From use to influence: Student evaluation of teaching and the professional development of academics in Higher Education

Nsibande, Rejoice

doi:10.14426/cristal.v8i1.208

Cited by 4 publications

(3 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…As we reflected on the discussions, we collectively realised how the design of questions for module feedback aimed at enhancing the quality of teaching and learning are usually not fit for purpose, too general and not disciplinary-specific, exclusionary, underplaying students' roles in their learning and misaligned to their learning experiences. Furthermore, individual academics' response to the feedback was another point of contention (Nsibande & Garraway, 2011;Nsibande, 2020).…”

Section: Turning the Mirror Inward: Reflective Glimpsesmentioning

confidence: 99%

Holding a mirror up to Academic Development through the HELTASA (un)conferencing methodology

Williams,

Adams,

Geduld-Van Wyk

et al. 2024

CriSTaL

View full text Add to dashboard Cite

We, Academic Development (AD) practitioners, question whether AD's objective in South Africa (SA) as a 'liberatory educational and social movement' to enhance educational quality for all students, is effectively pursued. AD practitioners often work on the fringes of the academy, fighting for relevance and legitimacy within an increasingly performative and managerialist academic culture. Despite innovative AD initiatives AD work is criticised for being unresponsive, unreflexive, conformist, and lacking theoretical, scholarly, and critical engagement. We use critical pedagogical praxis, particularly the constructs of critique, reflexivity, power, and self-reflection, to interrogate the continuous tension between AD intention and practice. Through (un)conference methodology, this auto-ethnographic account of individual and collective engagements, using the "holding the mirror up" metaphor, critically questioned the tension and misalignments between the AD mandate and practices. Although in a SA higher education context, this research could be beneficial to HE contexts globally, given the ubiquity of AD work.

show abstract

Section: Turning the Mirror Inward: Reflective Glimpsesmentioning

confidence: 99%

Holding a mirror up to Academic Development through the HELTASA (un)conferencing methodology

Williams,

Adams,

Geduld-Van Wyk

et al. 2024

CriSTaL

View full text Add to dashboard Cite

show abstract

“…En la Tabla 5 se puede apreciar que las prácticas identificadas con mayor frecuencia dentro del área de Planeación y preparación de clase fueron Dominio del contenido del curso (Acevedo Álvarez y Fernández Díaz, 2004;Aypay et al, 2012;Carlos-Guzmán, 2018;Colbeck et al, 2001;Francis, 2006; Yáñez-Galleguillos y Soria-Barreto, 2017) y Planeación del curso (Acevedo Álvarez y Fernández Díaz, 2004; Aypay et al, 2012;Cabrera et al, 2001;Francis, 2006; Yáñez-Galleguillos y Soria-Barreto, 2017). En el área de Instrucción en el aula, la característica de enseñanza eficaz con mayor frecuencia de aparición en los artículos fue Brinda retroalimentación a sus estudiantes (Cabrera et al, 2001;Colbeck et al, 2001;Hemer, 2013;Myers y Myers, 2015;Nsibande, 2020;Smith et al, 2015;Yáñez-Galleguillos y Soria-Barreto, 2017). Otra característica de la enseñanza eficaz dentro de esta área en educación superior, fue el Uso de metodologías y estrategias didácticas diversas.…”

Section: Tabla 4 Distribución De Los Artículos Por Modalidad De Enseñ...unclassified

“…En el Factor organizacional se identificaron: la carga de trabajo del curso (Mardikyan y Badur, 2011), y las acciones de todos los involucrados en el proceso educativo (Carrasco et al, 2016). Finalmente, en el Factor personal destacaron: la motivación hacia la docencia (Badia-Garganté, 2013;Nsibande, 2020); y las creencias de los profesores acerca de la práctica de enseñanza (Bacci et al, 2019;Barrón-Tirado, 2015;Carrasco et al, 2016); entre otros. Fuente: Elaboración propia.…”

Section: Figura 5 Distribución De Las Características De Enseñanza Ef...unclassified

Características de la Enseñanza Eficaz en Educación Superior: modalidad presencial vs virtual

García Arizmendi,

Rodríguez Macías

2023

REXE

View full text Add to dashboard Cite

En marzo de 2020, derivado de la emergencia sanitaria por el coronavirus SAR-CoV-2 (COVID-19), los sistemas educativos suspendieron de forma abrupta e indefinida sus actividades presenciales. De manera particular, en el nivel de educación superior, los docentes se enfrentaron al reto de transformar el proceso educativo tradicional y migrar a ambientes virtuales. Ante los cambios emprendidos y el paso de modalidad presencial a la virtual, surge la necesidad de conocer las características de la enseñanza eficaz en las Instituciones de Educación Superior. El objetivo de la investigación fue realizar una Revisión Sistemática de la Literatura (RSL) que permitiera identificar los elementos teóricos, conceptuales y las conclusiones que han llegado algunos estudios empíricos sobre las características de la enseñanza eficaz en educación superior, tanto en la modalidad presencial como virtual. La RSL se realizó en cuatro etapas: planeación, búsqueda, selección y síntesis de 61 estudios. Se encontró que las características de la enseñanza eficaz en la modalidad presencial son la planeación del curso, el dominio del contenido, el uso de metodologías y estrategias didácticas diversas, la realimentación a los estudiantes, y el fomento del pensamiento crítico. Mientras en la modalidad virtual, sobresalen las características de diseño del curso y la interacción satisfactoria entre estudiantes y docentes. Respecto a los factores relacionados con la enseñanza eficaz predomina, en la modalidad presencial, el financiamiento y la infraestructura institucional; y en la modalidad virtual, la capacitación y el área de conocimiento.

show abstract

Evaluation of teaching quality of universities in the context of big data for the cultivation of application-oriented talents

2023

Applied Mathematics and Nonlinear Sciences

View full text Add to dashboard Cite

Exploring the evaluation of the teaching quality of colleges and universities for applied talent cultivation in the context of big data is to be able better to improve the teaching level of colleges and universities. In this paper, the multi-indicator evaluation method is explained, and the commonly used teaching quality evaluation methods, i.e. hierarchical analysis, entropy weight method and gray correlation analysis, are cited. The basic principle of the hierarchical analysis method is given, the initial weight calculation steps of AHP method are illustrated, and the initial weights of AHP method are combined and solved using the entropy weight method. The evaluation principle of the gray correlation analysis method is given, and the combined weights of the AHP-EWM evaluation are illustrated using the gray correlation analysis method. Finally, universities’ teaching quality evaluation indexes for applied talent cultivation were constructed using the AHPEWM evaluation method, and the indexes were mined and analyzed respectively. From the indicators of theoretical literacy and professional research ability, the overall evaluation of the teaching quality of colleges and universities is 92.77% above the C grade. From the indicators of innovation practice and moral quality, the percentages of students’ evaluation of teaching quality in colleges and universities with A, B, C and D grades are 49.02%, 28.6%, 5.12% and 7.25%, respectively. This shows that the evaluation of teaching quality in colleges and universities is multifaceted, and colleges and universities can improve their teaching level according to different evaluation factors.

show abstract

From use to influence: Student evaluation of teaching and the professional development of academics in Higher Education

Cited by 4 publications

References 0 publications

Holding a mirror up to Academic Development through the HELTASA (un)conferencing methodology

Holding a mirror up to Academic Development through the HELTASA (un)conferencing methodology

Características de la Enseñanza Eficaz en Educación Superior: modalidad presencial vs virtual

Evaluation of teaching quality of universities in the context of big data for the cultivation of application-oriented talents

Contact Info

Product

Resources

About