The COVID-19 pandemic, known as the coronavirus, was declared as a national pandemic by the World Health Organization in March 2020 (Cucinotta and Vanelli, 2020). Following the declaration of a national pandemic, institutions across society were forced to respond. Among those most immediately impacted, were colleges and universities. Higher education faculty and administrators transitioned in-person courses to an online format to adjust to the restrictions of coronavirus. As a result, college students around the world experienced a sudden shift to taking an entire semester of courses in an unfamiliar online format. The pandemic served as a catalyst to a trend over the last 2 years to provide access to a growing number of online courses. Given this drastic change and the unprecedented future of higher education during uncertain times, it was imperative to further study the nature of quality in online courses. While research on quality in higher education is extensive, a significant gap in literature exists related to students' perspectives of quality, particularly in online courses. To address this gap, I used the Community of Inquiry framework (CoI) (Garrison, Anderson, and Archer, 2000) and related survey to explore aspects that contribute to perceptions of online education quality. The study investigated how undergraduate students at a large public research institution perceived the importance of elements of the CoI Framework. The data analyses included independent sample t tests, one-way ANOVAs, and regression. The results revealed that course pedagogy does affect students' perceptions of online quality. However, student characteristics do not affect students' perceptions of quality for online courses in Higher Education. / Doctor of Philosophy / It is important to understand quality in higher education because of its economic and social value. Gaining a deeper understanding into how students perceive quality is crucial, since they are the main consumer group of higher education. As a result of COVID-19, which was declared a national pandemic by the World Health Organization in March 2020 (Cucinotta and Vanelli, 2020), all higher education institutions were forced to transition courses to an online format. Due to the prevalence of online courses, quality of online courses became a primary focus for educational leaders. This study sought to better understand how students who are members of a single academic college at a large public university perceive the quality of online courses. The 145 participants in this study completed the online Community of Inquiry survey, which had an estimated 10–15-minute completion time. The survey contained 34 Likert scale questions related to students' experiences in an online course they have taken within the past academic year. This quantitative study utilized the Community of Inquiry framework which creates a deep and meaningful quality learning experience in online courses. (Garrison, Anderson, and Archer, 2000). The results of this study revealed that course pedagogy does affect students' perceptions of online quality. This study also found that student characteristics do not affect students' perceptions of quality for online courses in higher education.

Providing students with meaningful written feedback is a difficult task that teachers must perform in an ESL classroom. Although many studies have looked at written feedback in terms of directness, criticism, and suggestions, very few studies have examined praise in the form of written feedback and what students' perceptions of praise are. To determine the effect that praise has on ESL students, we examined student responses to two praise types given student proficiency levels and cultural backgrounds. In this study, 109 students from an intensive English Program participated in a survey that asked for opinions on person and performance praise comments. In addition, three different focus groups were conducted to complement the findings of the surveys. Results showed that students in lower proficiency levels saw praise as valuable and change-invoking. In addition, students of Romance cultures seemed to appreciate praise more than those of Asian cultures. An interaction effect also showed that high proficiency Asian students viewed praise as less kind, valuable, positive, and clear than low and high proficiency level Romance students. In the quantitative data, students didn’t seem to notice the difference in praise type, but comments from the focus groups demonstrated that students noticed a difference between the two and preferred performance praise over person praise. This study can help teachers and administrators develop an informed praise philosophy and recognize which type of praise is best for their particular group of students while examining proficiency level and cultural background.

Since the time of Pythagoras, philosophers, educators, and researchers have theorized that connections exist between music and mathematics. While there is little doubt that engaging in musical or mathematical activities stimulates brain activity at high levels and that increased student involvement fosters a greater learning environment, several questions remain to determine if musical stimulation actually improves mathematic performance. This study took a qualitative approach that allowed 24 high school students to express their direct experiences with music and mathematics, as well as their perceptions of how the two fields are related. Participants were divided into four equal groups based on school music participation and level of mathematic achievement, as determined by their performance on the Texas Assessment of Knowledge and Skills (TAKS). Students participated in a series of three interviews addressing their experiences in both music and mathematics, and took the Multiple Intelligences Developmental Assessment Scales (MIDAS). TAKS data and MIDAS information were triangulated with interview findings. Using a multiple intelligence lens, this study addressed the following questions: (a) How do students perceive themselves as musicians and mathematicians? (b) What experiences do students have in the fields of music and mathematics? (c) Where do students perceive themselves continuing in the fields of music and mathematics? and (d) How do students perceive the fields of music and mathematics relating to each other? Contrary to most existing literature, the students who perceived a connection between the two fields saw mathematics driving a deeper understanding of the musical element of rhythm. Not surprisingly, students with rich backgrounds in music and mathematics had a higher perception of the importance of those fields. Further, it became readily apparent that test data often played a minimal role in shaping student perceptions of themselves in the field of mathematics. Finally, it became apparent from listening to the experiences of high school students, there are many growth areas for schools in order to meet the needs of their students.

The purpose of this qualitative study was to give an in-depth description of the perceptions of students educated exclusively in rural, unit schools in East Tennessee. Specific areas addressed in the study included: (a) students’ perceptions and descriptions of their perspective schools; (b) feelings of satisfaction or dissatisfaction with the schooling experience; (c) relationships formed with students and adults; and (d) feelings of belonging or ownership; (e) students’ perceptions about the quality of education they have received; and (f) students’ comparisons of their school to other secondary schools. The data were gathered through the process of the long interview with open-ended questions with eighteen juniors who had been educated in rural, unit schools in East Tennessee for the entirety of their educational experiences. The intent of the analysis was to utilize the direct quotes of the students whenever possible to present a clear representation of the students’ individual perceptions or “life-world.” The findings of the study indicated some overall commonalities, specifically in students’ satisfaction with their schooling experiences, the strong relationships developed among the unit school family, a sense of belonging at the schools, and feelings of ownership. The students generally perceived that they had received a high quality education, but had recommendations for improvement. The students also perceived their schools as unique, in terms of the closeness, smallness, pride in their schools, the personal environment of the schools, and a family-like nature. The results of this study should prove pertinent in the field of education and particularly to individuals involved in small school research and unit schooling.

This study involved examining differences and similarities between the learning environment perceptions of students attending the Computer Science department and the Management department at an information technology university in Jakarta, Indonesia. In doing so, the study investigated which types of learning environments were most likely to strengthen student outcomes in computer-related courses and identify ways in which the university could enhance the teaching and learning process.The study examined whether relationships exist between students' cognitive and affective outcomes and four productivity factors: the learning environment; the quality of teacher-student interactions; students' aptitude; and students' motivation to select their chosen subject. To measure the four productivity factors, 422 students from 12 classes were asked to respond to four questionnaires that were modified to suit tertiary-level computing students: (1) the What is Happening in this Class? questionnaire (WIHIC) to measure students' perceptions of the learning environment, (2) the Questionnaire on Teacher Interaction (QTI) to measure students' perceptions of the student-teacher interaction; (3) the Test of Logical Thinking (TOLT) to measure the students' aptitude; and (4) a scale that was developed to measure students' motivation towards their course. To measure students' cognitive outcomes, information was retrieved from the university database and, to measure students' attitudes towards their computer-related subjects, four modified scales from the Test of Science Related Attitudes (TOSRA) were used.Each of the instruments was found to be valid and reliable in the Indonesian language for use at the university level in terms of factor structure, internal consistency reliability, and ability to differentiate between the perceptions of students in different classrooms. These instruments ++ / provide a, means by which lecturers can monitor their classroom environments, their lecturer interaction behaviour and their students' logical thinking, motivation and attitudes. Generally, it was found that computer science students perceived the classroom environments more favourably than management students. These findings related to departmental differences at the university level provide insights into how students from different departments perceive the learning environment. Also, the study pointed to departmental differences in students' logical thinking which could influence the types of learning environment that suit students from different departments. Departmental differences in students' perceptions of the lecturer-student interpersonal behaviour suggest that lecturers should take note that the personal relationships which they build and the ways in which they treat students.

The purpose of this research was to investigate first-year tertiary programming students' perceptions of their learning environment, based on the subgroups of gender and "new arrivals" (immigrant and international students of diverse nationalities, culture and educational backgrounds). The literature provides strong evidence that the nature of the learning environment for females studying computing can be uninviting and may be influential in the low rates of female enrolments and retention compared with males. Studies indicate that the cultural norms and artefacts of computing, the minority status of women in computing courses, attitudes, language, experience and institutional context all contribute to a learning environment that proves unattractive and can be detrimental for some women. In recent years, there has been an increased enrolment by New Zealand educational institutions of new arrival students. Research suggests that new arrival students, who leave their home country to live and study in a foreign land, experience difficulties in their learning environment and often have problems adjusting to living and studying in their host country. This research used a mixed-method design to investigate first-year computer programming students' perceptions of their learning environment at three tertiary institutions in Wellington, New Zealand. A survey, the College and University Classroom Environment Inventory (CUCEI), was completed by 239 students, yielding quantitative data about students' perceptions of their Actual and Preferred learning environment. In addition, 28 students, selected to represent gender and new arrival subgroups, participated in interviews and 11 hours of observation were conducted in programming classrooms. / The findings from the survey indicated that students perceived their learning environment with some satisfaction but they suggested improvements relating to the innovation and individualisation dimensions of their learning environment. The perceptions of the student subgroups, defined by gender and as new arrivals were investigated. Although the findings from multivariate analysis of variance of the CUCEI results did not identify differences between the subgroups the interviews revealed wider equity issues and concerns that highlighted differences amongst students of the sex and origin subgroups. Recommendations, based on the study's findings, include suggestions to improve institutional policy relating to the organisation of teaching practice and some cautions about the further use of the survey. The findings have important implications for creating a more equitable and positive learning environment for all students.

E-learning is one of the common education types in Turkey elsewhere in the world because it has been a necessity for higher and continuous education of people but what about its quality? There are a diverse number of factors which affect the quality of e-learning education but one of the most important factors is the student. Because students are at the center of education and all of the teaching-learning operations are performed for them, their impressions are very important to gain idea about the quality and improvement of education. In order to obtain information from students about e-learning process, questionnaires applied to 267 students and 203 of them were used for this study. The results showed that students were not able to get adequate support from teachers and success rates of the students were affected negatively by lack of immediate feedback. It was also inferred that learning objectives of the course were shared at the beginning but they were not emphasized throughout the term therefore students did not have enough knowledge about them. Moreover, according to the students almost all of the e-learning courses have similar assessment methods and they were not selected according to the predetermined learning objectives. Lastly, students mentioned that e-learning courses they had taken were not more beneficial than traditional ones but they will continue preferring them in the future. This shows that although there are still problems related with e-learning, students still prefer it because of its advantages for the students.

ABSTRACT EXPLORING COLLEGE READINESS: SELF-PERCEPTIONS OF EARLY COLLEGE STUDENTS by Kim R. Ramsey-White Research shows that too many students are graduating from high school ill-prepared to be successful in the postsecondary environment. This study examined the high school experiences of dual-enrollment students who participated in an Early College High School, and how the students perceived their high school experiences in preparing them for college. Additionally the study sought to understand the role that social capital played in the students’ preparation for college. In-depth interviews with 13 African American students, some of whom were first-generation college attendees, were used to illuminate the student voice in an effort to learn how early college practices and strategies were beneficial and/or detrimental to their preparation for college. Data from the study were analyzed using a college readiness framework developed by David Conley (2007) which focuses on four dimensions of college readiness: (1) Key cognitive strategies, (2) academic content, (3) academic skills and behavior, and (4) contextual skills and awareness. Findings from the study indicate that the students’ Early College High School experiences increased their confidence as college students (key cognitive strategies), taught them the benefits of time management and working in study groups (academic skills and behavior), and provided meaningful relationships and social networks that allowed them to navigate the college application and financial aid processes (contextual skills and awareness). The students also expressed concern that there was very limited alignment between the high school academic courses and expectations and those in the postsecondary institutions they attended. The results of the study contribute to the scholarship on the Early College model.

Second Life (SL) is gaining popularity in an educational context. Based on the need for educators to understand emerging technologies and their potential for use in the classroom, this study explored student users’ perceptions of the use of SL in an educational setting. Student’s enrolled in a traditional classroom, that had a SL component merged into the curriculum, were surveyed to determine their perceptions on the use of SL in education. A modified version of Li and Bernoff’s (2008) Social Technographic® Ladder was used to classify students based on their use of technology. Findings indicated that while students did not perceive the value of the use of SL as it was used in the traditional classroom, they agreed on its potential for use in education, predominantly in a virtual classroom setting. Students agreed on the potential of SL for collaboration, simulations, team building, and interaction with peers, among other things. A key implication of this study is that educators need to utilize SL to move outside the walls of the classroom and offer opportunities not afforded in the traditional classroom setting, rather than simply replicating the traditional classroom in a virtual format.

This study was conducted to investigate Turkish secondary school students&rsquo / perceptions of their science teachers&rsquo / interpersonal behaviour / teacher profiles and variables affecting Turkish students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviour. Also, differences in perceptions between Turkish students and their Dutch counterparts were examined. Finally, students&rsquo / affective learning outcomes were related to their perceptions of their teachers&rsquo / interpersonal behaviour. Data were gathered from 7484 secondary school science students (grades 9-11) in 278 classes from 55 schools in thirteen cities of Turkey and collected with a specifically constructed and adapted Turkish version of QTI and translated version of TOSRA. This data set was compared to Dutch data set that contained 8503 students, located in 27 schools and 301 classes. Descriptive statistics and multilevel analysis with three levels (student, class and teacher) were conducted. Students&rsquo / perceptions on the QTI scales were aggregated to the class level and compared to an existing QTI-based typology of teaching styles. Significant differences were found between countries in terms of students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviours as well as different distribution of teachers&rsquo / profiles over countries and subject. Turkish teachers&#039 / interpersonal profiles only marginally differed from existing profiles. Additionally, several teacher, student and class characteristics showed statistically significant associations with students&#039 / perceptions of teacher Influence and Proximity. Finally, students&rsquo / perceptions of their teachers&rsquo / interpersonal behaviour were related to their affective learning outcomes, to several student, class, teacher background characteristics and to the subject taught.