Students were highly satisfied with the paired course model and its components, with 100% willing to advise a new student to take the paired courses¶
Claim · All claims
Evidence · 1 study · designr2·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? End-of-course satisfaction survey responses were strongly positive across course model and components. → Shaffer 2015
Evidence¶
Shaffer 2015¶
Shaffer, S. C., Eshbach, B. E., & Santiago-Blay, J. A. (2015). A Dual Approach to Fostering Under-Prepared Student Success: Focusing on Doing and Becoming. InSight: A Journal of Scholarly Teaching, 10. https://www.youtube.com/watch?v=gK5I_68g0X8
q2 · i? · design · r2
An anonymous end-of-course reading satisfaction survey (n = 15, Table 4) printed 79% rating the experience strongly positive, 86% wanting to keep the pairing, 93% wanting to keep ELLI, and 100% advising a new student to take the paired courses.
"students were highly satisfied with the course model and components (see Table 4)"
Discussion¶
Related Claims¶
- District leaders reported high satisfaction with the key features of the Learning Salon model across all three surveyed salons — related
- Over 90% of students reported satisfaction with online learning resources and completion of online assignments in the blended PET course — related
- Both video and text/image groups reported satisfaction with the materials and activities in class — related
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