The Online Teaching for Graduated Students, Self-Evaluation of the Course and Students' Reflection
Year: 2026
Type: conference-paper
Study design: Observational Study
Abstract: This paper describes the evaluation process and its result of online courses for graduated students at Mongolian University of Science and Technology. Two courses: S.RTM700 “Research methods and methodology”, S.MLM801 “Machine learning and design” taught in full online mode for master and doctorate students. In winter semester of 2025 and 2026 academic year 80 master students and 19 doctorate students are selected to attend S.RTM700 and S.MLM801 courses. The data collection survey included 6 statistical questions, 10 likely scalar questions, two open ended questions. Data collection ran volunteer-based way and 48 from 90 master students and 9 from 19 doctorate students sent respond to survey questions. By the measured results of evaluation all key goals are reached its target with evaluation score between 0.94 and 1 in both courses for master and doctorate students. Sub goals A${ }_{43}$and A44 received most low evaluation scores between 0.35; 0.34 and 0.14; 0.06 respectively for S.RTM700 and S.MLM801 courses. These results are confirmed that students had almost no problems relating to hardware and software issues and they had good learning environment in case of technical supports. The result of open-ended questions one showed that the expectations of students met in online courses and the course design, learning materials were with good quality and teaching methodologies were accepted by students. Some improvement still needs to care in next round noted by students in open ended question two. Most critics belong to number of students in learning group. Students require to reduce number of students in one learning group, extend personal guidance time for single students, change Zoon rooms to Teams platforms.
Language: English
Topic: Online and Blended Learning
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W7203860375