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| New Directions for Teaching… | 4 |
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| Cranton, Patricia | 1 |
| Cyrs, Thomas E., Ed. | 1 |
| Knoop, Robert | 1 |
| Menges, Robert J., Ed. | 1 |
| Simonson, Michael R. | 1 |
| Svinicki, Marilla D., Ed. | 1 |
| Tebo-Messina, Margaret | 1 |
| Van Aller, Chris | 1 |
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Peer reviewedCranton, Patricia; Knoop, Robert – New Directions for Teaching and Learning, 1991
Teaching effectiveness studies have concentrated on measurable direct outcomes of instruction: student satisfaction and learning. They have omitted an important part of the equation: the relationship between teaching and instructor job satisfaction. Job satisfaction also has implications for promotion and tenure decisions, program evaluation,…
Descriptors: College Faculty, College Instruction, Educational Research, Evaluation Criteria
Peer reviewedTebo-Messina, Margaret; Van Aller, Chris – New Directions for Teaching and Learning, 1998
Winthrop University (South Carolina) has linked classroom research with program accountability in its Learning Research Project, which focuses on general education. The pilot and implementation phases of the project are described, noting problems, frustrations, and rewards in each. The experiment has convinced administration and faculty that…
Descriptors: Accountability, Classroom Research, College Instruction, Formative Evaluation
Peer reviewedSimonson, Michael R. – New Directions for Teaching and Learning, 1997
Discusses two approaches for evaluating distance education. One collects six categories of evaluation information (measures): activity, efficiency, outcomes, program aims, policy, and organization. The other identifies key questions needed for effective evaluation and methods for determining outcomes in five areas: accountability, effectiveness,…
Descriptors: Accountability, Administrative Organization, College Outcomes Assessment, Course Evaluation
Peer reviewedCyrs, Thomas E., Ed.; Menges, Robert J., Ed.; Svinicki, Marilla D., Ed. – New Directions for Teaching and Learning, 1997
In this volume, experienced distance educators provide insights into new trends in computer-based teaching and learning in postsecondary education. The book is divided into four parts: (1) Issues and Trends; (2) Instructional Design Principles for Distance Learning; (3) Alternative Delivery Systems for Distance Learning; and (4) Administrative…
Descriptors: Administrative Problems, Computer Assisted Instruction, Copyrights, Delivery Systems
