Studentovo hodnocení výuky: validace a adaptace dotazníku CEQ pro podmínky českých vysokých škol

Ainley, J., & Long, M. (1994). The Course Experience survey 1992 graduates. Canberra: Australian Government Publishing Service.

Al-Harti, A. S. (2005). Distance higher education experiences of Arab Gulf students in the United States: A cultural perspective. The International Review of Research in Open and Distance Learning, 6(3), 1–14. https://doi.org/10.19173/irrodl.v6i3.263

Beaty, E., Dall’Alba, G., & Marton, F. (1997). The personal experience of learning in higher education: Changing views and enduring perspectives. In P. Sutherland (Ed.), Adult learning: A reader (s. 150–165). Londýn: Kogan Page.

Bell, S., Galilea, P., & Tolouei, R. (2010). Student experience of a scenario-centred curriculum. European Journal of Engineering Education, 35(3), 235–245. https://doi.org/10.1080/03043791003703169

Biggs, J. (1989). Approaches to the enhancement of tertiary teaching, Higher Education Research and Development, 8, 7–25. https://doi.org/10.1080/0729436890080102

Biggs, J. (1993). What do inventories of students’ learning processes really measure? A theoretical review and clarification. British Journal of Educational Psychology, 63, 3–19. https://doi.org/10.1111/j.2044-8279.1993.tb01038.x

Cashin, W. E., & Perrin, P. B. (1978). IDEA Technical Report No. 4. Description of IDEA Standard Form Data Base. Manhattan: Center for Faculty Evaluation and Development in Higher Education.

Chapman, K. (1996). An analysis of degree results in geography by gender. Assessment and Evaluation in Higher Education, 21(4), 293–313. https://doi.org/10.1080/0260293960210401

Elphinstone, L. J. (1990). The development of the Course Experience Questionnaire (unpublished M.Ed. thesis). University of Melbourne.

Entwistle, N. J., Hanley, M., & Hounsell, D. (1979). Identifying distinctive approaches to studying. Higher Education, 8, 365–380. https://doi.org/10.1007/BF01680525

Entwistle, N. J., & Ramsden, P. (1983). Understanding student learning. Londýn: Croom Helm.

Entwistle, N. J., & Tait, H. (1990). Approaches to learning, evaluations of teaching and preferences for contrasting academic environments. Higher Education, 19, 169–194. https://doi.org/10.1007/BF00137106

Espeland, V., & Indrehus, O. (2003). Evaluation of students‘ satisfaction with nursing education in Norway. Journal of Advanced Nursing, 42(3), 226–236. https://doi.org/10.1046/j.1365-2648.2003.02611.x

Gaff, J. F., Crombag, H., & Chang, T. (1976). Faculty cultures and interdisciplinary studies. Journal of Higher Education, 3, 186–201. https://doi.org/10.1080/00221546.1971.11776806

Ginns, P., & Barrie, S. (2004). Reliability of single-item ratings of quality in higher education: A replication. Psychological Reports, 95, 1023–1030. https://doi.org/10.2466/pr0.95.3.1023-1030

Ginns, P., Prosser, M., & Barrie, S. (2007). Students‘ perceptions of teaching quality in higher education: The perspective of currently enrolled students. Studies in Higher Education, 32(5), 603–615. https://doi.org/10.1080/03075070701573773

Grace, D., Weaven, S., Bodey, K., Ross, M., & Weaven, K. (2012). Putting student evaluations into perspective: The Course Experience Quality and Satisfaction model (CEOS). Studies in Educational Evaluation, 38, 35–43. https://doi.org/10.1016/j.stueduc.2012.05.001

Grebennikov, L., & Skaines, I. (2009). Gender and higher education experience: A case study. Higher Education Research and Development, 28(1), 71–84. https://doi.org/10.1080/07294360802444370

Griffin, P., Coates, H., McInnis, C., & James, R. (2003). The development of an extended Course Experience Questionnaire. Quality in Higher Education, 9(3), 259–266. https://doi.org/10.1080/135383203200015111

Harvey, A., & Kamvounias, P. (2008). Bridging the implementation gap: A teacher-as-learner approach to teaching and learning policy. Higher Education Research and Development, 27(1), 31–41. https://doi.org/10.1080/07294360701658716

Juklová, K. (2019). Osobní epistemologie budoucího učitele. Predikce a podpora studijních procesů a výsledků. Praha: Grada Publishing.

Juklová, K., Chvál, M., Michek, S., & Vondroušová, J. (2019). Studentská hodnocení výuky s využitím dotazníku CEQ: analýza zahraničních zkušeností. Pedagogická orientace, 29(3), 290–335. https://doi.org/10.5817/PedOr2019-3-290

Kuh, G. D. (2009). The National survey of student engagement: Conceptual and empirical foundation. New Direction for Institutional Research, 141, 5–20. https://doi.org/10.1002/ir.283

Landbeck, R., & Mugler, F. (1994). Approaches to study and conceptions of learning of students at the USP. Suva: University of the South Pacific, Centre for the Enhancement of Learning and Teaching.

Law, D., & Meyer, J. (2011). Relationships between Hong Kong students‘ perceptions of the learning environment and their learning patterns in post-secondary education. Higher Education, 62(1), 27–47. https://doi.org/10.1007/s10734-010-9363-1

Liu, J. C., St. John, K., & Courtier, A. M. B. (2017). Development and validation of an assessment instrument for course experience in a general education integrated science course. Journal of Geoscience Education, 65(4), 435–454. https://doi.org/10.5408/16-204.1

Lizzio, A., Wilson, K., & Simmons, R. (2002). University students’perceptions of the learning environmnet and academic aoutcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27–51. https://doi.org/10.1080/03075070120099359

Lyon, P. M., & Hendry, G. D. (2002). The use of the Course Experience Questionnaire as a monitoring evaluation tool in a problem-based medical programme. Assessment & Evaluation in Higher Education, 27(4), 339–352. https://doi.org/10.1080/0260293022000001355

Maramble, K. N., et al. (2012). A cross-cultural comparison of student learning patterns in higher education. Higher Education, 64, 299–316. https://doi.org/10.1007/s10734-011-9494-z

Marsh, H. W. (1982). SEEQ: A reliable, valid and useful instrument for collecting students’ evaluations of university teaching. British Journal of Educational Psychology, 52, 77–95. https://doi.org/10.1111/j.2044-8279.1982.tb02505.x

Marton, F., & Pang, M. F. (2006). On some neccessary conditions of learning. Journal of the Learning Sciences, 15, 193–220. https://doi.org/10.1207/s15327809jls1502_2

Marton, F., & Saljö, R. (1976). On qualitative differences in learning I – outcome and process. British journal of Educational Psychology, 46, 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x

McInnis, C., Griffin, P., James, R., & Coates, H. (2001). Development of the Course Experience Questionnaire (CEQ). Canberra: Department of Education, Training and Youth Affairs.

Meyer, J. H. F., & Parsons, P. (1989). Approaches to studying and course perceptions using the Lancaster Inventory – a comparative study. Studies in Higher Education, 14, 137–263. https://doi.org/10.1080/03075078912331377456

Michek, S., & Maněnová, M. (2016). Hodnocení učitelů studenty na Pedagogické fakultě UHK. In J. Malach, Z. Sikorová, & N. Sklenářová (Eds.), Vnitřní evaluace kvality výuky v terciárním vzdělávání. Ostrava: Ostravská Univerzita v Ostravě.

Perry, W. G. (1970). Forms of intellectual and ethical development in the college years: A scheme. New York: Holt, Rinehart & Winston.

Price, L., Richardson, J. T. E., & Jelfs, A. (2007). Face-to-face versus online tutoring support in distance education. Studies in Higher Education, 32(1), 1–20. https://doi.org/10.1080/03075070601004366

Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher education, 8(4), 411–427. https://doi.org/10.1007/BF01680529

Ramsden, P. (1983). The Lancaster Approaches to Studying and Course Perceptions Questionnaire: Lecturer’s handbook. Oxford: Educational Methods Unit, Oxford Polytechnic.

Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The Course Experience Questionnaire. Studies in Higher Education, 16(2), 129–150. https://doi.org/10.1080/03075079112331382944

Ramsden, P., & Entwistle, N. J. (1981). Efect of academic departments on students’ approaches to studying. British Journal of Educational Psychology, 51, 368–383. https://doi.org/10.1111/j.2044-8279.1981.tb02493.x

Ramsden, P., Martin, E., & Bowden, J. (1989). School environment and sixth from pupils’ approaches to learning. British Journal of Educational Psychology, 59, 129–142. https://doi.org/10.1111/j.2044-8279.1989.tb03086.x

Richardson, J. T. E. (1994). A British evaluation of the Course Experience Questionnaire. Studies in Higher Education, 19(1), 59. https://doi.org/10.1080/03075079412331382143

Richardson, J. T. E, & King, E. (1991). Gender differences in the experience of higher education: Quantitative and qualitative approaches. Educational Psychology, 11(3/4), 363–382. https://doi.org/10.1080/0144341910110311

Richardson, J. T. E. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education, 30(4), 387–415. https://doi.org/10.1080/02602930500099193

Säljö, R. (1979). Learning about learning. Higher Education, 8, 443–451. https://doi.org/10.1007/BF01680533

Smith, F. (2004). It’s not all about grades: Accounting for gedered degree results in Geography at Brunel University. Journal of Geography in Higher Education, 28(2), 17–178. https://doi.org/10.1080/0309826042000242422

Sorensen, E. (2013). Implementation and student perceptions of e-assessment in a Chemical Engineering module. European Journal of Engineering Education, 38(2), 172–185. https://doi.org/10.1080/03043797.2012.760533

Soukup, P. (v tisku). Pokročilá analýza dat v SPSS a AMOS. Brno: Masarykova univerzita.

Spooren, P., Brockx, B., & Mortlemans, D. (2013). On the validity of student evaluation of teaching: The state of the art. Review of Educational Research, 83(4), 598–642. https://doi.org/10.3102/0034654313496870

Steele, G., West, S., & Simeon, D. (2003). Using a modified Course Experience Questionnaire (CEQ) to Evaluate the innovative teaching of medical communication skills. Education for Health: Change in Learning & Practice, 16(2), 133. https://doi.org/10.1080/1357628031000116754

Thien, L. M., & Ong, M. Y. (2014). The applicability of course experience questionnaire for a Malaysian university context. Quality Assurance in Education: An International Perspective, 24(1), 41–55. https://doi.org/10.1108/QAE-08-2014-0041

Trigwell, K., & Ashwin, P. (2003). Undergraduate students’ experience of learning at the University of Oxford: University of Oxford.

Trigwell, K., & Prosser, M. (1991a). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22, 251–266. https://doi.org/10.1007/BF00132290

Trigwell, K., & Prosser, M. (1991b). Relating approaches to study and quality of learning outcomes at the course level. British Journal of Educational Psychology, 61, 265–275. https://doi.org/10.1111/j.2044-8279.1991.tb00984.x

Trigwell, K., & Prosser, M. (1996). Changing approaches to teaching: A relational perspective. Studies in Higher Education, 21(3), 275–284. https://doi.org/10.1080/03075079612331381211

Van Rossum, E. J., & Taylor, I. P. (duben 1987). The relationship between conceptions of learning and good teaching: A scheme of cognitive development. Paper presented at the Annual Meeting of the American Educational Research Association, Washington DC, U.S.A.

Vermunt, J., et al. (2014). The dimensionality of student learning patterns in different cultures. In D. Gilbels, V. Donche, J. T. E. Richardson, & J. Vermunt (Eds.), Learning patterns in higher education (s. 33–55). New York: Routledge.

Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the Course Experience Questionnaire. Studies in Higher Education, 22(1), 33. https://doi.org/10.1080/03075079712331381121