I have had a few conversations with people regarding non-traditional
instruction (flipped, blended, etc.). One comment that I heard several
times is that instructors who engage in non-traditional instruction
(flipped, etc.) received *permanently* decreased student evaluations.
I was asked to collect first-hand statements on this and am hoping
that people in this community can provide there experiences.
Factors that may affect student evaluations of faculty
* the year of the students (first-year versus senior level courses)
* class size (our first and second-year classes have up to 500
students)
* the amount of non-traditional instruction at the institution (this
is brand new at my institution)
* the amount of non-traditional instruction the student have received
(I'm primarily interested in a students first experience, because
after that they generally self-select traditional or non-traditional
instruction)
* the nature of the non-traditional instruction (flipped vs. blended)
Expanding on the last factor, I recently realized that there may be an
initial bias favoring blended instruction. In flipped instruction,
students are expected to complete pre-class activities and then attend
every class. In blended instruction, students complete activities in
lieu of coming to class. My hypothesis is that student will initially
prefer blended instruction because they see it as less work (less
class time). Yes, I know this may be a short-lived belief, but it is
an initial perception that may impact their evaluation of the
instructor.
Any information you can provide would be greatly appreciated!
Thanks,
Dr. Roy Jensen
(==========)-----------------------------------------¤
Lecturer, Chemistry
E5-33F, University of Alberta
780.248.1808
Dr. Roy Jensen
(==========)-----------------------------------------¤
Lecturer, Chemistry
E5-33F, University of Alberta
780.248.1808