Henrik Levinsson, August Nilsson, Katarina Mårtensson, Stefan D. Persson
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引用次数: 0
Abstract
Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways.
有关学生教学评价（SET）的研究表明，课程设计对于学生评价的质量和学生参与度的重要性至少与教师的表现相同。我们对 6000 多份 SET 进行的数据分析证实了这一点。两个分层多元回归模型显示，课程设计对感知质量的预测作用明显强于教师，而课程设计对学生参与度的预测作用明显强于教师。虽然教师这一变量对感知质量有明显的预测作用，但对学生参与度的预测作用并不明显。与以往的研究结果一致，这些结果表明，强调课程设计的重要影响非常重要。我们将特别从改进教学实践和学生学习的角度，以及从如何有意义地利用学生对教学的评价的角度来讨论这些结果。
期刊介绍：
Higher Education is recognised as the leading international journal of Higher Education studies, publishing twelve separate numbers each year. Since its establishment in 1972, Higher Education has followed educational developments throughout the world in universities, polytechnics, colleges, and vocational and education institutions. It has actively endeavoured to report on developments in both public and private Higher Education sectors. Contributions have come from leading scholars from different countries while articles have tackled the problems of teachers as well as students, and of planners as well as administrators.
While each Higher Education system has its own distinctive features, common problems and issues are shared internationally by researchers, teachers and institutional leaders. Higher Education offers opportunities for exchange of research results, experience and insights, and provides a forum for ongoing discussion between experts.
Higher Education publishes authoritative overview articles, comparative studies and analyses of particular problems or issues. All contributions are peer reviewed.
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