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Article
Publication date: 4 May 2022

Even Elias Edvardsen, Eline Fjærestad Dalseth, Susanne Grødem Johnson, Linda Stigen, Gry Mørk, Trine A. Magne, Astrid Gramstad, Milada Cvancarova Småstuen and Tore Bonsaksen

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of…

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Abstract

Purpose

Understanding students’ preferences for teaching and course design is important for educators in higher education when planning courses and teaching activities. The purpose of this study was to explore changes in occupational therapy students’ preferences for teaching and courses across the three-year study program.

Design/methodology/approach

A total of 263 students participated in a longitudinal study, where preferences were measured with the Approaches and Study Skills Inventory for Students. The data were analyzed with linear mixed effect models for repeated measures.

Findings

The results indicated no significant changes in preferences for courses and teaching over the three-year period. Also, there were no significant differences between the six involved study programs. Preferences for the courses and teaching type “supporting understanding” were associated with higher age and higher study effort. Preferences for the courses and teaching type “transmitting information” were associated with lower age and female gender.

Originality/value

In summary, the findings of this study suggest that preferences for teaching and courses are stable and may be challenging to alter during a three-year undergraduate study program.

Details

Irish Journal of Occupational Therapy, vol. 50 no. 1
Type: Research Article
ISSN: 2398-8819

Keywords

Available. Open Access. Open Access
Article
Publication date: 19 May 2020

Hilde Thygesen, Astrid Gramstad, Lene A. Åsli, Linda Stigen, Trine A. Magne, Tove Carstensen and Tore Bonsaksen

Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining…

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Abstract

Purpose

Student satisfaction is an important indicator of educational quality in higher education institutions. Learning environment factors are assumed to play a role in determining student satisfaction. The purpose of this study is to examine the intrinsic relationships between five learning environment scales embedded within one measure; and examine the associations between each of these scales and an overall measure of education program satisfaction.

Design/methodology/approach

In this cross-sectional study, 175 first-year occupational therapy students in Norway completed sociodemographic information and the Course Experience Questionnaire. The data were analyzed with Pearson’s correlation coefficient r and with linear regression.

Findings

All intrinsic associations between the learning environment scales were positive. In the adjusted analysis, higher education program satisfaction was significantly associated with higher scores on “clear goals and standards,” “emphasis on independence” and “good teaching.” The final model accounted for 45.0% of the outcome variance, of which the scores on the learning environment scales contributed 41.8%.

Originality/value

The learning environment is vital for student satisfaction. More specifically, efforts to improve student satisfaction may include strengthening student-focused teaching, strengthening the autonomy of the students, and ensuring that the goals and standards of courses are clear and easy to understand.

Details

Irish Journal of Occupational Therapy, vol. 48 no. 2
Type: Research Article
ISSN: 2398-8819

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