Evaluation of students' satisfaction with three teaching modes in the contact lens course by Students' Evaluations of Educational Quality questionnaire
10.3980/j.issn.1672-5123.2023.2.01
- VernacularTitle:通过SEEQ问卷调查评估学生对《角膜接触镜》课程三种教学模式的满意度
- Author:
Hong-Mei ZHANG
1
;
Yi PANG
1
;
Rui-Hua WEI
1
Author Information
1. Tianjin Medical University Eye Hospital;School of Optometry & Eye Institute;Tianjin Branch of National Clinical Research Center of Ocular Disease;Tianjin Key Laboratory of Retinal Functions and Diseases, Tianjin 300384, China
- Publication Type:Journal Article
- Keywords:
Students' Evaluations of Educational Quality questionnaire;
contact lenses;
offline teaching;
online teaching;
blended teaching
- From:
International Eye Science
2023;23(2):187-192
- CountryChina
- Language:Chinese
-
Abstract:
AIM: To determine the students' satisfaction with the three teaching modes in the contact lens course and provide suggestions to improve teaching quality.METHODS: We conducted a survey at Tianjin Medical University in June 2021 using the Students' Evaluations of Educational Quality(SEEQ)questionnaire. We used descriptive statistics to analyze SEEQ items and the One-way ANOVA was used to determine differences in scores among the three modes.RESULTS: Among the 221 valid responses collected, 87(39.4%)respondents were males and 134(60.6%)were females. The total scores were 151.46(12.45), 148.71(13.14), and 147.97(14.56)for offline, online, and blended teaching, respectively, with no significant difference(F=1.10, P=0.33). Students had a longer interaction time with the teacher in offline teaching than in online and blended teaching(P=0.03). The three different teaching modes have no significant difference among genders or academic performance(P=0.33, P=0.91, respectively). Furthermore, 18.1% of students suggested that the amount of experiment time should be increased.CONCLUSION: Students were satisfied with all three teaching modes. However, they had more interaction time with teachers in traditional offline teaching compared with online and blended teaching. More time is needed to increase teachers' online teaching ability.
