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

Winchester, Tiffany M. and Winchester, Maxwell 2011, Exploring the impact of faculty reflection on weekly student evaluations of teaching, International journal for academic development, vol. 16, no. 2, pp. 119-131.

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Title Exploring the impact of faculty reflection on weekly student evaluations of teaching
Author(s) Winchester, Tiffany M.
Winchester, Maxwell
Journal name International journal for academic development
Volume number 16
Issue number 2
Start page 119
End page 131
Publisher Routledge
Place of publication Abingdon, England
Publication date 2011-06
ISSN 1360-144X
1470-1324
Keyword(s) reflective practice
reflective learning
academic development
student evaluations of teaching;
virtual learning environment
Summary 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.
Notes Available online 23 May 2011
Language eng
Field of Research 130303 Education Assessment and Evaluation
Socio Economic Objective 930301 Assessment and Evaluation of Curriculum
HERDC Research category C1.1 Refereed article in a scholarly journal
Copyright notice ©2011, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30040234

Document type: Journal Article
Collections: Faculty of Business and Law
Deakin Graduate School of Business
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