Web‐based student feedback: comparing teaching‐award and research‐award recipients

2010 ◽  
Vol 35 (1) ◽  
pp. 71-82 ◽  
Author(s):  
Diane G. Symbaluk ◽  
Andrew J. Howell
Keyword(s):  
Student Feedback ◽  
Web Based ◽  
Research Award ◽  
Teaching Award

A comparison of student feedback obtained through paper-based and web-based surveys of faculty teaching

2007 ◽  
Vol 38 (6) ◽  
pp. 1085-1101 ◽  
Author(s):  
Ali Ardalan ◽  
Roya Ardalan ◽  
Samuel Coppage ◽  
William Crouch
Keyword(s):  
Student Feedback ◽  
Web Based ◽  
Faculty Teaching

Web-based student feedback to improve learning

1999 ◽  
Vol 31 (3) ◽  
pp. 151-154 ◽  
Author(s):  
Jason Lowder ◽  
Dianne Hagan
Keyword(s):  
Student Feedback ◽  
Web Based

scholarly journals Analysis of Faculty Teaching using Multi-criteria Decision Making Approach

2018 ◽  
Vol 7 (2.28) ◽  
pp. 74
Author(s):  
Dhrubajyoti Ghosh ◽  
Anita Pal
Keyword(s):  
Decision Making ◽  
Vital Role ◽  
Student Feedback ◽  
Ranking Method ◽  
Multi Criteria Decision Making ◽  
Web Based ◽  
Faculty Teaching ◽  
Neutrosophic Logic ◽  
The Given

In order to maintain a good standardof any college, the institution should follow paper  based  approach  or  web-based approach  to  gather  student  feedback  on  faculty  teaching to maintain the qualities of the faculty. Students have very much concerned about their teachers who have played a vital role in their life in both outside or inside of the institutions which helps them to justify a teacher and it comes in form of their feedback. In this paper, we introduce a ranking method of the given feedback's factors of teacher's performances with the help of multi-criteria decision making approach using neutrosophic logic.  We  use  the  score   and  accuracy functions  and  the  hybrid  score-accuracy  functions  of single  valued  neutrosophic  numbers  (SVNNs)  and ranking  method  for  SVNNs. 

scholarly journals On Language

1994 ◽  
Vol 6 (1) ◽  
pp. 92-98 ◽  
Author(s):  
Steven Pinker
Keyword(s):  
American Psychological Association ◽  
Visual Cognition ◽  
Harvard University ◽  
Early Career ◽  
National Academy Of Sciences ◽  
Conceptual Semantics ◽  
Research Award ◽  
Mcgill University ◽  
Teaching Award ◽  
Academy Of Sciences

Steven Pinker is a professor in the Department of Brain and Cognitive Sciences at MIT, and in 1994 will become director of its McDonnell-Pew Center for Cognitive Neuroscience. He received his B.K from McGill University in 1976 and his Ph.D. from Harvard University in 1979, both in experimental psychology, and taught at Harvard and Stanford before joining the faculty of MIT in 1982. He has done research in visual cognition and the psychology of language, and is the author of Language Learnability and Language Development (1984) and Learnability and Cognition (1989) and the editor of Visual Cognition (1985), Connections and Symbol (1988, with Jacques Mehler), and Lexical and Conceptual Semantics (1992, with Beth Levin). He was the recipient of the Early Career Award in 1984 and the Boyd McCandless Award in 1986 from the American Psychological Association, a Graduate Teaching Award from MIT in 1986, and the Troland Research Award from the National Academy of Sciences in 1993. His newest book, The Language Instinct, will be published by William Morrow & Company in January 1994.

Web Enhanced vs. Traditional Approach for a Science Course

2011 ◽  
pp. 103-116 ◽  
Author(s):  
Gennadiy Kuleshov
Keyword(s):  
Traditional Approach ◽  
Rapid Development ◽  
Discussion Board ◽  
Student Feedback ◽  
Main Theme ◽  
Teaching With Technology ◽  
Web Based ◽  
Science Courses ◽  
Undergraduate Science ◽  
Specific Learning

The use of web enhanced curriculum to teach and reinforce science concepts based on specific learning objectives has been a positive experience for faculty and students. This chapter provides a review of the rapid development of web enhanced science courses as a teaching-with-technology alternative to the traditional approach. The main theme of the article is a step by step introduction to the design, implementation, and usage of a computer-aided system in teaching undergraduate science (physics, mathematics, electronics, and chemistry) courses with an adequate laboratory experience. These steps are (i) the learning management system evaluation and selection; (ii) computerized course curriculum adjustment to a web-based format; (iii) the simulations (virtual labs) and animated illustrations if needed; (iv) the establishment of threaded discussion board where each student is expected to participate in discussions moderated by a professor; (v) computerized test set ups; (vi) student feedback summarization and analysis.

scholarly journals Learning about water resource sharing through game play

2016 ◽  
Author(s):  
Tracy Ewen ◽  
Jan Seibert
Keyword(s):  
Learning Outcomes ◽  
Water Resource ◽  
Resource Sharing ◽  
Water Resource Management ◽  
Sustainable Use ◽  
Student Feedback ◽  
Classroom Setting ◽  
Web Based ◽  
Decision Outcomes ◽  
Abstract Games

Abstract. Games are an optimal way to teach about water resource sharing, as they allow real-world scenarios to be enacted. Both students and professionals learning about water resource management can benefit from playing games, through the process of understanding both the complexity of sharing of resources between different groups and decision outcomes. Here we address how games can be used to teach about water resource sharing, through both playing and developing water games. An evaluation of using the web-based game Irrigania in the classroom setting is first presented, supported by feedback from several educators who have used Irrigania to teach about the sustainable use of water resources, and decision making, at university and high school levels. We then present the development of two water games in a course for master students in geography, as a way to teach and communicate about water resource sharing, together with a discussion of the learning outcomes based on our experience and student feedback.

Second Language Writing Instruction through Blended Learning

2010 ◽  
pp. 716-728
Author(s):  
Alison Nagel ◽  
Kai Woodfin
Keyword(s):  
Blended Learning ◽  
Writing Instruction ◽  
Undergraduate Students ◽  
Second Language Writing ◽  
Student Feedback ◽  
Web Based ◽  
Teaching Programme ◽  
Language Writing ◽  
E Learning ◽  
The University

This chapter presents the results of a blended learning course in writing instruction piloted at the University of Freiburg for undergraduate students of English. It provides a brief overview of recent research into online learning with discussion of the trend from e-learning to blended learning and discusses a selection of web-based technologies. This is followed by an outline of the syllabus with a focus on the technologies used. It concludes with a discussion of student feedback and evaluation of the course and the implications of these for the future integration of blended learning within the current teaching programme.

Effect of directorial intervention on web-based student feedback

2009 ◽  
Vol 13 (4) ◽  
pp. 248-251 ◽  
Author(s):  
J. I. Virtanen ◽  
K. Suomalainen ◽  
M. Aarnio ◽  
M. Silenti ◽  
H. Murtomaa
Keyword(s):  
Student Feedback ◽  
Web Based
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