The performance of a student evaluation of teaching system

Palmer, Stuart

doi:10.1080/02602938.2011.592935

Cited by 10 publications

(5 citation statements)

References 13 publications

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“…For comparison, we also include the academic performance of SEM223 for 2015 and 2016. We measured student satisfaction by means of a university standard survey of students who complete the course (Palmer, 2012). In this survey, 11 statements are posed and students indicate their agreement or disagreement on a Likert scale (Table 4).…”

Section: Methodsmentioning

confidence: 99%

Online and Design-Based Learning in Sophomore Engineering Mechanics

Long

Kaynak

Paulino

et al. 2018

Int J Innov Online Edu

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For many years, Deakin University in Australia has offered a four-year undergraduate engineering degree program; simultaneously online and on campus. This paper describes how we have applied a new design-and project-based pedagogy to a course in sophomore engineering mechanics for civil and mechanical engineers, both online and on campus. Specific challenges included how to deliver educational content and practical

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Section: Methodsmentioning

confidence: 99%

Online and Design-Based Learning in Sophomore Engineering Mechanics

Long

Kaynak

Paulino

et al. 2018

Int J Innov Online Edu

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“…Thus a student in another state or living in a remote area can access high-end engineering software without the expense of a powerful computer and without the school being required to mail installation CDs to the student. Courses are evaluated yearly by the students (Palmer, 2012a) and reviewed regularly to keep them up to date with engineering developments, improvements in communication technology, and student expectations (Hall et al, 2007).…”

Section: Figmentioning

confidence: 99%

Anywhere-Anytime Engineering Education in a Complete Undergraduate Program

Long

2020

Int J Innov Online Edu

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Increasingly, many STEM schools are interested in offering their educational programs online. They struggle with several difficulties associated with online education: the structure of programs and individual courses, communication among students and teachers, delivery of learning material, delivery of exams, accreditation, equity between on-campus and off-campus students, and especially the delivery of practical and laboratory training. This paper presents a longitudinal case study of engineering distance education and online learning in Australia. In the early 1990s, Deakin University faced these same challenges when it commenced teaching undergraduate engineering by distance education. It offers a full bachelor of engineering degree in both on-campus and off-campus modes. Student cohorts are approximately 70% on campus, 30% off campus. Fully accredited and part of the Washington Accord, the programs have adapted to advances in communications technology and changes in educational design. The success of the off-campus program was measured by five key performance indicators: enrollments, graduations, attrition, graduate employment, and graduate satisfaction. Data on these measures are presented from 1992 to 2016. The future direction of the school includes an emphasis on design-and project-based learning.

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“…At present, there are two evaluation methods of teaching quality: qualitative evaluation and quantitative evaluation, and four main evaluation systems such as system of attending a lecture, supervision system, teaching inspection system, and student evaluation system [4]. In most universities, a teaching quality evaluation form is formulated by the teaching administration staff for the students to conduct online evaluation of teachers' teaching quality in the mid-term or end-term of the semester, and then the administration staff combines the test scores of students to comprehensively assess and grade the teaching quality [5]. However, this student-oriented evaluation method has strong subjectivity, lacking analysis for relevant teaching data, and failing to play a guiding role in teaching [6].…”

Section: Introductionmentioning

confidence: 99%

A Teaching Quality Evaluation System of Massive Open Online Courses Based on Big Data Analysis

Wang¹,

Liu²

2019

Int. J. Emerg. Technol. Learn.

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Massive open online courses (MOOC) transcends the time and space limits of traditional classroom teaching, and promotes the sharing of teaching resources. However, the effect of this emerging teaching mode is yet to be determined. In this paper, the big data analysis is introduced to evaluate the MOOC teaching quality. Taking several online courses as an example, a video player was de-signed to compute the learning time using the Hadoop platform. On this basis, the author constructed a teaching quality evaluation platform. In addition, the learning cost coefficient was calculated by the naive Bayesian model, and the evaluation results were analysed in details. The research findings shed practical new light on the evaluation of MOOC teaching quality.

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The performance of a student evaluation of teaching system

Cited by 10 publications

References 13 publications

Online and Design-Based Learning in Sophomore Engineering Mechanics

Online and Design-Based Learning in Sophomore Engineering Mechanics

Anywhere-Anytime Engineering Education in a Complete Undergraduate Program

A Teaching Quality Evaluation System of Massive Open Online Courses Based on Big Data Analysis

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