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Advisor(s)
Abstract(s)
In this chapter, the results of a questionnaire are analyzed to assess engineering students’ satisfaction toward their courses, working conditions, and academic environment, as well as the flow of knowledge perception along the first three curricular years. With a sample of 654 students from four higher education institutions and two countries, the study focused in eleven items, concerning teachers’ involvement perception, student–teacher interaction, course organization, and functioning, and overall satisfaction. Several research hypotheses were con- sidered, and significant correlations were investigated. Results show that students, in average, are satisfied with the course and with student–teacher interaction, but perceive that teachers do not contextualize the contents in a professional perspec- tive. The flow of knowledge is neither clearly understood. Two positive significant correlations exist between: students’ overall satisfaction and their expectations; the way students assess their interaction with teachers and the way they assess teachers’ involvement. No significant differences were found between the two countries.
Description
Keywords
Students’ perceptions Engineering courses Satisfaction questionnaire Higher education
Citation
Publisher
Springer