Utilizing student feedback for improving learning outcomes: Examples from a master course on ship vibrations

Course evaluation has become standard in higher education organizations. However, when evaluation is not aligned to course design and development, its results are underused and its realization is rather routine than purpose driven. In order to improve student learning, a master course on ship vibrations at a German university was redesigned considering the conduction of online surveys at the beginning and end of the term. Starting point of the redesign of the here analyzed course was the observation that in preceding semesters students didn't perceive the course's practical relevance, showed poor motivation and didn't achieve satisfying levels of learning outcomes. Therefore, three new didactical elements were introduced: computer assisted assignments, lecture related home study assignments and guest lectures. Students were asked about motivation and prior knowledge in the beginning of the course and evaluated the new course elements, the course's professional relevance and their achievement of learning outcomes in the end. Linking the data via self-generated identification codes allowed us to assess intra-individual learning. The results show that there has been considerable improvement concerning the perceived professional relevance, but only moderate improvement regarding learning outcomes. This offers the opportunity for further development of the course. In the concept paper, we discuss different means of increasing professional relevance in naval architecture courses and describe the process of design, evaluation and redesign of this course, which can be seen as good practice for evidence-based teaching development.

Subjects

Alignment of course design and evaluation

Computer assisted assignments

Naval architecture

Ocean engineering education

Professional relevance

Options

Utilizing student feedback for improving learning outcomes: Examples from a master course on ship vibrations