Identifying Factors Underlying the Quality of Online Teaching Effectiveness: An Exploratory Study

Traditionally campus-based courses rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current student evaluations of teaching instruments do not adequately assess many of the essential constructivist-based teaching practices recommended for...

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Bibliographic Details
Published in:Journal of computing in higher education 2006-03, Vol.17 (2), p.79-99
Main Author: Bangert, Arthur W
Format: Article
Language:English
Subjects:
Active Learning
Construction
Constructivism (Learning)
Education
Feedback (Response)
Instructional Effectiveness
Interaction
Learning
Montana
On-line systems
Online
Online Courses
Peer Relationship
Program Effectiveness
Student Evaluation
Student Evaluation of Teacher Performance
Students
Tasks
Teacher Effectiveness
Teacher evaluations
Teacher Student Relationship
Teaching
Teaching Methods
Time on Task
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Summary:Traditionally campus-based courses rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current student evaluations of teaching instruments do not adequately assess many of the essential constructivist-based teaching practices recommended for quality online learning experiences. One of the best known summaries of research-based instructional practices is the widely disseminated "Seven Principles of Effective Teaching" authored by Chickering and Gamson (1987). The majority of learner-centered instructional practices which comprise the Seven Principles framework are clearly focused on constructivist-based teaching practices. This study was an initial effort toward the development of a student evaluation of online teaching instrument based on the Seven Principles framework. Four hundred and eighty-nine students enrolled in WebCT courses at Montana State University completed the 26 item instrument. The "Student Evaluation of Online Teaching Effectiveness" (SEOTE) was found to be highly reliable and yielded four interpretable factors. The four factors were interpreted as Student-Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students.
ISSN:1042-1726
1867-1233
DOI:10.1007/BF03032699