The Development of an Instrument for Assessing Online Teaching Effectiveness
Journal of Educational Computing Research Volume 35, Number 3, ISSN 0735-6331
Traditional student evaluations of teaching do not adequately assess the essential constructivist-based practices that have been recommended for effective online instruction. There is a need for student evaluation of teaching instruments that are specifically designed to provide online instructors with valid feedback about the effectiveness of their online teaching practices. This study was undertaken to develop and validate a student evaluation of online teaching effectiveness instrument based on Chickering and Gamson's (1987) Seven Principles of Effective Teaching. Eight hundred and seven students enrolled in WebCT courses at a mid-sized university in the western United States completed the Student Evaluation of Online Effectiveness (SEOTE) for this study. Results from an exploratory factor of analysis of a randomly selected sub-sample of SEOTE responses of online students yielded four interpretable factors: Student-Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students. A confirmatory factor analysis of the second subsample found that the hypothesized four-factor model fit the data well. (Contains 3 tables and 1 figure.)
Bangert, A.W. (2006). The Development of an Instrument for Assessing Online Teaching Effectiveness. Journal of Educational Computing Research, 35(3), 227-244.
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Paths to Exemplary Online Teaching: A Look at Teacher Roles, Competencies and Exemplary Online Teaching
Evrim Baran, Ana-Paula Correia & Ann Thompson, Iowa State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 2853–2860
Ronald McBride, Northwestern State University of Louisiana, United States; Amber Thompson, Isothermal Community College, United States
Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 513–518
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