Students' and tutors' perceptions of course quality at the Diploma II program at Universitas Terbuka

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KESUMA_RATNA_MA_1993_557606.pdf (3.94 MB)

Date

1993

Authors

Kesuma, Ratna

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Abstract

Students' and tutors' perceptions of the quality of course materials that are used in the Diploma II (D-II) study program at the Indonesian Open Learning University, or Universitas Terbuka, are evaluated in this study. Since the introduction of this program of study, evaluations have been infrequent. In order to assess the perceptions of students and tutors, ten evaluation criteria were utilized to construct the questionnaire and interview items. Twenty three tutors and 216 students of two Diploma II (D-II) programs, the D-II Project in Jakarta and the D-II Self-funded program in Bandung, participated in this study. Two packages of printed course materials, Social Science Education 2 (PPDG2432) and Mathematics Education 3 (PPDG2431), were selected for evaluation. The selected course material represented two different compulsory subject areas, were relatively new releases at UT, and were presented as tutorials. The students and tutors evaluated the parts of the material that were currently being studied by them. Three sets of research findings were obtained in this study. First, the students and tutors expressed positive perceptions toward course quality. Certain quality criteria provided negative perceptions, a finding to which special attention should be paid. Specific suggestions for reconstruction of the design of course material were made to improve quality. The students in the D-II Self-funded program showed slightly higher levels of positive perceptions of course quality than those of the students in the 0~11 Project. Second, there was no relationship found between the students' perceptions of course quality and their achievement. Third, students revealed a relatively higher and more positive perception of course quality than did the tutors who expressed concern over some aspects of course quality.

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Keywords

UN SDG 4: Quality Education

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https://hdl.handle.net/1828/18433

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