scholarly journals A COMPARISON OF PROCEDURAL VARIATIONS IN TEACHING BEHAVIOR CHAINS: MANUAL GUIDANCE, TRAINER COMPLETION, AND NO COMPLETION OF UNTRAINED STEPS

2011 ◽  
Vol 44 (3) ◽  
pp. 559-569 ◽  
Author(s):  
Stacie L. Bancroft ◽  
Julie S. Weiss ◽  
Myrna E. Libby ◽  
William H. Ahearn
Keyword(s):  
Teaching Behavior ◽  
Behavior Chains

An evaluation of response prompts for teaching behavior chains

2014 ◽  
Vol 47 (4) ◽  
pp. 777-792 ◽  
Author(s):  
Jessica L. Seaver ◽  
Jason C. Bourret
Keyword(s):  
Teaching Behavior ◽  
Behavior Chains

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

scholarly journals Research on the impact of 5G technology on teaching behavior

2021 ◽  
Vol 1955 (1) ◽  
pp. 012117
Author(s):  
Jianting Xue ◽  
Yuanyuan Mao
Keyword(s):  
Teaching Behavior ◽  
The Impact
Sign in / Sign up

Export Citation Format

Share Document