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Exploring the impact of faculty reflection on weekly student evaluations of teaching

This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching tool through a virtual learning environment as a means to encourage reflective practice.

Year of Publication2011

This exploratory study considered Larrivee’s assessment of teachers’ reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In‐depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface‐level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.

Citation

WINCHESTER, T.; WINCHESTER, M. K. (2011) "Exploring the impact of faculty reflection on weekly student evaluations of teaching"The International Journal for Academic Development 16 (2) pp 119-131

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Additional keywords/tags

student evaluations of teachingvirtual learning environmentreflective practiceacademic developmentreflective learning
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Supporting the development of the national rural economy.

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