Factors Underlying Student Rating of Teaching Effectiveness in Online and Web-Assisted Education Courses
PROCEEDINGS
Francis Kibaru, Julie Caplow, University of Missouri - Columbia, United States
EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
Abstract
Student Evaluation of Teaching (SET) has been a feature of higher education for many years despite disagreements among researchers about its usefulness and desirability, especially when used for summative evaluation of faculty. Use of the same standardized forms in many institutions for evaluating teaching in face-to-face, online and web-assisted courses has made SET more controversial. Inherent differences between various modes of instruction delivery require the use of different instruments for rating teaching effectiveness in each mode. As a first step toward designing valid instruments, it is important to establish the factors underlying teaching effectiveness in each mode. In this study, exploratory factor analysis was used to determine the factors underlying student rating of instruction in online and web-assisted courses offered at a research intensive university in Midwestern US.
Citation
Kibaru, F. & Caplow, J. (2012). Factors Underlying Student Rating of Teaching Effectiveness in Online and Web-Assisted Education Courses. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 2448-2453). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved May 16, 2022 from https://www.learntechlib.org/primary/p/41099/.
© 2012 Association for the Advancement of Computing in Education (AACE)
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