University students and their perception of teaching effectiveness. Effects on students’ engagement

Fernández–García, Carmen-María; Álvarez, Marcos Rodríguez; Viñuela‐Hernández, María‐Paulina

doi:10.1016/j.psicoe.2020.11.006

Cited by 13 publications

(8 citation statements)

References 24 publications

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“…Institutions may choose to measure TE through five measures (Mazandarani and Troudi, 2022): student learning outcomes (Fernández-García et al, 2021;Tuma, 2021), peer evaluation (Adnot et al, 2017), instructor self-evaluation (e.g., Brand, 1980;Klassen et al, 2021;Rupp and Susann Becker, 2021), observation (e.g., Cinnamon et al, 2021;Granström et al, 2023), and student evaluation of TE (SETE, (e.g., Gallagher, 2000;Griffith and Sovero, 2021;Pan et al, 2021;Sadeghi et al, 2021). However, as noted by Taylor and Thion (2023), TE is a construct that is rarely defined in the literature, and when it is, it is measured typically by either SETE or student objective measures.…”

Section: Teaching Effectivenessmentioning

confidence: 99%

Teaching dossier guidance for professional faculty: an evidence-based approach for demonstrating teaching effectiveness

Taylor,

Charlebois

2024

Front. Educ.

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This research delves into the challenging paradox facing university faculty: they are often hired with minimal formal teacher training yet must exhibit teaching effectiveness when seeking promotion or tenure. This issue becomes particularly salient for educators with non-traditional, professional backgrounds who must demonstrate pedagogical competence despite lacking conventional academic training. This study examines teaching dossier guidelines employed by prominent universities that hire permanent teaching-focused business faculty who may have diverse, non-traditional backgrounds. For example, a Chartered Professional Accountant who trained in a public accounting firm and worked as a Chief Financial Officer of a public energy company or a sales executive who led the business development department of a large company likely do not possess the same academic training of a doctorate degree like other academics; however, such professional faculty may possess relevant experience and skills to teach accounting or marketing, respectively, to post-secondary students effectively. Our analysis identifies recurring recommendations for faculty to incorporate into their teaching dossiers, encompassing elements such as summaries of teaching responsibilities, documentation of course development or modification, creation of instructional materials, ongoing pedagogical improvement endeavors, outstanding teaching materials, articulation of teaching philosophies, and evidence of collegial collaboration and support. Our findings reveal a disconnect in understanding and recognizing the significance of teaching and teaching dossiers. In light of these observations, this paper outlines the limitations inherent in the current system. It suggests promising avenues for future research within this domain. We aim to foster a more equitable and supportive environment for all faculty members engaged in the complex task of academic teaching.

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Section: Teaching Effectivenessmentioning

confidence: 99%

Teaching dossier guidance for professional faculty: an evidence-based approach for demonstrating teaching effectiveness

Taylor,

Charlebois

2024

Front. Educ.

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“…To improve quality and learning outcomes, student engagement in higher education has become a priority (Fernández-García et al, 2021). Engagement connects experiences across three key dimensions: emotional, behavioral, and cognitive.…”

Section: Student Engagementmentioning

confidence: 99%

Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

2024

JALT

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The global pandemic accelerated the adoption of online, blended, and Hybrid Flexible (HyFlex) teaching and learning modalities. The long-term impacts of these changes are still being assessed, but most research to date has focused on undergraduate students in an online setting. In contrast, this study reviews recent research pertaining to HyFlex engagement strategies used by academic staff and personnel with teaching responsibilities at the graduate level and considers how HyFlex courses, the combination of face-to-face instruction and online activities, may foster equivalent learning outcomes, as well as comparable emotional, cognitive, and behavioral engagement. Using a critical reflective approach, the study finds that graduate-level courses taught in a HyFlex mode can offer equivalent learning outcomes, but such outcomes require academic staff development and purposefully designed activities that directly promote emotional, cognitive, and behavioral engagement. Several practical strategies and suggestions to improve engagement are offered.

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“…They are not only a specific and behavioral evaluation criterion but also a unit to measure objectives [ 21 ]. In the process of teaching quality evaluation, the evaluation index system is the basic basis for teaching evaluation, and whether the evaluation index system is scientific, reasonable, and direct affects the rationality and effectiveness of teaching quality evaluation results [ 22 , 23 ]. This study realizes the construction of the evaluation system according to the following principles.…”

Section: Construct the Evaluation Index System Of Physical Education ...mentioning

confidence: 99%

Evaluation Method of Physical Education Teaching and Training Quality Based on Deep Learning

Wang

Yang

Xing

2022

Computational Intelligence and Neuroscience

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To solve the problems of great difficulty and low accuracy in the evaluation of physical education teaching results, an evaluation method of physical education teaching and training quality based on deep learning is proposed. The evaluation index system is constructed based on the teaching content, teaching attitude, teaching content, teaching method, and teaching effects that affect the teaching quality. After the influence factors of each index are quantified, the resolution coefficient of the index is dynamically taken, the index correlation relationship based on weight is established, and the score distribution and score progress are taken as the evaluation results. The test results show that the correlation coefficient between the evaluation result of the design method and the actual results is 0.9430, and the evaluation accuracy is 94.73%.

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University students and their perception of teaching effectiveness. Effects on students’ engagement

Cited by 13 publications

References 24 publications

Teaching dossier guidance for professional faculty: an evidence-based approach for demonstrating teaching effectiveness

Teaching dossier guidance for professional faculty: an evidence-based approach for demonstrating teaching effectiveness

Do graduate courses in a HyFlex mode foster emotional, cognitive and behavioral engagement? A consideration.

Evaluation Method of Physical Education Teaching and Training Quality Based on Deep Learning

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