Palomar College is certainly not alone in devoting time and resources to document the variables involved in effective teaching and learning. Instructors are being asked to include student learning outcomes (SLOs) on all class syllabi. We have a Learning Outcomes Council (LOC) as well as a Palomar Outcomes Database (POD). This issue of learning outcomes and how best to promote them was the topic of a number of studies presented and discussed at the 2010 Annual Conference on Distance Teaching & Learning.
While some have argued that students are not effective judges of what teacher variables promote student learning, most assessment programs do consider student evaluations to be important. Most student evaluations ask students to rate, on a Likert scale questionnaire, how well teachers measure up to some list of predefined characteristics. By contrast, a study conducted by Memorial University used a student survey instrument composed of open-ended questions designed to assess students’ perceptions of effective teaching. According to the report, “The primary purpose of this research was to identify the characteristics of effective on-campus and distance teaching as they are perceived by students at Memorial University, to determine if these characteristics are consistent across the two modes of delivery, and to isolate instructor behaviours that students believe are components of effective teaching in both on-campus and distance courses.” An interesting design strategy of the study was to “leave open-ended the qualities of effective teaching.” Students were not asked to rate their teaching-learning experience based on some preconceived ideas of educators but were free to discuss their perception of the experience in a narrative format. “In the analysis phase of the project, 69 adjectives that described instructor behaviours were isolated. Further analysis of these 69 characteristics, and the behaviours associated with them, distilled to nine predominant themes, indicating nine prominent characteristics and sets of behaviours . . . that are indicators of effective teaching.”
On-campus students identified the following 9 most important teacher characteristics that best promoted their learning (1= most frequented cited,9=9th most frequently cited).
One of the research questions of the study was to determine whether or not characteristics considered important for good teaching in an on-campus environment would be similar to the characteristics important for good teaching in an online environment. The results indicated that,apparently, good teaching is good teaching irrespective of delivery modality; with some minor differences in emphases, the same nine characteristics turned up on both lists. Here is the list of teacher characteristics important to online students.
Those who have denigrated the concept of student ratings as being little more than a popularity contest, or a poll of which teachers tell the best jokes, might reconsider that view if other studies support this study’s results: it may be that students are capable of identifying variables important to their learning after all.
Delaney, J., Johnson, A., Johnson, T., Treslan, D. (2010). “Students’ Perceptions Of Effective Teaching In Higher Education.” 2010 Annual Conference on Distance Teaching & Learning. Board of Regents of the University of Wisconsin System.