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

Winchester, Tiffany and Winchester, Maxwell (2011) Exploring the impact of faculty reflection on weekly student evaluations of teaching. International Journal for Academic Development, 16 (2). pp. 119-131. ISSN 1470-1324

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Abstract

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.

Item Type: Article
Uncontrolled Keywords: ResPubID24011, reflective practice, reflective learning, academic development, student evaluations of teaching, virtual learning environment
Subjects: FOR Classification > 1303 Specialist Studies in Education
Faculty/School/Research Centre/Department > School of International Business
SEO Classification > 9305 Education and Training Systems
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Depositing User: VUIR
Date Deposited: 29 Jun 2011 02:48
Last Modified: 01 Apr 2014 01:23
URI: http://vuir.vu.edu.au/id/eprint/6755
DOI: 10.1080/1360144x.2011.568679
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Citations in Scopus: 3 - View on Scopus

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