Abstract
Formative feedback from students can help college instructors improve their online teaching practices - especially instructors who are new to online teaching. Prior research indicates that mid-semester formative evaluations of college teaching are a promising, low-cost solution to providing online instructors with in-the-moment feedback. However, existing instruments suffer from issues of validity and bias, and fail to align with evidence-based strategies. In this paper, we present psychometric results from a pilot study of our research-based Mid-Semester Evaluation of College Teaching (MSECT) to assist online educators in gathering student input to improve their online teaching and classroom climate.
Publisher
The Online Learning Consortium
Subject
Computer Networks and Communications,Education
Cited by
6 articles.
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