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1.
Abstract

This study compared the student course evaluations of standard education and distance learning courses in the school of social work of one southern university. The sample included 14 distance learning (DL) and 122 standard education courses. A 20-item quantitative student course evaluation and a 7-item qualitative questionnaire were used to compare differences between social work courses taught in a standard classroom setting with those taught using distance learning technology. Comparisons of identical courses taught in both formats found that students rated distance learning higher than the standard classroom for a course having predominantly lecture content. Conversely, ratings for clinical practice courses were just the opposite with lower ratings for distance learning than the standard classroom. Results of a qualitative survey (n = 39) of students conducted at the end of a course taught by distance learning found that 73% of the students felt that distance learning technology interfered with class participation. However, 73% of the students felt the instructor handled technological problems in a professional and patient manner. Although 54% of the students reported that they would take another course by distance learning, more research is needed to determine what social work courses can be most effectively taught by distance and classroom formats.  相似文献   

2.
传统的以“教”为主导的教学模式已不能适应现代外语教学要求。为了达到“教”与“学”相统一的境界,本文基于对师生互动这一教学模式的理解,从“增强学生的主体意识;铺垫式教学手段的运用;趣味学习的展开及教师评价技巧”这几个方面对如何展开外语课堂中的师生互动进行了探讨。  相似文献   

3.
Abstract

The purposes of the present study were to investigate the influence of three sets of instructions, class level, and academic rank on teacher/course evaluation by student raters. Students did not differ in their teacher/course evaluation ratings when the instructions specified the evaluation results would be used: (a) only by the instructor, (b) by the administration, or (c) by students for course selection purposes. The evaluation of graduate courses did not differ from that of undergraduate courses. A statistical difference was found between the academic ranks examined. Specifically, graduate teaching assistants received higher ratings than did either assistant or full professors.  相似文献   

4.
In society, there is a growing need for graduates who possess competencies consistent with deep learning. This means that, amongst other competencies, graduates should be capable of dealing with the complexity of the tasks in which they will engage in professional situations. We tried to increase the depth of students learning by changing the format of a so-called assignment-based learning to a problem-based learning course. The goals of this research were to determine if students, firstly, perceived the redesigned course as being more challenging and, secondly, adjusted their learning strategies towards deeper learning. Participants were two groups of second-year International Business Studies students attending the International Business Strategy course in consecutive years. Students perceptions of the learning environment and their learning strategies were measured in both the original (n = 406 students) and the redesigned course (n = 312 students) using the Ramsden Course Experiences Questionnaire and the Biggs Study Processes Questionnaire. In contrast to our expectations, the results indicated that the students from the redesigned course showed a higher degree of surface learning and a lower level of deep learning than the students from the assignment-based learning course. Additionally, the students perceived the new learning environment to be less positive in terms of the clarity of its goals, the usefulness of the textbook and the workload. Improvement in terms of students perceptions of the learning environment and their learning strategies could be expected to be fostered by the implementation of a more advanced staff development program, focusing the curricular assessment system on problem-solving skills, supporting the students in the development of the skills necessary to cope with the demands of the redesigned course, and giving them more opportunities to experience this instructional approach.  相似文献   

5.
Student assessment of teaching in higher education   总被引：1，自引：0，他引：1  
Plans to introduce campus-wide assessments of college or university teaching which are largely dependent on student ratings are seen as a threat to academic freedom in those institutions with little or no experience of this form of evaluation. While regular student evaluations of teaching are very common in North America, their introduction is only now being considered in colleges and universities in a number of other countries. Research on the reliability and validity of student ratings indicate that they are capable of providing valuable information about the quality of teaching. Depending on the survey used, this type of evaluation may be used to provide evidence of teaching ability to staffing committees or to suggest ways of improving teaching. The paper concludes with a set of recommendations for higher education institutions which are considering the regular assessment of all teachers by their students.  相似文献   

6.
In student-evaluation research, there has been considerable debate on the number of higher order factors in student ratings of university teaching. Using a distance learning program as the context for research, the study described in this article applied structural equation modeling to investigate the 2nd-order factor structure in student ratings of teaching effectiveness. An a priori model was hypothesized, which consisted of four 1st-order factors and one 2nd-order factor. Data were collected from 2,021 distance students using a multifactor questionnaire. In contrast to all past studies, the presence of a single 2nd-order factor in student ratings was empirically demonstrated through hierarchical confirmatory factor analysis. Implications for future research on the higher order factor structure in student ratings of conventional on-campus courses are also discussed.  相似文献   

7.
This article reports a study of the learning environments in computer networked classrooms. The study is unique in that it involved an evaluation of both the physical and psychosocial classroom environments in these computerised settings through the use of a combination of questionnaires and ergonomic evaluations. The study involved administering a student questionnaire designed to assess aspects of the psychosocial learning environment in these settings, and relating these factors to students satisfaction and to important aspects of the physical learning environment. The sample consisted of 1404 students in 81 classes in Australia and Canada. A questionnaire assessing five aspects of psychosocial environment exhibited good factorial validity and internal consistency reliability. When satisfaction was used as a dependent variable, classroom psychosocial environment (especially autonomy/independence and task orientation) was significantly and directly associated with students satisfaction with their learning. In contrast, no direct associations were found between student satisfaction and measures of the physical classroom environment, such as the workspace and visual environments. However statistically significant associations emerged between physical and psychosocial learning environment variables in classrooms using new information technologies. These associations suggest a model of educational productivity for learning environments in technology-rich classrooms. Qualitative case studies provided more detailed information about selected classrooms.  相似文献   

8.
We examine the validity of peer observation of classroom instruction for purposes of faculty evaluation. Using both a multi-section course sample and a sample of different courses across a university's School of Business and Economics we find that the results of annual classroom observations of faculty teaching are significantly and positively correlated with student learning outcome assessment measures. This finding supports the validity of classroom observation as an assessment of teaching effectiveness. The research also indicates that student ratings of teaching effectiveness (SETEs) were less effective at measuring student learning than annual classroom observations by peers.  相似文献   

9.
Determinants of teaching quality: What's important to students?   总被引：7，自引：0，他引：7  
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.  相似文献   

10.
This study uses an ordered probit model to examine the impact of student characteristics and perceptions of the teaching evaluation process on student ratings. The results indicate that expected grade, ethnic background, gender and age are a significant influence on student ratings. A primary student-based influence on teaching evaluation performance would appear to be the perceived potential outcome of the evaluation in terms of tenure, promotion and salary decisions, and improvements in teaching and staff allocation. The impact of student perceptions and characteristics is also found to vary across the various dimensions of teaching performance with the potential bias being highest for evaluation questions relating to overall performance, and lowest for questions relating to formative assessment and deep learning outcomes.  相似文献   

11.
The research on student ratings of instruction, while voluminous, has had minimal focus on the perceptions of the students who do the ratings. The current study explored student perspectives on course and teacher ratings as well as some issues related to teaching effectiveness and faculty roles. It was found that students are generally willing to do evaluations and to provide feedback, and have no particular fear of repercussions. However, they have little confidence that faculty or administrators pay attention to the results, and do not even consult the ratings themselves. The students view teaching and advising as the most important roles that should be played by faculty, yet project that faculty, while also viewing teaching as the most important, would rank research above the more student-interactive advising. Canonical correlations among various scales reveal a strong emphasis on such issues of the importance of faculty respect for student views.  相似文献   

12.
The present case study consists of the content analysis of anonymous student responses to open-ended evaluation of teaching questions submitted by 202 students for fully online and on-campus versions of the same graduate courses taught by the same professors over four academic years. Online courses received both more praise and more negative comments than did equivalent on-campus courses. The net result was a more negative rating for online courses. Findings suggest that the online course delivery medium introduced misalignment for some students between their preferred learning environment and the actual learning environment, notwithstanding student self-selection of the course delivery medium.  相似文献   

13.
Students in part‐time courses were interviewed about their perceptions of good teaching and tutoring. The perceptions differed markedly between those with reproductive conceptions of learning and students holding self‐determining ones. The former preferred didactic teaching but disliked interaction, whereas the latter had almost diametrically opposite perspectives by finding student‐centred approaches consistent with their conceptions of learning. The findings have implications for the evaluation of teaching, as ratings are likely to be influenced by the predominant conceptions of learning of a class. It is common for individual instructors to be regularly evaluated by teacher evaluation questionnaires, which often have a teacher‐centred bias, and for the ratings to be used for appraisal. It is argued that this leads to conservatism as teachers fear that students with reproductive conceptions of learning will reduce their ratings if they innovate in their teaching. As the degree of bias from this ratings‐lowering phenomenon may be quite large, the findings are a caution against the common practice of using absolute rating values from both teacher evaluation questionnaires and programme‐level evaluation by instruments such as the Course Experience Questionnaire. Results need to be interpreted together with other evidence and take into account contextual factors including students' conceptions of learning.  相似文献   

14.
University students experience of cross-disciplinary collegiality and interaction with research-active teachers are explored using the results from two separate, but related, studies. In the first study, variation in students understanding of collegiality and how it is experienced is investigated. The second (quantitative) study explores the relations between students perceptions of collegiality in their learning environment and their learning outcomes and satisfaction. Within the collegiate system of the University of Oxford, students describe collegiality as encompassing a sense of allegiance and as a set of interactions with important others. Interactions were common between students in one disciplinary area and those in other disciplines. They are also found between students in one subject and other students in the same discipline, in the same and a different year of study and, in terms of learning, most effectively between students and research-active teaching staff. Where engagements of these sorts are described as beneficial to learning, students self-report that they adopt deeper approaches to learning, with the strongest correlations being between approach to learning and feelings of benefit derived from being in contact with active researchers. This result, from a student perspective, is a significant contribution to the debate on teaching–research relations in higher education within and beyond Oxford University as it bypasses teaching and focuses on the more important relations between university research and student learning.  相似文献   

15.
This article reports a survey of current teaching practice and lecturers perceptions of their role within a Business School. These findings have been placed in a theoretical framework. Analysis of the qualitative aspects of the survey showed some interesting variations in conceptions of the role of a lecturer, the purpose of lectures, tutorials and assessment. The results also showed inconsistencies which are explored. The main conceptions of teaching held by respondents describe the role of the lecturer as either imparting knowledge; providing student support; enthusing and motivating students; facilitating student learning; or some combination of these conceptions. A substantial majority of respondents saw themselves as either facilitators or student supporters. However, the predominant use of lectures and tutorials, with the purpose of disseminating information and applying or checking knowledge and understanding, conflicts with the majority view of the role of the lecturer. This disjunction between stated aims and claimed educational practice has been described as one of the mysteries of higher education. Lecturers express attitudes and beliefs about teaching which are not translated into their teaching strategies and methods. Possible explanations for this disjunction are explored.  相似文献   

16.
The authors suggest that the gap between common evaluation practice in teacher preparation and the consensus reform goal of high levels of student learning for all students is an impediment to reinventing teacher preparation, professional development, and the professionalization of teaching. In the context of Oregons six-year-old educational transition to a standards-based design for schools and schooling, prospective teachers in Oregon have, since 1989, been required to design, develop, and implement teacher work samples as credible evidence of their effectiveness in fostering student learning as a condition for recommendation for an initial teaching license. This article describes teacher work sample methodology and evidence for its reliability and validity in evaluating the performance of prospective teachers. In short, this article describes a methodology that responds to one critical part of the National Commission on Teaching and Americas Futures challenge to reinvent teacher education and improve student learning.  相似文献   

17.
This paper reports on one aspect of a study which investigated the use of email between student teachers and university lecturers during the final practicum experience in a four year Bachelor of Education pre-service primary teaching course. The paper explores how the nature of electronic communication, together with the students' perceptions of university supervision and their place in the school setting, affected the level of stress experienced by the student teachers in their placements. Student teacher stress has been reported in the literature as one factor which impedes student teacher learning during the practicum (Zeichner, 1980). We argue that ICT has the potential to maximise student teachers' learning outcomes in the practicum by giving them more control over the learning process, reducing their stress, and enabling them to manage their practicum experience more effectively.  相似文献   

18.
Student evaluation of teaching (SET) ratings are used to evaluate faculty's teaching effectiveness based on a widespread belief that students learn more from highly rated professors. The key evidence cited in support of this belief are meta-analyses of multisection studies showing small-to-moderate correlations between SET ratings and student achievement (e.g., Cohen, 1980, Cohen, 1981; Feldman, 1989). We re-analyzed previously published meta-analyses of the multisection studies and found that their findings were an artifact of small sample sized studies and publication bias. Whereas the small sample sized studies showed large and moderate correlation, the large sample sized studies showed no or only minimal correlation between SET ratings and learning. Our up-to-date meta-analysis of all multisection studies revealed no significant correlations between the SET ratings and learning. These findings suggest that institutions focused on student learning and career success may want to abandon SET ratings as a measure of faculty's teaching effectiveness.  相似文献   

19.
This study investigated whether mean expected grades and the level of difficult/workload in courses, as reported by students, unduly influence student ratings instruction. Over 50,000 college courses whose teachers used the Student Instructional Report II were analyzed. In addition to the two primary independent variables, the regression analyses included 8 subject area groupings and controlled for such factors as class size, teaching method, and student perceived learning outcomes in the course. Learning outcomes had a large positive effect on student evaluations of instructions, as it should. After controlling for learning outcomes, expected grades generally did not affect student evaluations. In fact, contrary to what some faculty think, courses in natural sciences with expected grades of A were rated lower, not higher. Courses were rated lower when they were rated as either difficult or too elementary. Courses rated at the just right level received the highest evaluations.  相似文献   

20.
The contribution examines theoretical foundations, factorial structure, and predictive power of student ratings of teaching quality. Three basic dimensions of teaching quality have previously been described: classroom management, cognitive activation, and supportive climate. However, student ratings, especially those provided by primary school students, have been criticised for being biased by factors such as teacher popularity. The present study examines ratings of teaching quality and science learning among third graders. Results of multilevel confirmatory factor analyses (N = 1556 students, 89 classes) indicate that the three-dimensional model of teaching quality can be replicated in ratings of third graders. In a longitudinal study (N = 1070 students, 54 classes), we found ratings of classroom management to predict student achievement, and ratings of cognitive activation and supportive climate to predict students' development of subject-related interest after teacher popularity is controlled for. The analyses show that student ratings can be useful measures of teaching quality in primary school.  相似文献   

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