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Student perceptions and instructional evaluations: A multivariate analysis of online and face-to-face classroom settings

机译：学生的看法和教学评估：在线和面对面教室设置的多元分析

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This study examined students' evaluations of faculty performance in traditional and online classes. The study design builds upon prior research that addressed socially relevant factors such as classroom environments, students' learning goals, expected, and received grades, and more importantly, students' ratings of instructors' performance. The sample consists of data from a population of humanities and social sciences faculty from a medium-sized southwest undergraduate university who taught both online and traditional classes during the semester periods Fall 2010 to Spring 2012. In a traditional setting, the evaluation factors (develops rapport with students, stimulates students, challenges student learning, provides timely feedback, and teaches fundamentals), and the external factors-(course level taught and gender)-were found to significantly contribute to faculty summary scores. In an online class, students consistently rank female instructors better. However, the evaluation criteria-develops student rapport, stimulates students, provides timely feedback, and teaches fundamentals (though not 'challenges and involves students in their learning')-mirrored the same affects observed in the traditional classroom evaluations. The finding that "teaches fundamentals" received the largest standardized beta-coefficient in both classrooms further confirms earlier research that university students perceive course mastery as a major indicator of instructor performance regardless of gender or rank. However, the results indicate that students' perceptions are different when attending a traditional versus online classroom setting. This infers that synchronous and asynchronous settings require different teaching styles and different evaluation criteria.
机译：这项研究检查了学生对传统和在线课程中教师表现的评价。该研究设计以先前的研究为基础，该研究针对社会相关因素，例如教室环境，学生的学习目标，期望和获得的成绩，更重要的是，学生对教师表现的评价。该样本包含来自西南一所中等规模大学的人文和社会科学系的数据，这些人在2010年秋季至2012年春季的学期中教授在线课程和传统课程。在传统情况下，评估因素（发展融洽关系）与学生一起，刺激学生，挑战学生的学习，提供及时的反馈，并教授基础知识），并且发现外部因素（（所教授的课程水平和性别）显着影响教师的总成绩。在在线课程中，学生始终会给女指导老师更好的排名。但是，评估标准可以发展学生的融洽关系，刺激学生，提供及时的反馈，并教授基础知识（尽管不是“挑战，要让学生参与学习”）也要反映出在传统课堂评估中观察到的相同影响。 “教学基础知识”在两个教室中均获得最大的标准化β系数的发现进一步证实了较早的研究，即大学生认为课程精通是指导教师绩效的主要指标，而不论性别或级别。但是，结果表明，在参加传统教室和在线教室时，学生的看法有所不同。这表明同步和异步设置需要不同的教学风格和不同的评估标准。

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