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Perceived Learning Effectiveness and Student Satisfaction: Lessons Learned From an Online Multinational Intensive Program

Perceived Learning Effectiveness and Student Satisfaction: Lessons Learned From an Online Multinational Intensive Program

Alexandre Duarte, Kirstie Riedl
Copyright: © 2022 |Pages: 19
ISBN13: 9781799889212|ISBN10: 1799889211|ISBN13 Softcover: 9781799889229|EISBN13: 9781799889236
DOI: 10.4018/978-1-7998-8921-2.ch017
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MLA

Duarte, Alexandre, and Kirstie Riedl. "Perceived Learning Effectiveness and Student Satisfaction: Lessons Learned From an Online Multinational Intensive Program." Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, IGI Global, 2022, pp. 326-344. https://doi.org/10.4018/978-1-7998-8921-2.ch017

APA

Duarte, A. & Riedl, K. (2022). Perceived Learning Effectiveness and Student Satisfaction: Lessons Learned From an Online Multinational Intensive Program. In C. Smith & G. Zhou (Eds.), Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students (pp. 326-344). IGI Global. https://doi.org/10.4018/978-1-7998-8921-2.ch017

Chicago

Duarte, Alexandre, and Kirstie Riedl. "Perceived Learning Effectiveness and Student Satisfaction: Lessons Learned From an Online Multinational Intensive Program." In Handbook of Research on Teaching Strategies for Culturally and Linguistically Diverse International Students, edited by Clayton Smith and George Zhou, 326-344. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8921-2.ch017

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Abstract

In 2020, the COVID-19 pandemic turned the world upside down and forced a redesign of the work models of most organizations, including educational institutions that urgently needed to adapt their teaching practices. This chapter reports the CBBC project, an event organized by six European universities with the objective to solve a real business challenge, in international teams, via a 360º communication campaign, analyzing the student's satisfaction and discusses it in light of a unique multi-cultural, online project. The findings contribute to support the validity of the online assessment model and some insights can help education managers and marketing academics to better understand the students learning perceptions in a multi-cultural/multi-national online environment. Also, as proposed by Stallings, it is of utmost importance to identify the aspects that students feel are important in their online learning environment, so the conclusions will enhance the knowledge about how educational tools can be improved to increase overall student satisfaction.

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