In the current study we examined the relationships between student evaluations of lecturers (teaching surveys) and faculty members' perceptions of these surveys as capable of blocking and limiting their professional advancement. Faculty members are judged and evaluated by academic authorities for their academic performance in research and…

We searched and meta-analyzed studies comparing flipped classroom teaching with traditional, lecture-based teaching to evaluate the evidence for the flipped classroom's influence on continuous-learning measures, pass/fail rates, and student evaluations of teaching. Eight electronic reference databases were searched to retrieve relevant studies.…

Concerns over the usefulness and validity of student ratings of instruction (SRI) have continued to grow with online processes. This paper presents seven common and persistent concerns identified and tested during the development and implementation of a revised SRI policy at a Canadian research-intensive university. These concerns include bias due…

Student learning outcomes and course satisfaction scores are two key considerations when assessing the success of any degree program. This empirical study was based upon more than 3,000 end-of-semester course evaluations collected from 171 courses in the 2010-2011 academic year. The study, conducted at a Midwestern business college, considered the…

Many studies have compared traditional face-to-face courses to online or distance education courses. The purpose of this study was to examine academic performance, perceptions, and experiences of participants enrolled in different academic learning environments. Pre and Post Content Knowledge Tests and a student evaluation were used to measure…

This study explores alternative approaches for teaching general education courses burdened with serving extremely large enrollments. It compares the effectiveness of a self-contained course in which each course section is taught by one instructor to a large lecture/small lab format in which all course enrollees attend one large lecture section and…

Instructional content was presented differently in two introductory special education course sections. In a face-to-face (f2f) section, the instructor met with students on regularly scheduled days and times and presented content in person. In the other section, content was presented using enhanced podcasts, consisting of the instructor narrating…

This study analyses the role of the instructor in the e-learning process fostered by a business game. To achieve this objective, a comparative analysis was conducted with two groups of students regarding their perceptions of the instructor's role in a business game. The first group was composed of 33 participants and facilitated by an instructor…

Student evaluation of instruction in college and university courses has been a routine and mandatory part of undergraduate and graduate education for some time. A major shortcoming of the process is that it relies exclusively on the opinions or qualitative judgments of students rather than on assessing the learning or transfer of knowledge that…

Public universities are currently facing a challenge in determining how to deliver quality instruction in the face of severe fiscal constraints. With recent technological advances, courses streamed over the Internet (i.e., lecture capture) are now becoming common. However, little research has been published that specifically examines student…

Effectiveness was operationalized as a combination of successful developmental course completion, high student satisfaction at the end of the course, and high academic achievement in a subsequent college-level math course. Instructional methodologies were similar to the extent that the instructional delivery systems allowed. With a sample size of…

This study conducted at a small southeastern university compared student learning as measured by pre- and post-tests, faculty time spent, student time spent, and student-completed course evaluations for two graduate level school library media courses offered in both hybrid and fully online formats. Using pre-test scores as covariates to control…

Effective teaching in an undergraduate mathematics course was measured by students' achievement ratings of instructors using four different instruments. The 799 students rated teaching assistants and full-time faculty in a similar fashion, both in terms of the level of ratings and the framework used in making judgments. (Author/GDC)

The effect of feedback from student ratings was compared with the effect of such feedback supplemented with consultation from a more experienced teacher. The teachers under study were graduate student teaching fellows and professors. Consultation enhanced the feedback's positive effects. Class achievement effects were generally positive.…

The relationship between gains in student achievement on a concept test and teacher effectiveness ratings without test score feedback was examined in a study involving 235 high school students. Ratings of teacher effectiveness were slightly but significantly correlated with student learning. Rankings were often inconsistent with ratings. (TJH)