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 Moo...
Main Authors: | , , , |
---|---|
Format: | Article |
Language: | English |
Published: |
Athabasca University Press
2014-09-01
|
Series: | International Review of Research in Open and Distance Learning |
Subjects: | |
Online Access: | http://www.irrodl.org/index.php/irrodl/article/view/1885/3008 |
id |
doaj-dbfe488e348547c2a91f637e48832ee0 |
---|---|
record_format |
Article |
spelling |
doaj-dbfe488e348547c2a91f637e48832ee02020-11-25T01:55:59ZengAthabasca University PressInternational Review of Research in Open and Distance Learning1492-38312014-09-01154Characteristics and Activities of Teachers on Distance Learning Programs that Affect Their RatingsSvetlana M. Stanišić Stojić0Gordana Dobrijević1Nemanja Stanišić2Nenad Stanić 3Singidunum University, SerbiaSingidunum University, SerbiaSingidunum University, SerbiaSingidunum University, SerbiaThis 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.http://www.irrodl.org/index.php/irrodl/article/view/1885/3008Distance learning; teacher rating; student satisfaction |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Svetlana M. Stanišić Stojić Gordana Dobrijević Nemanja Stanišić Nenad Stanić |
spellingShingle |
Svetlana M. Stanišić Stojić Gordana Dobrijević Nemanja Stanišić Nenad Stanić Characteristics and Activities of Teachers on Distance Learning Programs that Affect Their Ratings International Review of Research in Open and Distance Learning Distance learning; teacher rating; student satisfaction |
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 |
series |
International Review of Research in Open and Distance Learning |
issn |
1492-3831 |
publishDate |
2014-09-01 |
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. |
topic |
Distance learning; teacher rating; student satisfaction |
url |
http://www.irrodl.org/index.php/irrodl/article/view/1885/3008 |
work_keys_str_mv |
AT svetlanamstanisicstojic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT gordanadobrijevic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT nemanjastanisic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings AT nenadstanic characteristicsandactivitiesofteachersondistancelearningprogramsthataffecttheirratings |
_version_ |
1715626349185466368 |