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Student Preferences and Satisfaction: Measurement and Optimization

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A special issue of Education Sciences (ISSN 2227-7102).

Deadline for manuscript submissions: closed (30 September 2021) | Viewed by 36161

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Special Issue Editors

Prof. Dr. Marija Kuzmanović

E-Mail Website1 Website2
Guest Editor

Faculty of Organizational Sciences, University of Belgrade, Jove Ilica 154, 11000 Belgrade, Serbia
Interests: mathematical modeling; data analytics; conjoint analysis; discrete choice analysis; game theory; higher education

Prof. Dr. Dragana Makajić-Nikolić

E-Mail Website
Guest Editor

Faculty of Organizational Sciences, University of Belgrade, Jove Ilica 154, 11000 Belgrade, Serbia
Interests: decision theory; mathematical modelling; data analytics; operational research; risk assessment; simulation

Special Issue Information

Dear Colleagues,

We hereby invite you to submit a paper to a Special Issue on the topic “Student preferences and satisfaction: measurement and optimization.” The purpose of this issue is to expand and challenge our current understanding of student preferences; to explore new analytical approaches to measure it; and to widen our knowledge of how we can both increase student satisfaction and improve education system.

The contemporary environment is characterized by intense competition, rapid changes, and lately great uncertainty, and the education market is no exception. Students are increasingly demanding when it comes to all aspects of education at all levels, as well as accompanying activities and expectations related to employment opportunities after graduation. Understanding the needs and wants of students not only leads to their greater satisfaction, but also affects the quality of the education system, greater employability and, consequently, the development of the economy and society as a whole. This increased knowledge will enable the creation of strategies and more efficient decision-making to respond to students' demands from the education and public policy points of view. In this context, several key questions arise: understanding students’ behavior; understanding their attitudes, perceptions, motivations, and preferences; and, optimization of students’ satisfaction.

Therefore, this Special Issue aims to bring together theoretical, methodological, and empirical papers related to the students’ preferences and satisfaction. We are looking for papers employing quantitative, qualitative, or mixed methods framed according to multidisciplinary approaches combining education science and data science. More specifically, but not exclusively, the main topics of this Special Issue are as follows:

revealed and/or stated students' preferences towards universities, schools and academies, scientific areas, study programs, courses, educational technologies, organization of lectures and timetabling, internship; employment opportunities etc;
students satisfaction of the above areas
methods for measuring student preferences and satisfaction; empirically and/or theoretically grounded use of data analytics and optimization in measuring of students preferences.

Prof. Dr. Marija Kuzmanović
Prof. Dr. Dragana Makajić-Nikolić
Guest Editors

Manuscript Submission Information

Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.

Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.

Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.

Keywords

Stated students preferences
Revealed students preferences
Satisfaction
Quantitative, qualitative and mixed methods
Survey research
Data analytics
Optimization
Simulation
ICT in education
Educational resources/practice

Published Papers (10 papers)

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16 pages, 2101 KiB

Open AccessArticle

Improving the Performance of Student Teams in Project-Based Learning with Scrum

by Sandra Fernandes, José Dinis-Carvalho and Ana Teresa Ferreira-Oliveira

Educ. Sci. 2021, 11(8), 444; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080444 - 19 Aug 2021

Cited by 19 | Viewed by 4674

Abstract

The purpose of this paper is to analyze the effectiveness of Scrum for project and team management in PBL teams in higher education. To attain this goal, a study was carried out to analyze students’ perceptions about Scrum as an effective method for PBL teams. Based on two different editions of PBL that used the Scrum method with different characteristics in each approach, this paper aims to identify the best practices for effective team and project management and draw recommendations for successful use of scrum in PBL approaches. The authors used an exploratory case study carried out within an engineering program at the University of Minho, Portugal. The research design was based on an explorative quantitative and qualitative approach. Implementing Scrum in PBL teams helps students to keep the project running smoothly and draws greater awareness on how to manage the project and teams in a more effective way. Findings show that task assignment, performance monitoring, visual management and regular feedback were considered the main advantages of using Scrum in PBL teams, which had a positive impact on student performance. However, for the success of Scrum, students recognize the role of the Scrum Master and Project Owner as vital to guide the teams in a sustainable way. Research on the application of Scrum in Education is scarce and mostly exploratory. This paper is among the very few empirical studies consolidating knowledge on the implementation of Scrum approaches to improve learning in higher education. More specifically, it brings a valuable contribution on how to improve specifically team performance in PBL teams with the use of agile approaches such as Scrum. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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15 pages, 777 KiB

Open AccessArticle

Relationship among Perceived Stress, Life Satisfaction and Academic Performance of Education Sciences Students of the University of Jaén after the COVID-19 Pandemic

by María Teresa Ocaña-Moral, Óscar Gavín-Chocano, Eufrasio Pérez-Navío and María del Carmen Martínez-Serrano

Educ. Sci. 2021, 11(12), 802; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11120802 - 09 Dec 2021

Cited by 5 | Viewed by 4818

Abstract

The circumstances arising from the exceptional situation caused by the COVID-19 pandemic have affected all socioeconomic areas in the last two years. The field of Education has not been an exception, and the management of the situation seems to have caused an increase in the level of perceived stress of university students. On this basis, this research that aims, first, to analyze the student’s level of perceived stress during the de-escalation and return to normality period, secondly, to evaluate its relationship with life satisfaction and, finally, to detect the students’ needs in stress management, has been developed. An exploratory-descriptive study of quantitative and cross-sectional nature has been carried out. A total of 222 university students of the Childhood and Primary Education Degrees of the University of Jaén (Spain) have participated. The instruments, Perceived Stress Scale (PSS) and Satisfaction with Life Scale (SWLS) have been used. The results show a moderate and partial relationship among the dimensions of the used instruments. The obtained coefficients of determination are, Academic Performance (r² = 0.019) and Life Satisfaction (r² = 0.402), with a mean square error (SRMR) of 0.079. These findings show the need to develop actions within the university training program in effective stress management strategies. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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12 pages, 248 KiB

Open AccessArticle

Student Surveys: Measuring the Relationship between Satisfaction and Engagement

by Camille Kandiko Howson and Frederico Matos

Educ. Sci. 2021, 11(6), 297; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11060297 - 16 Jun 2021

Cited by 8 | Viewed by 5228

Abstract

This study explores the relationship between satisfaction and engagement survey items through an institutionally based survey, drawing on the two largest higher education student experience surveys in the world. The UK-based National Student Survey (NSS) was designed to inform student choice and drive competition and the US-based National Survey of Student Engagement (NSSE) was developed to provide actionable data for institutional enhancement. Comparing these surveys leads to a critical review of how such data can be used for policy decisions and institutional enhancement. The Institutional Experience Survey thus draws on findings from a survey of 1480 non-final year undergraduate students in a research-intensive UK university. Those who reported higher levels of engagement, measured across 17 engagement benchmarks, also reported significantly higher levels of satisfaction. Results are used to discuss the application of engagement-based surveys in the UK, compared to satisfaction-based surveys, and the benefits and challenges of both approaches. Conclusions are made about the usefulness of nationally standardised experience surveys, the different outcome goals of engagement and satisfaction, such as responsibility for learning and change, audience and results and lessons for other countries looking to measure the student experience. The paper highlights the need for a shift in perspective in relation to the role of student surveys in determining national and institutional policy from a student-as-customer approach to one that sees students and institutions as co-responsible for learning and engagement. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

16 pages, 973 KiB

Open AccessArticle

Recognizing Predictors of Students’ Emergency Remote Online Learning Satisfaction during COVID-19

by Ivana Kovačević, Jelena Anđelković Labrović, Nikola Petrović and Ivana Kužet

Educ. Sci. 2021, 11(11), 693; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11110693 - 31 Oct 2021

Cited by 24 | Viewed by 4124

Abstract

In order not to lose continuity in education during COVID-19, universities mainly found the solution in Emergency remote teaching. Student satisfaction with online learning experience is one of the measures of the excellence of learning practice. Our goal was to test the hypothesis that the predictors of students’ satisfaction with emergency remote online learning are their prior experience, attitude toward online learning, their motivation, aspects of the learning situation they value (expectations), and their digital competencies. For estimating students’ satisfaction, a survey was created and disseminated, resulting with 547 responses from students of engineering education. Results showed that all students had some experience with online learning platforms and MS Teams. Attitude toward online learning in this situation was neutral, as well as the level of motivation. Their expectations were relatively high in comparison to their satisfaction with all relevant aspects of the online learning situation, while their digital competency was rather perceived as advanced. Our results showed that the prediction of the emergency remote online learning satisfaction for engineering students can be achieved based on previous positive experience with learning platform, motivation for learning in a specific situation, the importance they put to the learning achievement, and their level of digital competency. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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12 pages, 256 KiB

Open AccessArticle

Chinese University Students’ Experience of WeChat-Based English-Language Vocabulary Learning

by Fan Li, Si Fan, Yanjun Wang and Jinjin Lu

Educ. Sci. 2021, 11(9), 554; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090554 - 17 Sep 2021

Cited by 10 | Viewed by 3468

Abstract

The outbreak of COVID-19 worldwide in 2020 has posed tremendous challenges to higher education globally. Teaching English as a foreign language (TEFL) is among the many areas affected by the pandemic. The unexpected transition to online teaching has increased challenges for improving and/or retaining students’ language proficiency. WeChat, a popular social application in China, was widely used for TEFL at Chinese universities before COVID-19. However, it remains unclear whether the use of WeChat can facilitate Chinese university students’ English-language lexical proficiency during the pandemic. To fill this gap, the aim of the present study was two-fold: (1) it initially explored the relationship between the variables including students’ academic years, genders, and academic faculties/disciplines, and their lexical proficiency; and (2) it evaluated the effectiveness of a WeChat-assisted lexical learning (WALL) program in facilitating learning outcomes of English-language vocabulary. One hundred and thirty-three students at a university in Northern China participated in the WALL program for three weeks. As the results indicated, the independent variables had no correlation with the students’ lexical proficiency. More importantly, the students had a decline in the test scores after using the program, compared to their initial test scores. Moreover, the difference was reported to be medium. The findings further proposed questions on applying WeChat to vocabulary teaching in a large-scaled transition. The study is expected to provide insights for tertiary institutions, language practitioners, and student stakeholders to troubleshoot the potential problems regarding implementing WeChat-based TEFL pedagogies. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

15 pages, 3432 KiB

Open AccessArticle

Revealed Preferences of Fourth Graders When Requesting Face-to-Face Help While Doing Math Exercises Online

by Roberto Araya and Raúl Gormaz

Educ. Sci. 2021, 11(8), 429; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11080429 - 13 Aug 2021

Cited by 5 | Viewed by 2417

Abstract

When in doubt, asking a peer can be very helpful. Students learn a lot of social strategies from peers. However, stated preference studies have found that for elementary school students with math questions, they prefer to ask their teacher for help. In this paper, we study revealed preferences instead of stated preferences. We analyzed the behavior of fourth-grade students seeking face-to-face assistance while working on an online math platform. Students started by working independently on the platform, before the teacher selected two or three tutors from among those who have answered 10 questions correctly. Each student was then able to choose between the teacher or one of these tutors when requesting assistance. We studied the students’ preferences over 3 years, involving 88 fourth-grade classes, 2700 students, 1209 sessions with classmate tutors, and a total of 16,485 requests for help when there was an option to choose between a teacher or a classmate. We found that students prefer asking classmates for help three times more than asking their teachers when given the choice. Furthermore, this gap increases from the first to the second semester. We also found that students prefer to request help from classmates of the same sex and of higher academic performance. In this context, students from the two highest tertiles sought help from classmates in the same two tertiles, and students from the medium tertile prefer to seek help from students of the highest tertile. However, students in the two lowest tertiles do not prefer asking for help from students from the top tertile more than from their own tertiles. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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17 pages, 454 KiB

Open AccessArticle

The Part and Parcel of Doctoral Education: A Gap Analysis between the Importance and Satisfaction of the Experience

by Gregory Siy Ching, Yueh-Luen Hu and Amy Roberts

Educ. Sci. 2021, 11(9), 481; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11090481 - 30 Aug 2021

Cited by 3 | Viewed by 1891

Abstract

The doctoral student experience is complex and multifaceted, and although it is increasingly examined in higher education research, there is still much to explore and understand about the topic. Despite expanding discourse, few investigations have been conducted in the East Asian context with multiple universities and fields of study. The present paper aimed to overcome these limitations with research conducted in two Taiwan universities with 94 doctoral student subjects. The study was designed as a quantitative cross-sectional survey using gap analysis. Results showed that within three dimensions (experience with mentors, peers, and curricular engagements) nine distinct variables were validated. The importance of peer interaction and support from mentors were noted as key components for a successful, enjoyable doctoral experience within the Taiwan context. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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15 pages, 576 KiB

Open AccessArticle

A Methodological Approach for Developing and Validating a Parsimonious and Robust Measurement Tool: The Academic E-Service Quality (ACEQUAL) Model

by Toni Lupo and Ester Buscarino

Educ. Sci. 2021, 11(10), 613; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100613 - 04 Oct 2021

Cited by 2 | Viewed by 2042

Abstract

Nowadays, in the higher education sector, the quality measurement process of education-related services is assuming a crucial role to support focused and targeted improvement activities deeply centered on students’ needs/necessities. These are considered crucial factors for dealing with the current academic competitive context. Therefore, the quality measurement process has to be precise and accurate, namely the measurement model on which it is based has to be parsimonious and robust. The present work proposes an effective and easy-to-use methodological approach suitable for supporting the structuring of a measurement tool. Its effectiveness is shown with reference to the academic e-service provided at the University of Palermo. In particular, taking into account the students’ viewpoints and perspectives, a measurement model of the academic e-service quality is developed and validated, thus overcoming the lack of literature on the subject. Finally, a survey is conducted, and highlighted academic e-service quality shortcomings and criticalities are stressed and discussed. The outcomes of this study may be of interest to practitioners and researchers in the field, offering important suggestions on how to support the structuring of a measurement model, as well the data-driven service quality improvement process. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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12 pages, 825 KiB

Open AccessArticle

Validation of the Academic Self-Concept Scale in the Spanish University Context

by Antonio Granero-Gallegos, Antonio Baena-Extremera, Juan Carlos Escaravajal and Raúl Baños

Educ. Sci. 2021, 11(10), 653; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100653 - 18 Oct 2021

Cited by 6 | Viewed by 2773

Abstract

The aims of this study were: (i) to provide evidence of reliability and validity regarding the dimensionality of the Spanish version of two correlated subscales measuring Academic Self-Concept (ASC); (ii) to analyze factorial invariance according to sex and the educational level; (iii) to analyze a higher-order model from the two ASC subscales; and (iv) to study the predictive relationship of the ASC to academic engagement. An observational, descriptive, and cross-sectional study was designed in which 681 undergraduate university students (M_age = 24.55; SD_age = 5.35) (58% girls) and students of the Master’s in Teacher Education participated. The scale’s psychometric properties were analyzed using different exploratory and confirmatory analyses demonstrating that this instrument with two correlated factors (academic confidence and academic effort) is valid, reliable, and invariant in terms of gender and academic level. Higher-order factors from the two correlated factors showed an excellent goodness-of-fit. A regression model with latent variables was conducted showing a higher and positive prediction of academic self-concept for the two factors of academic engagement (willingness to study and satisfaction with studies). The ASC has shown itself to be a valid and reliable instrument for use with Spanish university students and may be of special interest, both to teachers and to the students themselves, as it allows us to reflect on the importance of developing confidence and effort during the students’ academic lives. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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17 pages, 3475 KiB

Open AccessArticle

Revealing Impact Factors on Student Engagement: Learning Analytics Adoption in Online and Blended Courses in Higher Education

by Si Fan, Lihua Chen, Manoj Nair, Saurabh Garg, Soonja Yeom, Gerry Kregor, Yu Yang and Yanjun Wang

Educ. Sci. 2021, 11(10), 608; https://0-doi-org.brum.beds.ac.uk/10.3390/educsci11100608 - 02 Oct 2021

Cited by 14 | Viewed by 3317

Abstract

This study aimed to identify factors influencing student engagement in online and blended courses at one Australian regional university. It applied a data science approach to learning and teaching data gathered from the learning management system used at this university. Data were collected and analysed from 23 subjects, spanning over 5500 student enrolments and 406 lecturer and tutor roles, over a five-year period. Based on a theoretical framework adapted from Community of Inquiry (CoI) framework by Garrison et al. (2000), the data were segregated into three groups for analysis: Student Engagement, Course Content and Teacher Input. The data analysis revealed a positive correlation between Student Engagement and Teacher Input, and interestingly, a negative correlation between Student Engagement and Course Content when a certain threshold was exceeded. The findings of the study offer useful suggestions for future course design, and pedagogical approaches teachers can adopt to foster student engagement. Full article

(This article belongs to the Special Issue Student Preferences and Satisfaction: Measurement and Optimization)

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