Student Evaluations Fast and Slow: It's Time to Integrate Teachers' Nonverbal Behavior in Evaluations of Teaching Effectiveness

Babad, Elisha; Sahar-Inbar, Limor; Hammer, Ronen; Turgeman-Lupo, Keren; Nessis, Sharon

doi:10.1007/s10919-021-00364-4

Cited by 5 publications

(5 citation statements)

References 29 publications

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“…From the teachers' teaching behaviors under the information environment, Teo T et al [1] evaluated the self-reported willingness of Singaporean and Malaysian preservice teachers to use the information technologies in the future; Stes et al [2] investigated the influence of teaching development on students perceived teacher behaviors, and the repeated analyses of variance and covariance showed that the teaching behaviors were insignificantly affected by the teaching development; Wang J et al [3] analyzed the differences of high school physics teachers in Beijing, Taipei, and Chicago on their understanding levels of inquiry teaching under the cloud learning environment. Results revealed that the teachers from Beijing paid attention to teachers when understanding the inquiry teaching, while those from Chicago centered on students; Babad E et al [4] measured the different influences of teacher behaviors and nonverbal and verbal instantaneity on teaching effect, as the information technologies continuously entered the teaching process, the teaching environment gradually became open with ever-diversified functions. The information-based classroom teaching under the technical support should fully manifest the "student-centered" teaching concept, and teachers are transformed from knowledge transmitters into teaching guides and auxiliaries who should design teaching adaptable to student learning and improve the educational and teaching quality by taking the objectives of cultivating students' lifelong learning ability, as well as cognitive ability, cooperative ability and innovation ability adapting to the development of the times.…”

Section: Research Hypothesesmentioning

confidence: 99%

Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching

Lin-sheng

2022

Int. J. Emerg. Technol. Learn.

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Under the background of teaching requirements comprehensively satisfied by information hardware, clarifying the influencing factors of teaching behaviors on student activities in the information-based teaching, as well as the influence mechanism. In this paper, a mediator model was established. Next, the collaboration degree in the teaching process was taken as the influencing factor and information monitoring was used as the mediating variable to discuss the effect of teaching behaviors on student activities in the classroom teaching process. Subsequently, the structural equation model (SEM) was used to mine the relationship between teaching behaviors and student activities and the influence on student activities. It was discovered that the overall Cronbach’s a value of questionnaires was 0.920, indicating a favorable questionnaire reliability; the KMO value was 0.916, which represents excellent questionnaire validity; three factors—teachers’ teaching behaviors, collaboration degree, and media monitoring—have shown positively strong correlations with student activities. The research results have provided realistic examination for enriching information-based classroom factors like teaching concepts, teaching resources and teaching quality, mine the existing problems and further provide reform orientation for promoting the high-efficiency development of information-based teaching, completing the effective engagement between information technology and specialized courses, and integrating abundant information-based teaching resources.

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Section: Research Hypothesesmentioning

confidence: 99%

Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching

Lin-sheng

2022

Int. J. Emerg. Technol. Learn.

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“…Some attempts have been made to tackle the unintended effects of SET and optimise its use for learning and improvement (Babad et al, 2021;Mutch & Tatebe, 2017;Norsworthy & Sanders, 2021;Roxå et al, 2021;Stein et al, 2021;Thiel, 2019). One suggestion was to redesign SET to focus on affective aspects rather than just on cognitive aspects of the faculty member's performance (Babad et al, 2021). Another suggestion was to reframe SET as continuous or reflexive dialogues between HEIs, faculty members, students (Roxå et al, 2021;Stein et al, 2021).…”

Section: Set In Global Highermentioning

confidence: 99%

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Nguyen¹

2022

Preprint

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The study has two key implications. First, it suggests the improvement of faculty evaluation policymaking and implementation by revising several existing constraints and by adding some cultural and individual constraints to the current theories of action. The faculty evaluation problems could be solved by improving the quality of evaluation processes and data, reconceptualising SET and voting evaluation, and treating faculty members’ underperformance as a collective problem. Second, the study suggests a framework to predict the likely success of future intervention on faculty evaluation. For instance, faculty evaluation for learning and improvement will be more feasible if policymakers and implementers prioritise transformational purposes and make joint efforts to foster dialogues and collaboration among individuals and groups. My study also highlights the need to understand faculty evaluation, and possibly other higher education practices in Vietnam, in religious contexts and from individual participants’ spiritual values or philosophical backgrounds. The study implications are applicable to Vietnamese higher education and potentially to other educational settings with similar characteristics.

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“…Faculty members plan and organise course material [23] design ζ 2 Course schedule α9 Teacher's schedule of class time for the course's teaching schedule [26] Teaching style α10 Ways and means for teachers to teach [21,26]…”

Section: Student Learning Abilitymentioning

confidence: 99%

“…Interaction between teachers and students in regard to frequency, manner, method and effectiveness [26] Classroom communication α16…”

Section: Teacher-student Interaction α15mentioning

confidence: 99%

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Analysis of influencing factors of SPOC course teaching effect using structural equation modelling

Wang

Lin

et al. 2022

Applied Mathematics and Nonlinear Sciences

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As an online and offline teaching mode, small private online courses (SPOC) are widely used in higher education. There is an urgent need in education today to identify the factors that affect the effectiveness of teaching SPOC and to develop strategies to improve the effectiveness of teaching. To enhance the teaching effectiveness of SPOC, this study compares and analyses the factors affecting the teaching effectiveness of SPOC from three perspectives, namely, students’ learning abilities, teachers’ teaching strategies and the classroom learning atmosphere. Following that, a structural equation model (SEM) is used to construct an analysis paradigm of relevant variables and a SEM affecting the effectiveness of SPOC, and six hypotheses were formulated. A survey of the SPOC ‘Aviation Broadcasting’ conducted by the students who enrolled in the School of Zhengzhou Aviation Industry Management College in China served as an example to verify the hypotheses proposed in this paper and provide suggestions for improving the teaching effectiveness of the SPOC through questionnaire research, SPSS analysis and AMOS calculation. Researchers have found that the most influential factor for the teaching effect of SPOC is learning ability of students, followed by teaching design of teachers and classroom learning atmosphere. Based on the research findings, the teaching effect of SPOC can be improved theoretically and practically. The findings of the study provide a reference for decision-making to improve the curriculum effectiveness formulation of SPOC in higher education.

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Student Evaluations Fast and Slow: It's Time to Integrate Teachers' Nonverbal Behavior in Evaluations of Teaching Effectiveness

Cited by 5 publications

References 29 publications

Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching

Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching

Faculty evaluation in higher education: a theory-of-action case study in Vietnam

Analysis of influencing factors of SPOC course teaching effect using structural equation modelling

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