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Identifying factors underlying the quality of online teaching effectiveness: An exploratory study

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Abstract

TRADITIONALLY CAMPUS-BASED COURSES rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current student evaluations of teaching instruments do not adequately assess many of the essential constructivist-based teaching practices recommended for quality online learning experiences. One of the best known summaries of research-based instructional practices is the widely disseminatedSeven Principles of Effective Teaching authored by Chickering and Gamson (1987). The majority of learner-centered instructional practices which comprise the Seven Principles framework are clearly focused on constructivist-based teaching practices. This study was an initial effort toward the development of a student evaluation of online teaching instrument based on the Seven Principles framework. Four hundred and eighty-nine students enrolled in WebCT courses at Montana State University completed the 26 item instrument. TheStudent Evaluation of Online Teaching Effectiveness (SEOTE) was found to be highly reliable and yielded four interpretable factors. The four factors were interpreted as Student-Faculty Interaction, Active Learning, Time on Task, and Cooperation Among Students.

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  1. Arthur W. Bangert

    Present address: Department of Education, Montana State University, 134 Reid Hall, 59717, Bozeman, MT

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    1. Arthur W. Bangert
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    ABOUT THE AUTHORArthur W. Bangert is an Assistant Professor in the Adult and Higher Education Program at Montana State University (MSU) where he teachers courses in educational statistics, research methods, and educational assessment. Prior to his work at MSU, Dr. Bangert was a school psychologist, guidance counselor, and test consultant for a major publishing company. Dr. Bangert’s research interests include designing, teaching, and evaluating online learning environments and the use of Teacher Work Sample Methodology for training pre-service teachers in the design of quality classroom assessments.

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    Bangert, A.W. Identifying factors underlying the quality of online teaching effectiveness: An exploratory study. J. Comput. High. Educ. 17, 79–99 (2006). https://doi.org/10.1007/BF03032699

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