Abstract:
This study addressed the problem of the quality
of life in the Brock Master of Education program.
Survey and interview data were used to gain an
understanding of satisfaction with the learning
achieved and student life experienced.
Eighty-seven percent of the study sample reported
satisfaction with the program overall. Results
suggested the higher the overall satisfaction with a
program, the greater the likelihood learning and
student life satisfaction were also more positive.
Student reflections suggested satisfaction with the
quality of life in the program was associated with
the program's focus on the student, the use of
self-directed learning, and the support of professors
to meet student needs.
Comparison of the Brock Master of Education
survey with the Brock Pre-Service Teacher Education
program showed both student groups shared a similar
satisfaction with student life in the Faculty.
Comparison of Master of Education programs suggested
the difference between two programs, a difference
which may be influenced by time in the program. The
results from the three programs suggested that
students beyond the first undergraduate degree
favored the school domains of learning acquisition.
Supplementary data on the relationship between
cognitive and affective opinions suggested the more
positive the affective dimension of learning, the
greater the likelihood the cognitive dimensions of
student life were also more positive.
It was concluded that time was a chief factor
influencing part-time student satisfaction with both
learning and student life in the program. Part-time
students, as. the majority in the survey, expressed
comments about the need for clarity of communication
between the organization and student to promote the
effective use of limited time.
