College Teaching Effectiveness Research Articles

An Optimized Decision Method for Smart Teaching Effect Based on Cloud Computing and Deep Learning.

In order to improve the effect of intelligent teaching and give full play to the role of intelligent technology in modern physical education, in this paper, cloud computing and deep learning methods are used to comprehensively evaluate the teaching effect of colleges and universities, and calculate the evaluation effect and accuracy. Cloud computing and deep learning algorithm combine the teaching evaluation scale, teaching content, and characteristics to formulate teaching plans for different students and realize targeted teaching evaluation. The results show that the teaching evaluation method proposed in this paper can improve students' learning interest by about 30%, enhance learning initiative by about 20%, and the matching rate between the actual teaching effect and the expected requirements is 98%. Therefore, cloud computing and deep learning model can improve the accuracy of teaching effect evaluation in colleges and universities, provide support for the formulation of teaching evaluation schemes, and promote the development of intelligent teaching in colleges and universities.

Research on the Immersive Classroom Teaching Mode of Colleges and Universities Based on Virtual Reality

In order to improve the teaching effect of colleges and universities and eliminate the disadvantage Figures of the traditional teaching mode, this paper applies virtual reality technology to the immersive teaching mode of colleges and universities and uses four-dimensional light field parameterization to describe the acquisition process and reproduction process of integrated imaging. Moreover, this paper studies the propagation characteristics of the light field during the reproduction of the integrated imaging system and establishes an evaluation method for the 3D scene reproduction capability of the integrated imaging system using light field parameters. In addition, this paper analyzes the problem of parameter matching between the acquisition end and the display end in the current integrated imaging system and does a detailed study on the method of light field conversion and gives the interpolation method of the light field image. Finally, this paper constructs an immersive teaching system for colleges and universities based on virtual reality and verifies the performance of the system through experimental research. From the experimental research results, it can be seen that the immersive classroom teaching model in colleges and universities based on virtual reality proposed in this paper has good teaching effects.

Research on the Construction and Application of Smart Space Teaching System

In view of the disadvantages of the traditional teaching model, based on a variety of educational ideas such as system theory, constructivism, multiple intelligences and educational equity, this paper studies the construction and application of smart space teaching system. It includes the construction of smart resource database, smart online course, data analysis and evaluation system, and applies it to the course of Electrotechnics in practice. The research and implementation of this system will help to improve the teaching effect of colleges and universities, mobilize students' learning initiative, improve teachers' professional level and comprehensively improve the quality of education and teaching.

College Curriculum Assessment Based on Improving Teaching Effect

With the continuous popularization of higher education in China, college education is becoming more and more important, and the improvement of teaching effect in colleges and universities is a key component to improve the educational level of colleges and universities. Therefore, it also has important practical significance for the curriculum assessment design to improve the teaching effect of colleges and universities. This paper first points out the current situation of college curriculum assessment and the existing problems, and then takes management as an example to propose the curriculum design and design ideas to improve the teaching effect.

The Role of Red Cultural Resources in Colleges and Universities’ Ideological and Political Course at We-media Time

At we-media time, interactive information dissemination way makes students easily lose their values, which strongly affects the teaching effect of colleges and universities’ ideological and political course. We should make full use of the value orientation of red cultural resources in Ideological and political education in Colleges and universities, and to ensure the discourse power of College Students' Ideological and political education in the media age.

The Scholarship of College Teaching: Research Opportunities in the New Millennium

This paper examines some of the challenges facing contemporary Canadian community colleges and explores research opportunities related to (a) measuring the effectiveness of college teaching, (b) preparing beginning college teachers, and (c) re-conceptualizing professional development programs. First, the criteria for measuring teaching effectiveness at colleges are often derived from those used in elementary and secondary schools; questions remain as to whether, or to what degree, these criteria are appropriate measures of effective teaching in the college setting. Second, unprecedented retirements are creating an influx of beginning faculty with extensive subject expertise but often with little or no training as professional teachers; while traditional mentorship models often function as in-house induction programs, innovative pre-service training programs are being developed to more fully prepare aspirants to the profession of college teaching. Finally, some colleges are re-conceptualizing their professional development programs, employing innovative models such as Teaching Circles which are designed to build communities of scholars focused on institutional excellence in teaching. Numerous opportunities exist for research into teaching effectiveness, faculty induction, and professional development amid the changes and challenges that currently face the community colleges.

Confronting Plagiarism: How Conventional Teaching Invites Cyber-cheating

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsArthur SterngoldArthur Sterngold is assistant professor of business administration at Lycoming College. He has chaired the college's teaching-effectiveness committee and was the first director of the college's Institute for Management Studies. He entered academe after working in advertising, government, and politics.

Single-Item Reliability: A Replication and Extension

The reliability of a single-item measure of student-rated college teaching effectiveness was estimated with two different methods and at two levels of analysis. The two methods are the correction for attenuation formula and factor analysis. The two levels of analysis are the group level (10, 682 classes) and the individual level (323, 262 students). Reliability estimates were higher using factor analysis (.88) than the correction for attenuation formula (.64), and they were higher using group-level data (.82) than individual-level data (.70). Based on the assumptions and limitations of each method used, the authors conclude that a minimum estimate of .80 for single-item reliability is reasonable for group-level data. The authors reaffirm a minimum reliability estimate of .70 for individual-level data, as previously concluded by Wanous, Reichers, and Hudy, who estimated single-item reliability for measures of overall job satisfaction using individual-level data.

Student Evaluation of College Teaching Effectiveness: a brief review

ABSTRACT This paper presents a brief review of the existing research on student written evaluations of the teaching performance of college and university instructors. First, a short historical background is given. Next, arguments are presented which have been advanced for and against the use of student written evaluations as a valid indicator of teaching effectiveness, followed by a discussion of various background characteristics which have been thought to influence student ratings. Student and faculty reaction to the use of student ratings is discussed, and finally suggestions for further investigation are given.

A Methodology for Evaluating College Teaching Effectiveness

SUMMARY SUMMARY In this paper a multidimensional model for evaluating college teaching effectiveness is developed to select the best faculty member for a teaching award. The model is based on the assumption that teaching effectiveness is a linear function of five variables: (a) students’ evaluation; (b) graduating students’ evaluation; (c) chairman's input; (d) colleagues’ input; (e) course file. These variables have been quantified to obtain teaching effectiveness scores for the faculty members eligible for the award contest. The scores of the five variables are standardized prior to differential weighting. The reason for incorporating these five standardized weighted variables into the model is to ensure the fairness and objectivity of this evaluation process. The model has been implemented in a college to select a faculty for an outstanding teacher award.

On "Construct validity of measures of college teaching effectiveness."

On "Construct validity of measures of college teaching effectiveness."

On "Construct validity of measures of college teaching effectiveness."

On "Construct validity of measures of college teaching effectiveness."

Classroom teaching behaviors related to college teaching effectiveness

AbstractCollege teaching effectiveness, as perceived by students, can be predicted from specific, observable classroom behaviors of the instructor and can be improved through feedback and training procedures designed to modify these behaviors.

Personality, classroom behavior, and student ratings of college teaching effectiveness: A path analysis.

This study tested the hypothesis that classroom teaching behavior mediates the relation typically found between personality and college teaching effectiveness. Colleagues rated 37 full-time college instructors on 29 personality traits, and trained observers assessed the frequency with which the same instructors exhibited 95 specific classroom teaching behaviors. Instructional effectiveness was measured by global end-of-term student ratings averaged over a 5-year period. Path analyses revealed that approximately 50% of the relation between personality and teaching effectiveness was mediated by classroom behavior. Results are discussed in terms of the validity of student ratings of teaching and in relation to Dunkin and Biddle's (1974) model of classroom teaching.

Construct validity of measures of college teaching effectiveness.

Tour d'horizon des recherches sur la precision des diverses methodes d'evaluation de l'efficacite des enseignements. Problemes specifiques dus aux limites des techniques de recherche. La comparaison des appreciations sur leurs enseignants des eleves actuels et des anciens eleves est un procede particulierement interessant. Etude sur un echantillon de quarante-trois assistants d'universite representant huit disciplines

Construct validity of measures of college teaching effectiveness.

Construct validity of measures of college teaching effectiveness.

Personality, classroom behavior, and student ratings of college teaching effectiveness: A path analysis.

Personality, classroom behavior, and student ratings of college teaching effectiveness: A path analysis.

Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness.

Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness.

Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness.

Low-inference classroom teaching behaviors and student ratings of college teaching effectiveness.

Effects of Halo-Effect Instructions on Level of Ratings and Intercorrelations

This study is from a program of empirical examinations of the effects of format on students' ratings of effectiveness of college teaching. One crucial inadequacy of rating scales in general, and student rating scales in particular, is the The effect was defined by Stalnaker and Remmers (1928) as the tendency to allow the general impression of the ratee to influence markedly the evaluation of specific traits. Unpublished empirical evidence indicates intercorrelations of .30 or higher among most items. This implies a There is also considerable conjecture that the effect operates in students' ratings. The purpose of this exploratory study was to investigate if mere instructions ro students to rate each item independently of all other items would produce lower ratings and also lower intercorrelations than directions without this instruction. If the simple instruction to rate each item independently produced lower ratings and intercorrelarions then the cumbersome and little used forced choice format would not have to be used. Two classes in education at the University of South Florida in December, 1973 constituted the student samples. One instructor taught guidance and the other taught curriculum. Within each class, students were randomly assigned to the two treatment groups, Halo, or Conventional (no anti-Halo instruction). Ss were told they were participating in a study of the language of instructors' raring scales, and to rate the instructor and course as they ordinarily would if no study were being conducted. The rating scale was a conventional 15-item instructor and course rating scale developed at the University. Rating categories were: Far Above Average ( 5 ) , Above Average (4) . Average ( 3 ) , Below Average ( 2 ) , Far Below Average ( 1 ) . Ns, group reliability estimates based on analyses of variance, means adjusted for the five-point scale, and total unadjusted means and standard deviations, respectively, for Instructor 1 were: 24, .go, 4.07, 61.08 and 7.30 for Halo; and 26, .90, 4.11, 61.63 and 7.74 for Conventional. The same statistics for Instructor 2 were: 23, 9 1 , 3.37, 50.57 and 9.14 for Halo; and 25, .86, 3.51, 52.60 and 8.82 for Conventional. Separate analyses of variance of ratings indicated no significant differences on either total score or on any individual item for either instructor. Inspection of the items' intercorrelations within each group gave no noticeable differences in magnitudes of correlations for either instructor. The intercorrelations for each instructor ranged mostly from .OO to .60 with relatively few higher or lower. Some items for both treatments had noticeably higher intercorrelations than others but there were no noticeable differences between instructions. It is concluded that mere instruction to student raters to consider each item independently of all other items does not reduce halo effect.