Résumés
Abstract
This paper highlights the role of Web 2.0 technologies in sourcing ongoing information from university students in an effort to assist faculty in their continuous professional development (PD), with the ultimate goal of incrementally improving teaching and learning. On a semester basis, students use an online program called CoursEvals to provide their opinions about the course and its instructor. The collected data are used to inform the content and delivery of faculty PD workshops. The interactive nature of CoursEvals, with Web features that facilitate information sharing and interoperatibility with Blackboard, a learning/course management system, make it ideal for impacting higher education. Students can complete student evaluation of teaching (SEOT) online from any location (university, home, mobile, or overseas). This paper underscores the interactive nature of the feedback process that allows faculty, administration, policy makers, and other stakeholders to participate in the ongoing improvement of teaching and learning. We see how Web 2.0 technologies can impact the teaching/learning nexus in higher education, how online forums and Blackboard bulletin boards have helped popularize Web 2.0 technologies, how online social interactions have escalated through wikis, blogs, emails, instant messaging, and audio and video clips, and how faculty can retrieve their personal SEOT at any time and use the information to self- or pee-evaluate at their convenience. Faculty can compare their SEOT over time to determine stability and monitor their classroom effectiveness. They can also address reliability and validity issues and use the information judiciously without making unnecessary generalizations. Researchers will find useful information supporting the impact of Web 2.0 technologies in higher education.
Keywords:
- Web 2.0,
- technology,
- higher education,
- student evaluation of teaching,
- CoursEvals,
- computers
Résumé
Cet article met l’accent sur le rôle des technologies du Web 2.0 dans la recherche permanente d’information auprès des étudiants à l’université pour appuyer les professeurs dans leur perfectionnement professionnel (PP) continu, dans le but ultime d’améliorer progressivement l’enseignement et l’apprentissage. Chaque session, les étudiants utilisent un logiciel en ligne appelé CoursEval pour donner leur avis sur le cours et sur le professeur. Les données collectées servent à alimenter le contenu et le déroulement des ateliers PP. La nature interactive de CoursEval – dont les fonctionnalités Web facilitent le partage de l’information et l’interopérabilité avec Blackboard, un système d’apprentissage/gestion de cours – en fait un outil idéal pour assurer un impact sur l’enseignement supérieur. Les étudiants peuvent remplir une évaluation de l’enseignement par les étudiants (EEPE) en ligne, n’importe où (à l’université, chez eux, sur leur portable, à l’étranger). Cet article souligne la nature interactive du processus de rétroaction qui permet aux professeurs, aux administrateurs, aux décideurs et autres intervenants de participer à l’amélioration continue de l’enseignement et de l’apprentissage. Nous observons comment les technologies du Web 2.0 peuvent avoir un impact sur le lien entre l’enseignement et l’apprentissage dans l’enseignement supérieur, comment les forums en ligne et les babillards Blackboard ont mis les technologies du Web 2.0 en vogue, comment les interactions sociales en ligne ont augmenté par le biais des wikis, des blogues, des courriels, de la messagerie instantanée et des extraits vidéo et audio, et comment les professeurs peuvent accéder à leurs EEPE en tout temps et utiliser l’information pour l’autoévaluation ou l’évaluation des pairs comme il leur convient. Les professeurs peuvent comparer leurs EEPE au fil du temps pour en déterminer la stabilité et contrôler l’efficacité de leurs classes. Ils peuvent aussi traiter les questions de fiabilité et de validité, et utiliser l’information judicieusement, sans faire de généralisations inutiles. Les chercheurs trouveront des informations utiles confirmant l’impact des technologies du Web 2.0 dans l’enseignement supérieur.
Mots-clés :
- Web 2.0,
- technologie,
- enseignement supérieur,
- évaluation de l’enseignement,
- CoursEvals,
- ordinateurs
Parties annexes
Bibliography
- Becker, W.E., & Watts, M. (1999). The state of economic education: How departments of economics evaluate teaching. AEA Papers and Proceeding, 89(2), 344-349.
- Blackboard Database Repository (2012). Summary of courses; summary of Users, Overall Summary of Usage. Retrieved from http://utt.blackboard.com/.
- Centra, J. A. (1977). Student ratings of instruction and their relationship to student learning, AmericanEducational Research Journal, 14, 17-24.
- Centra, J. A. (1993). Reflective faculty evaluation. San Francisco, Jossey-Bass.
- Cohen, P. A. (1981). Student ratings of instruction and student achievement: A meta-analysis of multi-section validity studies, Review of Educational Research, 51, 281-309.
- d’Apollonia, S., & Abrami, P.C. (1997). Navigating student ratings of instruction. American Psychologist, 52, 1198-208.
- Dommeyer, C.J., Baum, P., Chapman, K.S., & Hanna, R.W. (2002). Attitudes of business faculty towards two methods of collecting teaching evaluations: Paper vs. online. Assessment & Evaluation in Higher Education 27, 455–62.
- Marsh, H. W. (1987). Students’ evaluation of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research, 11, 253-388.
- Marsh, H. W. & Dunkin, M. J. (1992). Students’ evaluations of university teaching: A multidimensional perspective. In J. C. Smart (Ed.) Higher Education: Handbook of Theory and Research (pp. 143-233). New York: Agathon Press.
- Murray, H. G., Rushton, P. J. & Paunonen, S. V. (1990). Teacher personality traits and student instructional ratings in six types of university courses, Journal of Educational Psychology, 82, 250-261.
- BBC News (n/a). Millionth English word’ declared. Retrieved from http://news.bbc.co.uk/2/hi/americas/8092549.stm/.
- Halpin, H. & Tuffield, M. (2010). Social Web XG Wiki. World Wide Web Consortium. Retrieved from: http://www.w3.org/2005/Incubator/socialweb/XGR-socialweb-20101206/
- Koon, J. & Murray, H. G. (1995). Using multiple outcomes to validate student ratings of overall teacher effectiveness, Journal of Higher Education, 66, 61-81.
- Layne, B.H., DeCristoforo, J.R. & McGinty, D. (1999). Electronic versus traditional students rating of instruction. Research on Higher Education, 40(2), 221-232.
- Marsh, H. W. (1984). Students’ evaluation of university teaching: Dimensionality, reliability, validity, potential biases, and utility, Journal of Educational Psychology, 76, 707-754.
- Marsh, H.W. (1987). Students’ evaluations of university teaching: Research findings, methodological issues, and directions for future research. International Journal of Educational Research 11, 253–388.
- Marsh, H.W. (2007). Students’ evaluations of university teaching: A multidimensional perspective. In R.P. Perry and J.C. Smart (Eds.), The scholarship of teaching and learning in higher education: An evidence based perspective, (pp. 319–84). New York: Springer.
- Mason, R. & Rennie, F. (2007). Using web 2.0 for learning in the community. Internet and Higher Education, 10, 196–203.
- McKeachie, W. J. (1990). Research on college teaching: The historical background, Journal of Educational Psychology, 82, 189-200.
- O’Reilly, T. (2012). What is Web 2.0? Retrieved from http://oreilly.com/web2/archive/what-is-web-20.html.
- Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire, Studies in Higher Education, 16, 129-150.
- Richardson, J.T. (2005). Instruments for obtaining student feedback: A review of the literature. Assessment & Evaluation in Higher Education 30, 387–415.
- Seldin, P. (1984). Changing Practices in Faculty Evaluation. San Francisco: Jossey-Bass.
- Seldin, P. (1993). The use and abuse of student ratings of professors, Chronicle of Higher Education,39(46), A40.
- Selwyn, N. (2012). Social Media in Higher Education. The Europa World of Learning. Retrieved from http://www.educationarena.com/pdf/sample/sample-essay-selwyn.pdf.
- Shevlin, M.P., Banyard, M., D., & Griffiths, M. (2000). The validity of student evaluation of teaching in higher education: Love me, love my lectures? Assessment & Evaluation inHigher Education 25, 397–405.
- Shirky, C. (2008). Here comes everybody. London: Allen Lane.
- Subrahmanyam, K. & Šmahel, D. (2011). Digital youth. Berlin: Springer.
- Tapscott, D. & Williams, A. (2007). Wikinomics. New York: Atlantic.