These analyses indicated strong positive associations between ratings of student learning and ratings of confident (r = 0.515), engaging (r = 0.595), enthusiasm (r = 0.525), organization (r = 0.570), relate (r = 0.574), relaxed (r = 0.528), respect (r = 0.611), and understanding (r = 0.517).
Consequently, this study examined learning outcomes and ratings of instruction and technology where distance education was provided by videoconference or one way streaming (webcast) to medical students who were co-located or dispersed.
Some have considered variables related to school performance - class rank, teacher ratings, learning and behavior problems, dropout rates - as outcome variables [ 13, 6, 22- 24].
A Spearman correlation was conducted between scores drawn from the 'Modernity Scale,' priority rankings with regard to the seven learning areas, and ratings on PD needs (see Table 3).
It was also hypothesized that learning outcomes and ratings of instruction and technology would be greater with higher degrees of presence, since prior research indicates sense of presence can positively affect educational outcomes and student satisfaction [ 2].
This illustrates the limited use of student evaluations as a measure of actual student learning, and suggests that student ratings should not be overinterpreted, especially if students are asked to practice new thinking skills (McKeachy, 1997).
In addition, learning from forums and communities and learning from ratings and reviews have significant influences on both cognitive and affective appraisals, while learning from forums and communities plays a more important role in formulating affective appraisal and learning from ratings and reviews plays a more important role in determining cognitive appraisal.
About a third of the respondents in this study reported teaching and learning environments as 'poor'.' Although not as extreme as those reported by Winter and others [ 37], these findings are sobering, particularly given that registrars' reported ratings of learning and teaching that were better than those for service and research.
Contrarily, moderate negative associations were found between ratings of student learning and perceptions of boring (r = −0.446), distant (r = −0.410), nervous (r = −0.306), and uncertain (r = −0.441).
While studies evaluating the association between online learning course ratings and learning outcomes are not uncommon [ 11, 12], studies evaluating the association between pre-course perceptions are fewer and older.
Cross-sectional research has also shown relationships between structural conditions such as opportunities to learn and grow and higher staff ratings of job satisfaction, quality of care [ 5], skills and willingness to work according to evidence-based practice [ 27].
