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Impact of Course Scheduling Formats on Student Learning and Satisfaction
... Satisfied students are more productive, confident, and resourceful in their academic and life endeavour (Rode et al., 2005). Institutional support and academic activities determine student satisfaction (Loveland & Bland, 2013). According to DeShields, Kara, and Kaynak(2005) skills developed such as critical thinking and moral awareness along with preparation for the future are important factors influencing student satisfaction. ...
... There are some factors which significantly contribute student satisfaction, such as faculty support (Umbach & Porter, 2002), assessment and feedback, cost of education, social life (Alzamel, 2014;Wilkins et al., 2012), student learning (DeShields, Kara, &Kaynak, 2005), canteen (Priya, Bhadouria & Charu Shri, 2013), computer laboratory and class schedules (Loveland & Bland, 2013), the reputation of a university (Alzamel, 2014), and Co-curriculum (Bergmark & Westman, 2016). Increasing student satisfaction enhances students' motivation, as well as their attendance (Navarro, Iglesias, & Torres, 2005;Schertzer & Schertzer, 2004). ...
Aim/Purpose The study aimed to investigate the influence of technology support, social
support, academic support, and service support on student satisfaction and
their relationships in private and state universities.
Background Coherent support between students, teachers, and management is usually ex�tended beyond classroom scheduling and space. This support has a positive
significant influence on student satisfaction, which may influence students’
academic, behavioral, emotional and social development. This support is as�sisted via technology, social, academic, and instant service support, which may
have an impact on its nature.
Methodology In the current study, a cross-sectional survey was used to collect the research
data. Convenience sampling was used to select the participants for the study.
It targeted a population sampled from engineering students from both private
and state universities of central India (n=240). In quantitative data analysis,
descriptive and inferential statistics were used. The collected data were ana�lyzed with SPSS.
Contribution The present study expands the growing body of knowledge about student
satisfaction via technology, social, academic, and service support. We identify
the unique aspects of factors that are positively related to student satisfaction,
which shed light on student satisfaction. Findings from this study may assist
educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction
among the students and to check how their students can benefit from the
support system in the institution.
Findings The results indicated that the institutional support dimensions –technology
support, academic support, social support, and service support –are positively
significantly related to student satisfaction in both state and private universi�ties.
Recommendations
for Practitioners
As a result of the study, it is recommended to university policymakers and
administrations to provide and emphasize the importance of institutional
support. In addition, it is recommended to provide students with knowledge
that focuses on technology, academic, social, and other related service sup�port. Doing so can provide valuable insight into students’ level of satisfaction
enhancement with institutional support.
Recommendations
for Researchers
Researchers need to start factoring in how institutional support and services
influence student satisfaction. Findings will further enrich the literature on
student satisfaction in higher educational institutions. This study should be
simulated to more populations and other geographical areas, to validate its
findings.
Impact on Society Improvement in our understanding of technology, social, academic, and other
services helps to improve the quality of instruction, which provides a net gain
for society. If this support system is to be carried out properly, the students, –
who are the future citizens – will learn how to behave appropriately in the
digital age.
Future Research This paper is a broad overview using a survey, so future research should focus
on a more detailed analysis of the consequence of student satisfaction, possi�bly using controlled experiments. In addition, qualitative exploration is advis�able, as it may shed more light on the unique aspects of factors that are relat�ed to student satisfaction.
... Satisfied students are more productive, confident, and resourceful in their academic and life endeavour (Rode et al., 2005). Institutional support and academic activities determine student satisfaction (Loveland & Bland, 2013). According to DeShields, Kara, and Kaynak(2005) skills developed such as critical thinking and moral awareness along with preparation for the future are important factors influencing student satisfaction. ...
... There are some factors which significantly contribute student satisfaction, such as faculty support (Umbach & Porter, 2002), assessment and feedback, cost of education, social life (Alzamel, 2014;Wilkins et al., 2012), student learning (DeShields, Kara, &Kaynak, 2005), canteen (Priya, Bhadouria & Charu Shri, 2013), computer laboratory and class schedules (Loveland & Bland, 2013), the reputation of a university (Alzamel, 2014), and Co-curriculum (Bergmark & Westman, 2016). Increasing student satisfaction enhances students' motivation, as well as their attendance (Navarro, Iglesias, & Torres, 2005;Schertzer & Schertzer, 2004). ...
Aim/Purpose: The study aimed to investigate the influence of technology support, social support, academic support, and service support on student satisfaction and their relationships in private and state universities. Background: Coherent support between students, teachers, and management is usually extended beyond classroom scheduling and space. This support has a positive significant influence on student satisfaction, which may influence students’ academic, behavioral, emotional and social development. This support is assisted via technology, social, academic, and instant service support, which may have an impact on its nature. Methodology: In the current study, a cross-sectional survey was used to collect the research data. Convenience sampling was used to select the participants for the study. It targeted a population sampled from engineering students from both private and state universities of central India (n=240). In quantitative data analysis, descriptive and inferential statistics were used. The collected data were analyzed with SPSS. Contribution: The present study expands the growing body of knowledge about student satisfaction via technology, social, academic, and service support. We identify the unique aspects of factors that are positively related to student satisfaction, which shed light on student satisfaction. Findings from this study may assist educators (while in training and/or professional development programs) to reflect upon their educational strategies to enhance the level of satisfaction among the students and to check how their students can benefit from the support system in the institution. Findings: The results indicated that the institutional support dimensions –technology support, academic support, social support, and service support –are positively significantly related to student satisfaction in both state and private universities. Recommendations for Practitioners: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Recommendation for Researchers: As a result of the study, it is recommended to university policymakers and administrations to provide and emphasize the importance of institutional support. In addition, it is recommended to provide students with knowledge that focuses on technology, academic, social, and other related service support. Doing so can provide valuable insight into students’ level of satisfaction enhancement with institutional support. Impact on Society: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction. Future Research: This paper is a broad overview using a survey, so future research should focus on a more detailed analysis of the consequence of student satisfaction, possibly using controlled experiments. In addition, qualitative exploration is advisable, as it may shed more light on the unique aspects of factors that are related to student satisfaction.
... Other studies found no difference in student success between the intensive and traditional courses (Anastasi 2007;Carrington 2010). Still other studies found greater success rates for the semester-length courses than for intensive courses (Gallo & Odu 2009;Loveland & Bland 2013). The findings in this study also affirm the mixed nature of these results. ...
... These findings, along with the higher learning outcomes in block courses as indicated by third-year student grades, provide evidence that negative beliefs concerning block courses may be unjustified, and block courses may be as effective as, or more effective than, those presented in traditional formats (Anastasi 2007;Davies 2006). Contrary to this, low-ability student participants' positive attitude to semester-based scheduling as well as their learning performance, as indicated by sample higher grades in semester-based courses for the second-year students, show the benefits of a semesterbased schedule (Dexter et al. 2006;Loveland & Bland 2013). Despite these mixed results, the interviewed teachers reported that they were mainly knowledge transmitters, which contradicts the notion of a modular, student-centred approach to teaching for both the semester-based and block courses (Tadesse, Manathunga et al. 2018). ...
Flexibility in course scheduling is an integral part of institutional strategies used to increase student engagement and success, yet little research exists that examines scheduling as a key factor that determines students’ experiences and educational outcomes. This study explored the undergraduate sport science students and their teachers at Jimma University, Ethiopia, regarding their experiences in semester-based and block scheduling formats as well as their reflections and perspectives on the effectiveness of these scheduling formats for teaching and learning. For this, the study used an exploratory mixed-methods design consisting of individual interviews with six teachers and focus group interviews with undergraduate sports sciences student sample (n = 40), and institutional archives of the sampled students’ cumulative grade point averages (GPAs). The study findings indicate divergent views regarding their perceptions and mixed experiences with the semester-based and block scheduled courses. Irrespective of these, the majority of participants reported that teachers’ missing scheduled classes, tending not to teach the full time of the class session, continual lecturing, and scarcity of instructional resources are the major challenges surrounding the implementation of both semester-based and block teaching. We discuss the implications of these findings for future research, implementation, and intervention design.
... Satisfied students are more productive, confident, and resourceful in their academic and life endeavour (Rode et al., 2005). Institutional support and academic activities determine student satisfaction (Loveland & Bland, 2013). According to DeShields, Kara, and Kaynak(2005) skills developed such as critical thinking and moral awareness along with preparation for the future are important factors influencing student satisfaction. ...
... There are some factors which significantly contribute student satisfaction, such as faculty support (Umbach & Porter, 2002), assessment and feedback, cost of education, social life (Alzamel, 2014;Wilkins et al., 2012), student learning (DeShields, Kara, &Kaynak, 2005), canteen (Priya, Bhadouria & Charu Shri, 2013), computer laboratory and class schedules (Loveland & Bland, 2013), the reputation of a university (Alzamel, 2014), and Co-curriculum (Bergmark & Westman, 2016). Increasing student satisfaction enhances students' motivation, as well as their attendance (Navarro, Iglesias, & Torres, 2005;Schertzer & Schertzer, 2004). ...
The purpose of this study was to investigate the relationship between various facets of institutional support with student satisfaction in both state and private universities from the central region of India. Indian academia is facing the challenges of keeping students satisfied, involve, and engaged so that student can happily and efficiently perform their academics. Questionnaire data (N=240) were collected from graduate students from both the universities. Descriptive statistics, correlation, factor analysis and multiple regression analysis was used for the data analysis. The results of the study show that the institutional support variables have a positive significant relationship with student satisfaction. Students from state universities were more satisfied with academic support whereas students from public universities were more satisfied with technology support. In addition, the findings reveal that social support scored significantly low in both private and state universities. These findings extend the theoretical understanding of student satisfaction.
... Dills and Hernández-Julián (2008) found that both the timing and frequency of classes influenced grades, with late afternoon classes on a two-day schedule yielding better performance than morning three-day schedules. Similarly, Loveland and Bland (2013) focused on balancing academic performance and student satisfaction, reporting higher satisfaction levels in once-a-week and three-days-per-week formats compared to biweekly classes. However, the findings remain inconclusive. ...
By analyzing a sample of 230 students enrolled in introductory corporate finance classes, this study examines whether differences in scheduling formats—Monday-Wednesday-Friday (MWF) with 50-minute lectures versus Tuesday-Thursday (TR) with 75-minute lectures—impact student performance when the course design is consistent. The findings, supported by nonparametric tests and ordinary least squares regressions, indicate that TR students perform slightly better than their MWF counterparts, although the difference is not statistically significant. Additionally, the results reveal that accounting and finance majors outperform students in other disciplines, particularly in 75-minute classes. These findings suggest that college administrators may consider eliminating Friday classes and consolidating courses into MW or TR schedules, at least for introductory corporate finance classes, without adversely affecting student performance.
Many universities began prioritizing efficiency over efficacy in the 1990s, contributing to educator and student exhaustion. Meanwhile, vocational awe paradigms have led faculty to sacrifice personal time and health to satisfy students. The Slow Academia movement offers a different approach. Bypassing quantifiable outcomes and metrics, it advocates slowing down teaching and learning activities to sustainable paces. Contemplative practices, self‐care, and trauma‐informed pedagogies are crucial components. This chapter imagines opportunities for a slowed‐down, rehumanized version of learning, teaching and sharing and provides recommendations for experimenting with format and content.
Almost half of undergraduate students in the United States enroll in communitycolleges, unfortunately community colleges face a harsh reality of low completionand graduation rates. Delgado Community College in New Orleans is the largestcommunity college in Louisiana serving over 25,000 students annually. There arenumerous reasons for the low completion rates for community colleges that includefinancial, family, academic, scheduling conflicts and lack of resources contributeto the challenge of improving program completion. The West Bank campus ofDelgado established an innovative and comprehensive scheduling program designedto significantly increase the number of students enrolled and to increase studentprogression in specific degree programs. Purposeful course scheduling combines1) career alignment through academic advising, 2) course sequences and rotation,and 3) blocking time for specific types of courses.
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