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1.
Lower teaching evaluations can affect students’ willingness to recommend an online course. To maintain online course quality, it is important to keep the “integrity” of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face‐to‐face (F2F) equivalent. This study explored the impact of background, technological, and course‐related variables on perceived favorability of online (versus F2F) courses and willingness to recommend courses using two independent “mixed course format” samples of business undergraduates, that is, simultaneously taking online/hybrid and F2F courses. Participants were recruited based on their enrollment in at least one online or hybrid course. A complete data sample of 259 students filled out an online survey in the Fall 2015 semester, followed by a second independent sample of 269 students in the Spring 2016 semester. Hierarchical regression results showed that after controlling for background variables, one course‐related variable (instructor effectiveness) and one technological‐related (perceived ease of use) consistently explained perceived favorability of online (versus F2F) courses across both samples. For the willingness to recommend courses, after controlling for background variables, both course‐related variables (instructor effectiveness and student motivation) and the perceived favorability of the online course were each significant across both samples.  相似文献   

2.
An extensive review of the research concerning the effect of different variables on student ratings is presented. A study is then reported comparing the effects of different sets of instructions on student evaluations of the course and instructor. The results indicated that the students who were informed that the results of their ratings would be used for administrative decisions rated the course and instructor more favorably on all aspects than students who were informed that the results of their ratings would only be used by the instructor.The authors are indebted to Professor Robert A. Waller for cooperating in obtaining the data on his two history courses.  相似文献   

3.
This study explores the impact that instructional technology use, course design, and sex differences have on students’ initial perceptions of instructors’ credibility (i.e., competence, trustworthiness, and perceived caring). Participants included 864 students from two Midwestern universities who were randomly assigned to one of 16 experimental conditions (i.e., scenarios) manipulating the use of technology across two types of courses and across two types of instructors (i.e., male and female instructors). Multivariate analyses revealed a two-way interaction effect of technology use by student sex on perceptions of instructor credibility. Follow-up procedures revealed both a curvilinear and a linear effect for technology use on students’ perceptions of instructor competence. In terms of instructor trustworthiness, however, only a curvilinear effect emerged. Finally, the results suggested that technology use has both a curvilinear and a linear effect on perceptions of perceived caring, though the linear effect size was marginal at best. Among the most important implications of this research is the fact that technology use produced the strongest effect size for the perceived caring dimension of instructor credibility.  相似文献   

4.
The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey.  相似文献   

5.
Counseling instructors using evaluations made by their students has shown to be a fruitful approach to enhancing teaching quality. However, prior experimental studies are questionable in terms of external validity. Therefore, we conducted a non-experimental intervention study in which all of the courses offered by a specific department at a German university were evaluated twice with a standardized student evaluation questionnaire (HILVE-II; overall 44 instructors, 140 courses, and 2,546 student evaluations). Additionally, twelve full time instructors received counseling after the first measurement point. Long-term effects over a period of 2 years and transfer effects to other courses were analyzed using multi-level analyses with three levels. Possible influences by bias and unfairness variables were controlled for. Our results indicate a moderate to large effect of counseling on teaching quality. In conclusion, if students’ evaluations are accompanied by counseling based on the evaluation results, they present a useful method to assure and increase teaching quality in higher education.  相似文献   

6.
We proposed an extended form of the Govindarajulu and Barnett margin of error (MOE) equation and used it with an analysis of variance experimental design to examine the effects of aggregating student evaluations of teaching (SET) ratings on the MOE statistic. The interpretative validity of SET ratings can be questioned when the number of students enrolled in a course is low or when the response rate is low. A possible method of improving interpretative validity is to aggregate SET ratings data from two or more courses taught by the same instructor. Based on non-parametric comparisons of the generated MOE, we found that aggregating course evaluation data from two courses reduced the MOE in most cases. However, significant improvement was only achieved when combining course evaluation data for the same instructor for the same course. Significance did not hold when combining data from different courses. We discuss the implications of our findings and provide recommendations for practice.  相似文献   

7.
A major criticism of student evaluations of teaching is that they do not reflect student perspectives. Using critical incidents job analysis, students identified nine teaching effectiveness competencies: communication, availability, creativity, individual consideration, social awareness, feedback, professionalism, conscientiousness and problem‐solving. The behaviourally anchored Evaluation of Teaching Competencies Scale is a highly reliable (alpha = .94), unidimensional measure that correlated strongly with an instructor‐related composite of the Students’ Evaluation of Educational Quality (SEEQ, r = .72), but not to a SEEQ composite related to instructor assigned work (r = .04, N = 195). The results are discussed in the context of other measures of teaching effectiveness and transformational leadership theory.  相似文献   

8.
Although the research literature investigating the relationship between grade awarded to students and students’ evaluations of teaching performance is voluminous, very few studies have examined the grade‐rating relationship according to level of student. The present study examined correlations between mean instructor rating and mean class grade for all course evaluations (N = 625 classes) at Utah State University during an academic quarter. In lower‐division (courses 100–299) and upper‐division (courses 300–599) undergraduate classes, correlations between grades and ratings of faculty were of an expected direction and magnitude (0.29 and 0.28, respectively); however, the grade‐rating correlation for graduate classes (courses 600 +) was — 0.20. It is speculated that graduate students are both better students and more critical evaluators of instruction, but replication and extension with different samples are needed before this tentative explanation can be accepted with confidence.  相似文献   

9.
We examine the impact of class size on student evaluations of instructor performance using data on all economics classes offered at the University of California, Santa Barbara from Fall 1997 to Spring 2004. A particular strength of this data is the opportunity to control for both instructor and course fixed effects. In contrast to the literature examining class size effects on test-based outcomes—where results can vary considerably across specifications—we find a large, highly significant, and nonlinear negative impact of class size on student evaluations of instructor effectiveness that is highly robust to the inclusion of course and instructor fixed effects.  相似文献   

10.
A growing literature documents significant differences in college student outcomes between adjunct and full-time instructors, although less is known regarding the causes of these differences. Many existing studies implicitly treat instructor quality—as measured by an instructor’s effect on student outcomes—as a fixed trait. However, instructor quality itself may be sensitive to employment rank, given that adjunct and full-time instructors work under very different conditions. Understanding mechanisms driving these differences is important for informing policy decisions aimed at improving student outcomes. Using panel data on first-semester students at public colleges in Arkansas, this paper first establishes that adjuncts have significantly worse student outcomes than full-time counterparts on a number of metrics. Next, I investigate mechanisms underlying differences in outcomes across instructor rank. I take advantage of the panel structure of the data and use an instructor fixed effects approach to provide evidence that within instructors, student outcomes improve when the instructor is full-time, compared to when the instructor is an adjunct. Results indicates improving student outcomes is about more than just getting better instructors, since instructor quality is not a fixed trait. Rather, factors like an instructor’s conditions of employment and teaching and working environment may affect the outcomes of their students.  相似文献   

11.
Abstract

Evaluation of college instructors often centers on course ratings; however, there is little evidence that these ratings only reflect teaching. The purpose of this study was to assess the relative importance of three facets of course ratings: instructor, course and occasion. We sampled 2,459 fully-crossed dyads from a large university where two instructors taught the same two courses at least twice in a 3-year period. Generalizability theory was used to estimate unconfounded variance components for instructor, course and occasion, as well as their interactions. Meta-analysis was used to summarize those estimates. Results indicated that a three-way interaction between instructor, course and occasion that includes measurement error accounted for the most variance in student ratings (24%), with instructor accounting for the second largest amount (22%). While instructor - and presumably teaching - accounted for substantial variance in student course ratings, factors other than instructor quality had a larger influence on student ratings.  相似文献   

12.
The lack of academic engagement in introductory science courses is considered by some to be a primary reason why students switch out of science majors. This study employed a sequential, explanatory mixed methods approach to provide a richer understanding of the relationship between student engagement and introductory science instruction. Quantitative survey data were drawn from 2,873 students within 73 introductory science, technology, engineering, and mathematics (STEM) courses across 15 colleges and universities, and qualitative data were collected from 41 student focus groups at eight of these institutions. The findings indicate that students tended to be more engaged in courses where the instructor consistently signaled an openness to student questions and recognizes her/his role in helping students succeed. Likewise, students who reported feeling comfortable asking questions in class, seeking out tutoring, attending supplemental instruction sessions, and collaborating with other students in the course were also more likely to be engaged. Instructional implications for improving students’ levels of academic engagement are discussed.  相似文献   

13.
Although student evaluation of instruction has been shown to produce reliable results over class averages, considerable within‐class variability exists that has not been investigated. This study looked at examples of student evaluations in which students diametrically differed in their evaluation of the same instructor. Patterns were noted. A survey was conducted to determine the self‐reported incident of students changing evaluations based on noninstructional factors. About 60% of students admitted that they had changed evaluations for reasons related to the instructor's personality, while 30% admitted to changing evaluations based on grades and rigor. Possible reasons and effects of such changes are discussed.  相似文献   

14.
Much of the existing research addressing student ratings of faculty has focused on psychometric properties of the rating process or on physical characteristics of courses and individuals. Less explored is the cognitive processes of students, as evaluators, and the administrative purposes for which outcomes from student evaluations are used. To determine if students used different cognitive sets as a function of the explicit purpose for which ratings are obtained, a field experiment was conducted. Explicit purposes for course evaluations were manipulated to include a control condition, a formative condition (instructional improvement), and a summative condition (salary increase). These conditions served as the classification variable in a discriminant analysis and six different dimensions of classroom performance, as assessed by students, served as the discriminating variables. Results indicate that the purpose of assessment fails to influence the pattern of faculty ratings provided by students. From an administrative perspective, these findings have practical implications both for the collection of student evaluations and for the use of student ratings.  相似文献   

15.
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16.
Interest in understanding what constitutes effective instruction online continues to grow as more universities adopt mediated formats for teaching. However, engaging students in productive, content-related conversation in online courses remains challenging. Several variables may influence student willingness to talk in online classes – procedural justice, affect towards the instructor, and perceived cognitive learning – each with probable direct and indirect effects on student inclinations for communicating in the classroom. This study proposes a model predicting student willingness to talk in online classes. Results indicate initial support for the proposed model, and practical implications for instructors teaching online courses are suggested.  相似文献   

17.
This paper reviews the evidence on whether student ratings are reliable and valid enough to be used for the purpose of the improvement of instruction and teacher effectiveness. A consensus of evidence available in the literature tends to show a measure of consistency, stability and validity of student ratings. Several variables such as sex of rater and ratee, class size, mood of students, rank of instructors, grades students were expecting, time of the day courses are taught, to mention only a few, have been found to have a low to high positive relationship, with student ratings. It also appears that the use of student ratings leads to the improvement of instruction, provided the evaluation data are fed back to the instructor and that an expert or consultant provides assistance to the instructor.  相似文献   

18.
Similarity of student ratings across instructors,courses, and time   总被引：1，自引：0，他引：1  
This study raised three questions about the similarity or generalizability of student ratings of courses and instructors. First, how stable are student ratings of the same instructor giving the same course during twodifferent semesters? Second, how similar are student ratings of the same instructor in twodifferent courses? Third, how similar are student ratings of a given course being taught bydifferent instructors? Instances were identified in which student ratings on seven different factors were available for pairs of courses for each of these questions. For the case of the same instructor — same course—different semesters, student ratings were reasonably similar (median r for seven factors about 0.70). For the case of the same instructor—different courses, the median r was surprisingly low — about 0.40. For the case of the same course—different instructors, substantial correlations were obtained for some factors and insignificant correlations for other factors. Implications of these findings for practical use of student ratings and suggestions for further research in the area are discussed.  相似文献   

19.
The student evaluation of teaching process is generally thought to produce reliable results. The consistency is found within class and instructor averages, while a considerable amount of inconsistency exists with individual student responses. This paper reviews these issues along with a detailed examination of common measures of reliability that are utilised with the instruments. While inter-item consistency of the evaluations has been shown to be high, the agreement between students was shown to be no better than what would be expected by chance, indicating that students do not agree on what they are being asked to evaluate. The reliability measures generated by the student evaluations of teaching are an insufficient foundation for establishing validity. Further, the pattern of reliability indicates that the instruments are generally providing information about students, not instructors.  相似文献   

20.
The purpose of the current study was to examine whether the Big Five personality traits and expected student grades relate to student evaluations of teachers and courses at the college level. Extraversion, openness, agreeableness and conscientiousness were found to be personality traits favoured in instructors, whereas neuroticism was not. A significant correlation was found between the students’ expected grades in the course and student evaluations of the course, but not the evaluations of the instructor. When the effect of students’ perceived amount of learning was taken into account, no significant effect of grades was found on teacher ratings. Personality explained variance in teacher and course evaluations over and above grades and perceived learning.  相似文献   

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