Teacher vs student responsibility for course outcomes

Purpose The purpose of this paper is primarily to identify factors that accounted for the differences in course evaluation and course performance in two sections of the same course taught by the same instructor. Potential contributors to these differences included critical thinking, grade point average (GPA) and homework time in the course. Secondarily, the authors also examined whether season of the year and academic status of students (1st year through 3rd year) might have contributed to differences in course ratings and exam performance. The data in the study included some strictly quantitative variables and some qualitative judgments subsequently converted to quantitative measures. Design/methodology/approach The outcome variables included student objective exam scores and course ratings on the University’s eight-item rating form. Variables that may have contributed to performance and course evaluation differences between the two groups included student effort in the course, GPA and critical thinking. Findings The higher-performing section obtained significantly higher scores on course exams than the lower-preforming group and also rated the course significantly higher (average of 4.15 across the evaluation items) than the lower performing section (3.64 average in item ratings). The two performance groups did not differ on critical thinking and GPA, but did differ significantly in hours spent per week outside of class in studying for the course. Originality/value Although many studies have examined the predictive validity of course ratings, instructors are typically held responsible for both high and low student ratings. This particular action study suggests that it may be student effort rather than instructor behavior that has the stronger impact on both student performance and course evaluations.

How Instructor Immediacy Behaviors Affect Student Satisfaction and Learning in Web-Based Courses

In this study I investigated whether instructor classroom behaviors, called "imme diacy behaviors," are significantly associated with student learning and satisfaction in Web-based MBA courses. Immediacy behaviors represent instructors' attempts to reduce the social distance between themselves and their students. While my study found that immediacy behaviors were positive predictors of student learning and course satisfaction, such other factors as student attitudes toward course soft ware, the length of a course, and prior student and instructor experience with Web-based courses were also significant predictors. These findings suggest that both structural characteristics of MBA programs and instructor behavior merit attention for Web-based courses to successfully deliver graduate management education.

Developing On-Line Collaboration

This chapter focuses on developing on-line collaboration. The basic premise is that an effective educational experience involves much more that just delivery of content material. In addition to effective content delivery, a positive educational experience also involves a climate conducive to learning. The recent push for web courses with either little or no face-to-face contact ignores the importance of subtle and cumulative effects of a variety of factors that create a learning environment. It is shown that recent educational research has found that students learn more effectively if they become partners in a cooperative learning environment, but they need the skills to do so. A model describing collaborative group development, instructor behavior, and student readiness for on-line cooperative learning is provided to show how instructors can foster on-line collaboration. The concept of transactional distance is used to describe aspects of the distance learning environment. Specific examples and recommendations are given for decreasing transactional distance and increasing on-line collaboration.