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Aims: Do college students’ ratings of a professor’s teaching effectiveness suggest that a professor’s teaching | '''Aims''': Do college students’ ratings of a professor’s teaching effectiveness suggest that a professor’s teaching | ||
improves with time? Does anything predict which instructors receive the highest ratings or improve | improves with time? Does anything predict which instructors receive the highest ratings or improve | ||
the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses? | the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses? | ||
Methods: I used data from 10,392 classes taught by 1120 instructors across three years and fit a taxonomy | |||
'''Methods''': I used data from 10,392 classes taught by 1120 instructors across three years and fit a taxonomy | |||
of multilevel growth models to examine whether students’ ratings of teaching effectiveness (SETEs) | of multilevel growth models to examine whether students’ ratings of teaching effectiveness (SETEs) | ||
changed across time, whether differences in average SETEs correlated with growth, and whether online | changed across time, whether differences in average SETEs correlated with growth, and whether online | ||
vs. face-to-face, tenure, discipline, course level, sex, or minority status affected these estimates. | vs. face-to-face, tenure, discipline, course level, sex, or minority status affected these estimates. | ||
Results: SETEs remained relatively stable across time and teachers, although analyses uncovered a statistically | |||
'''Results''': SETEs remained relatively stable across time and teachers, although analyses uncovered a statistically | |||
significant, negative correlation between initial status and growth. Instructors starting with lower | significant, negative correlation between initial status and growth. Instructors starting with lower | ||
SETEs improved the fastest. These findings held across online and face-to-face instruction modes. However, | SETEs improved the fastest. These findings held across online and face-to-face instruction modes. However, | ||
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considerable SETE variance remained unexplained even when including the full predictor set in the | considerable SETE variance remained unexplained even when including the full predictor set in the | ||
model. | model. | ||
Discussion: These findings reveal that professors’ SETEs can improve. Additionally, they indicate that patterns | |||
'''Discussion''': These findings reveal that professors’ SETEs can improve. Additionally, they indicate that patterns | |||
of change in teaching effectiveness do not differ generally across online and face-to-face instruction | of change in teaching effectiveness do not differ generally across online and face-to-face instruction | ||
modes. However, the results showed that minority teachers in face-to-face but not online classes received | modes. However, the results showed that minority teachers in face-to-face but not online classes received | ||
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== 5. Résumé (facultatif) == | == 5. Résumé (facultatif) == | ||
Dernière version du 5 décembre 2016 à 11:31
Evaluating college students’ evaluations of a professor’s teaching effectiveness across time and instruction mode (online vs. face-to-face) using a multilevel growth modeling approach
1. Références
- Référence complète APA : Carle, (2009). Evaluating college students’ evaluations of a professor’s teaching effectiveness across time and instruction mode (online vs. face-to-face) using a multilevel growth modeling approach. Computers & Education, 53, 429–435.
- Auteur(s) : Adam Carle
- Revue : Computers & Education
2. Copies
- Copie en ligne : http://www.stetson.edu/other/alana-ia-caucus/media/21%20Student%20Evals%20across%20Time%20and%20Instruction%20Mode.pdf
- Copie locale : Fichier:Carle 2009.pdf
- Copie physique :
3. Mots-clés
4. Abstract
Aims: Do college students’ ratings of a professor’s teaching effectiveness suggest that a professor’s teaching improves with time? Does anything predict which instructors receive the highest ratings or improve the fastest? And, importantly, do the correlates of change differ across face-to-face and online courses?
Methods: I used data from 10,392 classes taught by 1120 instructors across three years and fit a taxonomy of multilevel growth models to examine whether students’ ratings of teaching effectiveness (SETEs) changed across time, whether differences in average SETEs correlated with growth, and whether online vs. face-to-face, tenure, discipline, course level, sex, or minority status affected these estimates.
Results: SETEs remained relatively stable across time and teachers, although analyses uncovered a statistically significant, negative correlation between initial status and growth. Instructors starting with lower SETEs improved the fastest. These findings held across online and face-to-face instruction modes. However, in face-to-face classes, minority instructors received significantly lower average SETEs. This difference did not occur in online classes. No other predictors showed statistically significant effects. Finally, considerable SETE variance remained unexplained even when including the full predictor set in the model.
Discussion: These findings reveal that professors’ SETEs can improve. Additionally, they indicate that patterns of change in teaching effectiveness do not differ generally across online and face-to-face instruction modes. However, the results showed that minority teachers in face-to-face but not online classes received lower evaluations than their majority counterparts. Additional research should seek to understand what leads to SETE differences across minority and majority groups in face-to-face classes but not online classes.
5. Résumé (facultatif)