/p. 176 Varlander, S. (2008). The role of students’’ emotions in formal feedback situations. Teaching in Higher Education, 13:2, 145-156, DO1:10.1080/13562510801923195. Vollmer, T. (2010). November Flat World Knowledge’s Eric Frank: Open Education and Policy. Creative Commons. Retrieved from http://creativecommons.org/weblog/entry/24191 Williams, M. & Williams, J. (2010). Evaluating a model of business school students’ acceptance of web-based course management systems. The International Journal of Management Education, 8(3): 59-70. Writh, J. & Letner, D. (2008). Self-regulated learning and academic achievement. In: B. J. Zimmerman & D. H. Schunk (Eds.). Self-regulated learning and academic achievement: Theory, research and practice (pp1-25). New York: Springer. Zammuto, R. F., Keaveny, S. M. & O’ Connor, E.F. (1996). Rethinking students’ services: Assessing and improving service quality. Journal of Marketing in Higher Education 7 (1): 45-69. Zimmermann, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1): 166-183. Zimmermann, L. & Milligan, A. T. (2008). Perspectives on communicating with the Net Generation. Innovate. A Journal of Online Education 4 (2). Retrieved from http://www.innovateonoline.info/pdf/Vol4issue2/Perspectives_on_Community_with_the_Net_Generation.pdf.
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Details

Journal Section Volume: 18 Number: 4
Authors

Akpovire Oduaran This is me

Publication Date October 1, 2017
Submission Date September 28, 2017
Published in Issue Year 2017 Volume: 18 Issue: 4

Cite

APA Oduaran, A. (2017). Influence of Students’ Feedback on the Quality of Adult Higher Distance Education Service Delivery. Turkish Online Journal of Distance Education, 18(4), 160-176. https://doi.org/10.17718/tojde.340407