Does implementation of competence-based education mediate the impact of team learning on student satisfaction?

Figures & data

Table 1. Design principles for competence-based education

1	Competences must be defined and these competences must form the basis of the educational program.
2	Vocational core problems, i.e. professional situations that students will encounter in the workplace, should be the organizing units for the design of the educational program.
3	Students should learn individually as well as in teams in concrete practical settings.
4	Knowledge, skills, and attitudes should be integrated in both learning and assessment.
5	Assessment must take place before, during, and after the learning process and must be both summative and formative.
6	Students must be challenged to reflect on their own learning.
7	The educational program must be designed in such a way that students increasingly direct their own learning.
8	The educational program must be flexible.
9	The teacher must adjust guidance to the learning needs of the students and has to function, at different points in time, as an expert, coach, or mentor.
10	In the educational program, attention must be paid to learning, career, and citizenship competences.

Figure 1. Conceptual model and hypothesized associations between team learning, CBE and student satisfaction at the team and individual level

Table 2. Results for principal component analyses for student satisfaction with development of vocational skills

	Factor Loadings^1
Item	1	2
In the educational program that you follow, do you learn enough about collaborating with others?	.994	−.220
In the educational program that you follow, do you learn enough about communicating?	.864	.106
In the educational program that you follow, do you learn enough about solving problems?	.807	.114
In the educational program that you follow, do you learn enough about planning and organizing?	.752	.241
In the educational program that you follow, do you learn enough for the job that you want to have later in life?	−.187	.904
In the educational program that you follow, do you learn to work independently?	.084	.800
Do you think that you learn enough at school?	.214	.646
In the educational program that you follow, do you learn to judge yourself and your own work?^2	.442	.635
In the educational program that you follow, do you learn to work according to plan? ^2	.492	.567

N = 46; ¹Oblimin rotation was used; ²Items were removed in the final factor;

Table 3. Descriptive statistics, correlations and interrater reliability indicators for all variables used in this study

	M	SD	1.	2.	3.	4.	5.	6.	7.	8.
1. Information processing	3.02	.67	1.00
2. Information storage and retrieval	3.12	.72	.71**	1.00
3. Implementation of Competence Based Education	3.37	.64	.57**	.46**	1.00
4. Student Satisfaction – Quality of Education^1	3.63	.18	.03	−.03	.13**	1.00
5. Student Satisfaction – Guidance^1	3.64	.17	.04	−.00	.16**	.85**	1.00
6. Student Satisfaction – Interpersonal Skills^1	3.74	.21	−.01	−.06	.14**	.69**	.73**	1.00
7. Student Satisfaction – General Vocational Skills^1	3.74	.22	.03	−.07	.12**	.64**	.73**	.66**	1.00
8. Team size	23.9	8.3	−.04	−.03	−.05	−.14**	−.08*	−.05	.053	1.00
ICC(1)			.083	.069	.060	-	-	-	-	-
ICC(2)			.683	.639	.605	-	-	-	-	-
Mean Rwg*(J)			.74	.55	.73	-	-	-	-	-

N = 662; **p < .01, *p < .05; ¹We were able to retrieve the mean scores for student satisfaction per team

Figure 2. Empirical model reporting unstandardized effects. *** p < .001, ** p < .01, * p < .05 All effects between storage and retrieval and student satisfaction measures were not significant and are omitted for clarity