Access Restriction

Author Bangert, Arthur W.
Source SpringerLink
Content type Text
Publisher Springer US
File Format PDF
Copyright Year ©2006
Language English
Subject Domain (in DDC) Social sciences ♦ Education
Subject Keyword online teaching effectiveness ♦ Internet-based statistics ♦ student evaluations of teaching ♦ Educational Technology ♦ Learning & Instruction ♦ Higher Education
Abstract TRADITIONALLY CAMPUS-BASED COURSES rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current student evaluations of teaching instruments do not adequately assess many of the essential constructivist-based teaching practices recommended for quality online learning experiences. One of the best known summaries of research-based instructional practices is the widely disseminatedSeven Principles of Effective Teaching authored by Chickering and Gamson (1987). The majority of learner-centered instructional practices which comprise the Seven Principles framework are clearly focused on constructivist-based teaching practices. This study was an initial effort toward the development of a student evaluation of online teaching instrument based on the Seven Principles framework. Four hundred and eighty-nine students enrolled in WebCT courses at Montana State University completed the 26 item instrument. TheStudent Evaluation of Online Teaching Effectiveness (SEOTE) was found to be highly reliable and yielded four interpretable factors. The four factors were interpreted as Student-Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students.
ISSN 10421726
Age Range 18 to 22 years ♦ above 22 year
Educational Use Research
Education Level UG and PG
Learning Resource Type Article
Publisher Date 2006-01-01
Publisher Place Boston
Journal Journal of Computing in Higher Education
Volume Number 17
Issue Number 2
Page Count 21
Starting Page 79
Ending Page 99

Open content in new tab

   Open content in new tab
Source: SpringerLink