scholarly journals CONSIDERATIONS FOR DEVELOPING EVALUATIONS OF ONLINE COURSES

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Sue D. Achtemeier ◽  
Libby V. Morris ◽  
Catherine L. Finnegan
Keyword(s):  
Effective Teaching ◽  
Teaching And Learning ◽  
Online Courses ◽  
Course Evaluation ◽  
Assessment Instruments ◽  
Evaluation Instrument ◽  
Educational Benefits ◽  
University System Of Georgia ◽  
The University ◽  
Effective Teaching And Learning

Exploration of how to assure effective teaching and learning online is extremely important and timely as many institutions seek to maximize the educational benefits from this constantly developing technology. This study categorizes principles gathered from an extensive review of the literature focusing on current best practices for effective teaching and learning in online courses. It compares the presence of those principles in items gleaned from a review of assessment instruments currently in use by thirteen Georgia institutions and several national online courses. Results, which were used to inform the revision of the University System of Georgia eCore course evaluation instrument, provide a rubric for assessing and informing other instruments used to evaluate online course instruction.

Silent Partners: Student Course Evaluations and the Construction of Pedagogical Worlds

1969 ◽  
Vol 24 (1) ◽  
Author(s):  
Pia Marks
Keyword(s):  
Teaching And Learning ◽  
Department Chairs ◽  
Student Evaluation ◽  
Course Evaluation ◽  
Genre Theory ◽  
Course Evaluations ◽  
Evaluation Instrument ◽  
Rhetorical Genre ◽  
The University ◽  
Discourse Practice

This pilot study examines the student evaluation of courses as a situated discourse practice. It seeks to understand how the practice informs student and instructor attitudes, practices, and identities by examining a particular case - the course evaluation instrument used in the Faculty of Arts at the University of Waterloo. Rhetorical genre theory provides a theoretical framework to understand the practice in pragmatic, semiotic, and hegemonic terms. An interdiscursive approach (Bhatia, 2008) was used to examine the practice, including a textual analysis of the instrument itself to reveal the ideological perspectives about teaching and learning that inhere in it, as well as a qualitative study of the genre's users (students, course instructors, department chairs) to ascertain the genre's received meaning and how the genre informs and influences actions as a result of this meaning. Results indicate that the genre projects an institutionally dominant ideology about teaching and learning in the Faculty of Arts which is at odds with emerging practices. Qualitative analysis suggests that the instrument acts a silent partner for students, mediating pedagogical meaning for them, as well as for instructors, seeking to impose institutionally dominant pedagogies and to influence their pedagogical decisions.Key words: course evaluations, rhetorical genre theory, teaching and learning paradigms, institutional pedagogies

IMPLEMENTASI MODEL PEMBELAJARAN PENDIDIKAN AGAMA ISLAM DENGAN PENDEKATAN KONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITAS PEMBELAJARAN DI SMP NEGERI 13 KOTA MALANG

2014 ◽  
Vol 5 (1) ◽  
Author(s):  
Romlah .
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Lesson Plan ◽  
Teaching Model ◽  
Traditional Teaching ◽  
Review Time ◽  
The Subject ◽  
Effective Teaching And Learning

IMPLEMENTASI MODEL PEMBELAJARANPENDIDIKAN AGAMA ISLAM DENGAN PENDEKATANKONTEKSTUAL SEBAGAI UPAYA MENINGKATKAN KUALITASPEMBELAJARAN DI SMP NEGERI 13 KOTA MALANGOleh :Romlah *)Fakultas Agama Islam UMMABSTRACTIslamic Education teaching and learning process considerably applied traditional teaching modelsresulting low student’s interest in the subject. It influenced the internalization of Islamic Educationvalues to students. According to the above background, contextual approach was assumed to create amore meaningful and effective teaching and learning process. The study revealed that most teachersdeveloped instructional material merely based on Teacher Association for Islamic EducationReference, a discrepancy between lesson plan and the implementation was found due to insufficienttime and too-much material, and a problem in applying various methods was found due to student’sbasic competence diversity ranging from the 75-80% to 20-25% mastery creating less conduciveatmosphere for effective teaching and learning process. Accordingly, Islamic Education teachersneeded to review the previous materials using questioning technique and point particular students toanswer the questions during the review time to attract more attention.Keywords: Implementation of IslamicEducation Teaching Model, ContextualApproach, Improving the Teaching andLearning Process

Incorporation of GTM and CLT: An Effective Way to Teach & Learn English in Bangladesh

2021 ◽  
pp. 47-51
Author(s):  
Asif Al Matin
Keyword(s):  
Effective Teaching ◽  
Learning Process ◽  
Education System ◽  
Teaching And Learning ◽  
Native Language ◽  
Language Skills ◽  
Long Time ◽  
Teaching Learning ◽  
Effective Teaching And Learning

The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.

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