Instructional development for teachers in higher education: Effects on students’ perceptions of the teaching–learning environment

Abstract

Instructional development for teachers in higher education does not easily result in effects on students' perceptions of the teaching and learning environment. Perspectives for further research into instructional development are discussed.

How regulatory teaching impacts university students' perceptions of the teaching-learning process: The role of teacher training

“…Unlike the results of the present study, the authors conclude that the impact of the teacher training on learning outcomes was limited, and they did not find significant effects on student perceptions about the teaching-learning environment (Stes et al, 2012a;2012b). Perhaps this was due to the teachers' lack of experience, or because program effects on student perceptions occur slowly (Gibbs & Coffey, 2004;Postareff et al, 2007).…”

“…There are few studies that analyze the effects of these programs, especially quantitative studies with quasi-experimental designs (Stes, Min-Leliveld et al, 2010). The effects that have been evaluated are mainly conceptions, beliefs (Ho et al, 2001;Norton et al, 2005), teaching approaches (Hanbury et al, 2008;Postareff et al, 2007;Stes, Coertjens & Van Petegem, 2010) and teacher satisfaction (Hoogveld et al, 2005;Trigwell, Caballero & Han, 2012), but not the effects of these programs on students' learning.…”

Validation of a modified version of the Experiences of Teaching and Learning Questionnaire

“…The short version was further modified into the Finnish context, so that it shifted the focus from course level to students' degree program level (Parpala, Lindblom-Ylänne, Komulainen & Entwistle, 2013). However, some uncertainty persists as to how the constructs of the ETLQ are measured, as confirmation of measurement properties of the shortened ETLQ has been challenging (Parpala et al, 2013;Stes, De Maeyer, Gijbels & Van Petegem, 2012).…”

Adaptación y Validación Preliminar del SPQ y el CEQ Para el Estudio de la Formación en Docencia Universitaria en el Contexto Chileno

“…Si bien algunos estudios actuales han comenzado a indagar en los procesos de enseñanza y aprendizaje a través de la aplicación del modelo 3P con metodologías integradoras que incluyen una serie de estrategias multivariadas y multinivel para considerar cada elemento en su interrelación con los demás ( Stes, De Maeyer, Gijbels & Van Petegem, 2012), los instrumentos que evalúan el eje de procesos del modelo 3P han sido construidos y desarrollados por separado. Asimismo, muchas veces son usados para responder a preguntas y necesidades específicas sobre las variables a las cuales se enfocan cada uno de ellos.…”