A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching

2007 ◽  
Vol 38 (6) ◽  
pp. 1085-1101 ◽  
Author(s):  
Ali Ardalan ◽  
Roya Ardalan ◽  
Samuel Coppage ◽  
William Crouch
Keyword(s):  
Student Feedback ◽  
Web Based ◽  
Faculty Teaching

scholarly journals Analysis of Faculty Teaching using Multi-criteria Decision Making Approach

2018 ◽  
Vol 7 (2.28) ◽  
pp. 74
Author(s):  
Dhrubajyoti Ghosh ◽  
Anita Pal
Keyword(s):  
Decision Making ◽  
Vital Role ◽  
Student Feedback ◽  
Ranking Method ◽  
Multi Criteria Decision Making ◽  
Web Based ◽  
Faculty Teaching ◽  
Neutrosophic Logic ◽  
The Given

In order to maintain a good standardof any college, the institution should follow paper  based  approach  or  web-based approach  to  gather  student  feedback  on  faculty  teaching to maintain the qualities of the faculty. Students have very much concerned about their teachers who have played a vital role in their life in both outside or inside of the institutions which helps them to justify a teacher and it comes in form of their feedback. In this paper, we introduce a ranking method of the given feedback's factors of teacher's performances with the help of multi-criteria decision making approach using neutrosophic logic.  We  use  the  score   and  accuracy functions  and  the  hybrid  score-accuracy  functions  of single  valued  neutrosophic  numbers  (SVNNs)  and ranking  method  for  SVNNs. 

scholarly journals ROLES OF FACULTY IN TEACHING ASYNCHRONOUS UNDERGRADUATE COURSES

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Libby V. Morris ◽  
Haixia Xu ◽  
Catherine L. Finnegan
Keyword(s):  
Online Courses ◽  
Future Research ◽  
Online Environment ◽  
Faculty Roles ◽  
Web Based ◽  
Teaching Online ◽  
Faculty Teaching ◽  
Asynchronous Courses ◽  
Novice Instructors ◽  
The Relationship

Although the availability of web-based education and the number of totally asynchronous courses have grown exponentially in the last decade, the literature on online instruction offers limited empirical guidance to faculty teaching in this environment. Much of the literature is anecdotal and prescriptive, and much more research needs to be done to situate research in practice settings. This study examines faculty roles in the online environment through the perceptions of faculty teaching online and through the archival analysis of their courses. Data were collected through document analysis of ten online courses and from interviews with thirteen instructors in the humanities and social sciences. Using Berge’s typology of online facilitator roles, this study examined the relationship between roles as perceived and enacted by faculty, identified wide variations in faculty roles and participation between experienced and novice instructors, and explored the relationship between faculty workload and perception of facilitation in the online environment. Directions for future research are suggested.

Web-based student feedback to improve learning

1999 ◽  
Vol 31 (3) ◽  
pp. 151-154 ◽  
Author(s):  
Jason Lowder ◽  
Dianne Hagan
Keyword(s):  
Student Feedback ◽  
Web Based

Using technology to automate syllabus construction for programmatic, curricular, faculty and experiential assessment activities

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maryann Wu ◽  
Dabrick A. Brill ◽  
Mrunmayee Prakash Shirodkar ◽  
Jianxuan Tan ◽  
Mukesh Poptani ◽  
...  
Keyword(s):  
Data Analytics ◽  
Shared Responsibility ◽  
Methods Course ◽  
Program Outcomes ◽  
Web Based ◽  
Content Type ◽  
Curriculum Assessment ◽  
Disease States ◽  
Faculty Teaching ◽  
Business Operations

PurposeWith a growing need to assess multiple aspects of healthcare education, the goal of this study was to develop an innovative web-based application to streamline assessment processes and meet the increasingly complex role of the educational manager.Design/methodology/approachAARDVARC (Automated Approach to Reviewing and Developing Valuable Assessment Resources for your Curriculum) was created with the core function of standardizing course syllabi through the use of a web-based portal and the ability to query fields within the portal to collect multiple points of data. AARDVARC permits quick and efficient gathering of programmatic, curricular, faculty, teaching, preceptor and financial data to facilitate meaningful change and a shared responsibility of assessment. This software has allowed automatic completion of complex analytics each semester, including coverage of program outcomes, course learning objectives, teaching and assessment methods, course readings, topics covered in the curriculum, faculty teaching hours, experiential activities, coverage of disease states and scheduling of peer observation of teaching.FindingsThree years after its initial launch, AARDVARC is now used by 520 faculty, 60 staff, 44 preceptors and over 2,000 students across multiple health profession and science programs. Data analytics through AARDVARC have allowed the School to reimagine how assessment can be conducted and have provided a pathway for making evidence-based programmatic and curricular changes.Originality/valueThis original software has provided an innovative approach to conduct assessment that combines best practices in curriculum, assessment, data analytics and educational technology while improving the overall quality, speed, and efficiency of academic and business operations.

Web Enhanced vs. Traditional Approach for a Science Course

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Gennadiy Kuleshov
Keyword(s):  
Traditional Approach ◽  
Rapid Development ◽  
Discussion Board ◽  
Student Feedback ◽  
Main Theme ◽  
Teaching With Technology ◽  
Web Based ◽  
Science Courses ◽  
Undergraduate Science ◽  
Specific Learning

The use of web enhanced curriculum to teach and reinforce science concepts based on specific learning objectives has been a positive experience for faculty and students. This chapter provides a review of the rapid development of web enhanced science courses as a teaching-with-technology alternative to the traditional approach. The main theme of the article is a step by step introduction to the design, implementation, and usage of a computer-aided system in teaching undergraduate science (physics, mathematics, electronics, and chemistry) courses with an adequate laboratory experience. These steps are (i) the learning management system evaluation and selection; (ii) computerized course curriculum adjustment to a web-based format; (iii) the simulations (virtual labs) and animated illustrations if needed; (iv) the establishment of threaded discussion board where each student is expected to participate in discussions moderated by a professor; (v) computerized test set ups; (vi) student feedback summarization and analysis.

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