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1.

In Fall 1989, the author revamped his coursse syllabus for Computer Literacy by introducing individualized learning contracts, along with journal writing and journal sharing. This self‐study summarizes the author's experiences with that new syllabus, examines student outcomes in terms of student satisfaction and student success rates, and compares these results with those obtained by the same instructor in the same course the previous year. The results suggest that students are more satisfied with the new format and that some student subgroups, especially females and blacks, were more successful.  相似文献   

2.
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   

3.
Abstract

This study uses decision tree analysis to determine the most important variables that predict high overall teaching and course scores on a student evaluation of teaching (SET) instrument at a large public research university in the United States. Decision tree analysis is a more robust and intuitive approach for analysing and interpreting SET scores compared to more common parametric statistical approaches. Variables in this analysis included individual items on the SET instrument, self-reported student characteristics, course characteristics and instructor characteristics. The results show that items on the SET instrument that most directly address fundamental issues of teaching and learning, such as helping the student to better understand the course material, are most predictive of high overall teaching and course scores. SET items less directly related to student learning, such as those related to course grading policies, have little importance in predicting high overall teaching and course scores. Variables irrelevant to the construct, such as an instructor’s gender and race/ethnicity, were not predictive of high overall teaching and course scores. These findings provide evidence of criterion and discriminant validity, and show that high SET scores do not reflect student biases against an instructor’s gender or race/ethnicity.  相似文献   

4.
The teacher–student writing conference has long been recognized as being able to provide personalized instruction and contribute to learners’ writing development. However, teachers often find it time-consuming to conference with individual students on a regular basis. Conferencing with pairs of students, therefore, may become a more pragmatic option. While a promising approach, so far the practice of paired conferencing has received scant research attention. This exploratory case study investigated the dynamics of paired conferences held between 1 writing instructor and 23 Chinese-speaking undergraduates learning English as a foreign language, as well as students’ perceptions of paired conferencing. Data collected included 11 videotaped conferences, audiotaped interviews with the instructor and students, and a student questionnaire. Through a discourse analysis performed on the conference data, this study found that to justify and facilitate paired conferencing, the instructor employed strategies such as assigning pre-conference peer review, identifying shared problems, and involving the other tutee in problem solving. Results also indicated that peer interaction during the conference was limited, but the pre-conference peer review seemed to contribute to learners’ awareness of their own strengths and weaknesses. Overall, this study showed that students held favorable opinions about paired conferencing although sharing teacher time and attention might still be a concern with some students.  相似文献   

5.
Abstract

The context of rural Alaska provides many challenges for the University of Alaska, Fairbanks in the delivery of education via distance technologies. Audioconference courses have been and continue to be the backbone of the University's distance delivery system. This paper discusses the potential of a FirstClass® Server using telecommunications, e‐mail, student‐to‐student interaction, submission of assignments, timely instructor feedback, and the transfer of files and multimedia documents in an asynchronous manner. Survey data were collected from students who received instruction using this system, as well as the traditional audioconference delivery method. Analysis of the data indicated some positive aspects of the FirstClass system that enhance the distance‐delivered instruction.  相似文献   

6.
Abstract

The authors designed an active learning project for a child development course in which students apply core concepts to a hypothetical baby they “raise” during the term. Students applied developmental topics to their unique, developing child. The project fostered student learning and enthusiasm for the material. The project's versatility makes it easily adaptable to a wide variety of courses and formats depending on instructor objectives or student population. Furthermore, the project avoids obstacles that commonly underlie instructor reluctance when considering the implementation of role-play assignments.  相似文献   

7.
Teaching Trauma     
Abstract

Teaching about psychological trauma presents many challenges for the instructor, including creating an atmosphere of safety and confidentiality in the classroom, as well as handling student reactions to traumatic material. This paper describes the author's experience in a case-work practice class session where the topic of trauma produced an unexpected disclosure by a student; student and instructor reaction to that disclosure; the integration of the material and reactions into the content of the class session; and follow-up in the next session of the class.  相似文献   

8.
Abstract

This issue of the Journal of Further and Higher Education includes selected papers from the First Postgraduate Experience Conference ‘97, which was held in Cape Town in December 1997. This article seeks to contextualise these papers by offering a summary of the key themes that were threaded through the conference sessions. The paper is structured according to the subtitle of the conference into three sections: Approach; Access; and Management. ‘Approach’ considers the student approach to postgraduate study, and in particular focuses on the student experience and the student‐supervisor relationships. ‘Access’ is concerned with approaches to widening access to postgraduate study and the embedding of a research culture in academic institutions on which such a culture has not been previously valued or encouraged. ‘Management’ deals with broader institutional and strategic issues, that might support the creation of quality research capacity.  相似文献   

9.
Abstract

This article reports findings of two studies exploring instructor feedback orientations. Study one examined relationships between Big Five personality traits and student feedback orientations. Study two examined relationships between academic traits and feedback orientations. Canonical correlations identified two significant functions for each study. Study one found that agreeable, conscientious, and open individuals were more likely and neurotic individuals less likely to view instructor feedback as useful and likely to be retained while being less sensitive to it. Study one also found conscientious and neurotic individuals more likely and extraverted individuals less likely to desire confidential feedback. Study two found entitled and grade-oriented individuals to be more sensitive to feedback and view feedback as less likely to be retained. Study two also found learning-oriented individuals less likely to desire confidential feedback and grade-oriented individuals more likely to do so.  相似文献   

10.
Several student and course characteristics were examined in relation to student ratings of instruction. Students at a major Canadian university completed the Universal Student Ratings of Instruction instrument at the end of every course over a three‐year period, providing 371,131 student ratings. Analyses of between‐group differences indicate that students who attend class often and expect high grades provide high ratings of their instructors (p < .001). In addition, lab‐type courses receive higher ratings than lectures or tutorials, and courses in the social sciences receive higher ratings than courses in the natural sciences (p < .001). Regression analyses indicated, however, that student and course characteristics explain little variance in student ratings of their instructors (<7%). It is concluded that student ratings are more related to teaching instruction and behavior of the instructor than to these variables.  相似文献   

11.
ABSTRACT

Theoretically, organisational culture, instructor training, and learning space design influence how faculty teach STEM courses. Previous studies have used classroom observation protocols to characterise the range of teaching practices in mostly teacher-centered, traditional STEM classrooms. In this study, we examined the classroom behaviour of 13 STEM faculty teaching biology courses in a reformed undergraduate STEM learning environment. Our findings indicate that instructors teaching in this reformed environment guided student learning (58.4?±?1.9%) almost three times more than they presented information (20.0?±?2.2%). Students worked individually or in groups and talked to the whole class (57.1?±?1.8%) 1.5 times more than they received information (35.5?±?1.9%). We found significant positive correlation between ‘instructor presenting’ and ‘students receiving’ information (r?=?0.743, p?=?1.4?×?10?4) and ‘instructor guiding’ and ‘student working and talking’ in class (r?=?0.605, p?=?7.2?×?10?5), suggesting that instructors can change their own classroom behaviours and expect concurrent change in their students’ behaviours. Finally, sequencing teaching practices in high active-engagement classrooms showed instructors move and guide student group work and lead whole class discussions before lecturing to students, which could lead to deeper learning of conceptual knowledge. We discuss insights from these findings that have implications for acculturating evidence-based teaching practices in STEM departments.  相似文献   

12.
Preparation of tests and student's assessment by the instructor are time consuming. We address these two tasks in neuroanatomy education by employing a digital media application with a three‐dimensional (3D), interactive, fully segmented, and labeled brain atlas. The anatomical and vascular models in the atlas are linked to Terminologia Anatomica. Because the cerebral models are fully segmented and labeled, our approach enables automatic and random atlas‐derived generation of questions to test location and naming of cerebral structures. This is done in four steps: test individualization by the instructor, test taking by the students at their convenience, automatic student assessment by the application, and communication of the individual assessment to the instructor. A computer‐based application with an interactive 3D atlas and a preliminary mobile‐based application were developed to realize this approach. The application works in two test modes: instructor and student. In the instructor mode, the instructor customizes the test by setting the scope of testing and student performance criteria, which takes a few seconds. In the student mode, the student is tested and automatically assessed. Self‐testing is also feasible at any time and pace. Our approach is automatic both with respect to test generation and student assessment. It is also objective, rapid, and customizable. We believe that this approach is novel from computer‐based, mobile‐based, and atlas‐assisted standpoints. Anat Sci Educ 2:244–252, 2009. © 2009 American Association of Anatomists.  相似文献   

13.
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14.
Laurie Lenz 《PRIMUS》2015,25(3):279-296
Abstract

Inquiry-based learning is a topic of growing interest in the mathematical community. Much of the focus has been on using these methods in calculus and higher-level classes. This article describes the design and implementation of a set of inquiry-based learning activities in a Math for Liberal Arts course at a small, private, Catholic college. Activity design, student responses, class management, and student and instructor attitudes are discussed.  相似文献   

15.
Abstract

This paper adds to the literature on field instruction and supervision of social work practicum students by nonMSW professionals. It shares insights gained from a focus group discussion of professionals' experiences with practica when there was no MSW on site. Reported findings indicate student, agency, and relational characteristics contribute to the success of these placements. The focus group and the authors conclude that active involvement of all three parties -the on-site nonMSW supervisor, the off-site MSW field instructor, and the practicum student -in a triad model of field education increases the likelihood that these practica provide students with field learning experiences that are among the very best.  相似文献   

16.
Abstract

The purpose of this research was to assess the extent to which the college instructor is able to influence the opinions of his students in evaluating a familiar task. The Ss were enrolled in seven college classes of a standard course in science methods and materials. The “familiar task” to be evaluated was a television lesson in science. By introducing the lesson with positive or negative comments, the instructor was able to exert a significant influence on the students’ evaluations of the lesson. The instructor’s influence, positively and negatively, was enhanced through the support of a student confidant. The findings of this study point to the relative ease with which a college instructor can manipulate the judgments of his students.  相似文献   

17.

As distance education becomes more widespread and sophisticated, a key concern should be how well programming meets the needs of its student clientele. The present study examines student satisfaction across learning environments (studio versus remote) and over time. Survey questionnaires were administered in a distance education course, and scales were constructed for (1) evaluation of the instructor and (2) specific aspects of distance education. Attitudes were generally favorable, although most students would still prefer a “traditional” classroom and satisfaction ratings significantly declined over time. Implications for improving services are explored regarding technological aspects of the classroom that pose difficulties for some students.  相似文献   

18.
ABSTRACT

The number of online courses in higher education is on the rise. However, empirical evidence elucidating best practices for synchronous online instruction is needed to best implement these courses. The research purposes were to examine synchronous online class sessions to (1) quantify interaction type, frequency, and rate, (2) quantify student engagement frequency, and (3) quantify instructor prompt frequency in three areas in order to investigate relationships with each category of student engagement. A total of 24 previously recorded synchronous sessions including oral and textual chat interactions were transcribed. Every line of student interaction was determined to be either superficial or containing evidence of at least one instance of engagement according to five categories from the Seven Principles and the National Survey for Student Engagement. Every line of instructor interaction was concurrently coded for at least one of the following forms of prompt: social, organizational, or intellectual. Inter-tester reliability of coded interactions from Cohen’s kappa = 0.91. Social prompts were the best predictor of supportive campus environments (r = 0.79); organizational prompts were the best predictor of enriching academic experiences (r = 0.72); and intellectual prompts were the best predictor of instructor interactions, active/collaborative learning, and academic challenge (r= 0.77, r= 0.78, r= 0.54, respectively); with all of these being significant (p< .01). The conclusions are: (a) online synchronous class sessions can be used to promote student engagement across all NSSE categories, (b) online synchronous class sessions can be moderated via differing instructor-prompts to promote student interaction and engagement.  相似文献   

19.
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   

20.
With the proliferation of computer networks and the increased use of Internet‐based applications, many forms of social interactions now take place in an on‐line context through Computer‐Mediated Communication (CMC). Many universities are now reaping the benefits of using CMC applications to collect data on student evaluations of faculty, rather than using paper‐based surveys in Face‐To‐Face (FTF) classroom settings. While the relative merits of CMC versus FTF student evaluations have been researched extensively, there is limited research published about the ways students respond to the questions from either mode of data collection. This paper reports on a research study to analyse the communication differences between student scores from FTF student evaluations and CMC evaluation questions from end of semester evaluations from a university in the Middle East region. In addition to the questions about communication mode differences between two evaluation questions, several demographic variables were measured to determine any interaction effects. The results of our study suggest that the type of communication channel mitigates the responses that students make on CMC evaluations vis‐à‐vis FTF evaluations of faculty. In particular, even though there were significant differences found at the aggregate level between CMC and FTF evaluations, when the course and instructor are controlled for, there were no significant differences reported. In addition, several differences were noted depending on the type and level of the course being studied. Also, we found that students are more likely to express more extreme responses to scale questions in CMC than FTF evaluations. Administrators should consider these potential differences when implementing on‐line evaluation systems.  相似文献   

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