Salīdzināt metodes
Apskatiet izvēlētās metodes blakus; rindas, kas atšķiras, ir izceltas.
| University Student Satisfaction Scale× | Skala par vienaudru mācīšanos× | |
|---|---|---|
| Nozare | Pedagoģiskā psiholoģija | Pedagoģiskā psiholoģija |
| Saime | Process / pipeline | Process / pipeline |
| Izcelsmes gads≠ | 1997 | 2000s |
| Autors≠ | Elliot & Shin; variations by institution | Various; based on collaborative learning theory |
| Tips≠ | Self-report survey | Self-report questionnaire or observation |
| Pirmavots≠ | Elliot, K. M., & Shin, D. (1997). The student satisfaction index (SSI): A new instrument for measuring student satisfaction with higher education. Journal of Marketing for Higher Education, 8(2), 27–44. link ↗ | Topping, K. J. (2009). Peer assessment. Theory into Practice, 48(1), 20–27. DOI ↗ |
| Citi nosaukumi | USS | PLS |
| Saistītās | 5 | 5 |
| Kopsavilkums≠ | The University Student Satisfaction Scale measures students' satisfaction with their overall university experience, including instruction quality, academic advising, campus services, and campus climate. Multiple validated instruments exist (e.g., Student Satisfaction Index), each capturing dimensions of the student experience considered critical to retention and institutional quality. This tool enables universities to gather comprehensive feedback on the student experience and prioritize institutional improvements that enhance satisfaction and outcomes. | The Peer Learning Scale measures the extent and quality of collaborative learning experiences among students, capturing the frequency of peer interaction, perceived support from peers, quality of peer feedback, and learning gains from collaboration. Grounded in social-constructivist theory and decades of research on collaborative learning, the PLS assesses a critical dimension of the modern learning environment: peer interaction is not incidental but a core mechanism of learning through explanation, feedback, and distributed cognition. |
| ScholarGateDatu kopa ↗ |
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