Characteristics and activities of teachers on distance learning programs that affect their ratings
This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Mo...
Guardado en:
| Autores principales: | , , , |
|---|---|
| Formato: | article |
| Lenguaje: | EN |
| Publicado: |
Athabasca University Press
2014
|
| Materias: | |
| Acceso en línea: | https://doaj.org/article/f27cc2b849674a798c0dbe1ef3c25923 |
| Etiquetas: |
Agregar Etiqueta
Sin Etiquetas, Sea el primero en etiquetar este registro!
|
| id |
oai:doaj.org-article:f27cc2b849674a798c0dbe1ef3c25923 |
|---|---|
| record_format |
dspace |
| spelling |
oai:doaj.org-article:f27cc2b849674a798c0dbe1ef3c259232021-12-02T16:59:50ZCharacteristics and activities of teachers on distance learning programs that affect their ratings10.19173/irrodl.v15i4.18851492-3831https://doaj.org/article/f27cc2b849674a798c0dbe1ef3c259232014-08-01T00:00:00Zhttp://www.irrodl.org/index.php/irrodl/article/view/1885https://doaj.org/toc/1492-3831 This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Moodle platform and from the Singidunum University information system, and then analysed with SPSS statistical software. The parameters considered as potentially affecting teacher ratings are: number of teachers engaged in a particular course, total number of courses in which the teacher is engaged, teacher’s gender and age, total number of the available resources, and so forth. The results imply that scores assigned to individual teachers are consistent in both traditional and distance learning programs. The average rate was perceived to be lower when there were several teachers in a single course; such an effect was enhanced in cases where there was a significant age discrepancy among them. The other factors considered did not show a significant association with teacher ratings. Students’ main remarks about the work of the teachers have been summarised at the end of this paper. Possible explanations and implications of the results are discussed and recommendations are given. Svetlana M. Stanišić StojićGordana DobrijevićNemanja StanišićNenad StanićAthabasca University Pressarticledistance learningteacher ratingstudent satisfactionSpecial aspects of educationLC8-6691ENInternational Review of Research in Open and Distributed Learning, Vol 15, Iss 4 (2014) |
| institution |
DOAJ |
| collection |
DOAJ |
| language |
EN |
| topic |
distance learning teacher rating student satisfaction Special aspects of education LC8-6691 |
| spellingShingle |
distance learning teacher rating student satisfaction Special aspects of education LC8-6691 Svetlana M. Stanišić Stojić Gordana Dobrijević Nemanja Stanišić Nenad Stanić Characteristics and activities of teachers on distance learning programs that affect their ratings |
| description |
This paper presents an analysis of teachers’ ratings on distance learning undergraduate study programs: 7,156 students enrolled in traditional and 528 students enrolled in distance learning studies took part in the evaluation questionnaire, assessing 71 teachers. The data were collected from the Moodle platform and from the Singidunum University information system, and then analysed with SPSS statistical software. The parameters considered as potentially affecting teacher ratings are: number of teachers engaged in a particular course, total number of courses in which the teacher is engaged, teacher’s gender and age, total number of the available resources, and so forth. The results imply that scores assigned to individual teachers are consistent in both traditional and distance learning programs. The average rate was perceived to be lower when there were several teachers in a single course; such an effect was enhanced in cases where there was a significant age discrepancy among them. The other factors considered did not show a significant association with teacher ratings. Students’ main remarks about the work of the teachers have been summarised at the end of this paper. Possible explanations and implications of the results are discussed and recommendations are given.
|
| format |
article |
| author |
Svetlana M. Stanišić Stojić Gordana Dobrijević Nemanja Stanišić Nenad Stanić |
| author_facet |
Svetlana M. Stanišić Stojić Gordana Dobrijević Nemanja Stanišić Nenad Stanić |
| author_sort |
Svetlana M. Stanišić Stojić |
| title |
Characteristics and activities of teachers on distance learning programs that affect their ratings |
| title_short |
Characteristics and activities of teachers on distance learning programs that affect their ratings |
| title_full |
Characteristics and activities of teachers on distance learning programs that affect their ratings |
| title_fullStr |
Characteristics and activities of teachers on distance learning programs that affect their ratings |
| title_full_unstemmed |
Characteristics and activities of teachers on distance learning programs that affect their ratings |
| title_sort |
characteristics and activities of teachers on distance learning programs that affect their ratings |
| publisher |
Athabasca University Press |
| publishDate |
2014 |
| url |
https://doaj.org/article/f27cc2b849674a798c0dbe1ef3c25923 |
| work_keys_str_mv |
AT svetlanamstanisicstojic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT gordanadobrijevic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT nemanjastanisic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT nenadstanic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings |
| _version_ |
1718382303308152832 |