Teacher-Student Performance Criteria During Online Classes due to COVID-19: Self-Report by Postgraduate Students in Education
Aldo Bazán-Ramírez
,
Rolando Quispe-Morales
,
Carlos De La Cruz-Valdiviano
,
Carmela Henostroza-Mota
During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models pro.
- Pub. date: October 15, 2022
- Pages: 2101-2114
- 361 Downloads
- 435 Views
- 2 Citations
During didactic interactions, teachers and students employ competencies and skills that correspond functionally to one another, and several models propose to typify didactic performances in higher education. For this study, we chose the didactic performance interbehavioral model as the substantive theory to identify six pairs of didactic performance criteria through self-evaluations from graduate students. These included: Competency exploration–precurrent learning behaviors, Criteria explicitness–Criteria identification, Illustration–Participation, Practice supervision–Relevant practice, Feedback–Improvement, and Evaluation–Application.309 Peruvian students from an in-person postgraduate course in Education Sciences filled out two scales (via Google Forms) to assess teacher-student performance criteria during online classes. Convergent and divergent validity were obtained separately for six teacher/student performance constructs through a confirmatory analysis using LISREL 8. Moreover, differences according to sex were only significant for the Illustration teacher criterion (favoring men) and the Application student criterion (favoring women). Students rated Explicitness of criteria and Illustration as the teacher performance criteria most frequently seen during online classes. On the other hand, Criteria identification ranked the highest in terms of the students’ performance criteria, followed by Feedback–Improvement. Another conclusion was that the didactic performance interbehavioral model could be empirically supported by the two self-assessment questionnaires, which yielded good convergent and divergent validity of constructs.
Keywords: Didactic, pandemic, performance, school lockdown, teaching.
References
Ávila, M. A. (2020). Evaluación de interacciones didácticas mediante ámbitos del desempeño docente en profesores de preparatoria en Cananea [Evaluation of didactic interactions through areas of teaching performance in high school teachers in Cananea] [Master's thesis, Universidad de Sonora, México]. CRIS-UNISON. https://bit.ly/3PQa8bv
Bazán-Ramírez, A., Pérez-Morán, J. C., & Bernal-Baldenebro, B. (2021). Criteria for teaching performance in psychology: invariance according to age, sex, and academic stage of Peruvian students. Frontiers in Psychology, 12, 1-13. https://doi.org/10.3389/fpsyg.2021.764081
Bazán-Ramírez, A., & Velarde-Corrales, N. M. (2021). Autoreporte del estudiantado en criterios de desempeño didáctico en clases de Psicología [Students Self-report within didactic performances criteria in Psychology classes]. Journal of Behavior, Health & Social Issues, 13(1), 22-35. https://bit.ly/3uedxJt
Bazán-Ramírez, A., Velarde-Corrales, N. M., Rodríguez-Pérez, M. E., Guerrero-Barrios, J., & Anaya-González, R. B. (2022). Observational record and self-report of teacher-student performance in high school lessons. International Journal of Educational Methodology, 8(3), 479-491. https://doi.org/10.12973/ijem.8.3.479
Boring, A. (2017). Gender biases in student evaluation of teachers. Journal of Public Economics,145, 27-41. https://doi.org/10.1016/j.jpubeco.2016.11.006
Boysen, G. A. (2016). Using student evaluations to improve teaching: Evidence-based recommendations. Scholarship of Teaching and Learning in Psychology, 2(4), 273-284. https://doi.org/10.1037/stl0000069
Carpio, C., Pacheco, V., Canales, C., & Flores, C. (1998). Comportamiento inteligente y juegos de lenguaje en la enseñanza de la psicología [Intelligent behavior and language games in the teaching of psychology]. Acta Comportamentalia, 6(1), 47-60. https://bit.ly/3O6FcE2
Chan, W. M. (2018). Teaching in higher education: Students’ perceptions of effective teaching and good teachers. Social Sciences and Education Research Review, 5(1), 40-58. https://bit.ly/3zHbTDy
De la Riva, M., & Álvarez, G. (2020). Artefactos de inscripción digitales en la formación docente de posgrado [Digital inscription artifacts in postgraduate teacher education]. Transdigital, 1(2), 1-26. https://doi.org/10.56162/transdigital32
De Vincenzi, A. (2020). Del aula presencial al aula virtual universitaria en contexto de pandemia de COVID-19. Avances de una experiencia universitaria en carreras presenciales adaptadas la modalidad virtual. [From the university face-to-face classroom to the virtual classroom during the COVID-19 pandemic. Developments of a university experience in on-site courses adapted to the virtual modality]. Debate Universitario, 8(16), 67-71. https://bit.ly/3Tk6utk
Doménech-Betoret, F. (2018). The educational situation quality model: Recent advances. Frontiers in Psychology, 9, 328. https://doi.org/10.3389/fpsyg.2018.00328
Galindo, L., Silva, H., Serrano, V., Rocha, E., & Galguera, R. (2017). Aprendizaje por observación de interacciones didácticas de ilustración y retroalimentación [Interbehavioral survey about learning by observation in didactic interactions of illustration and feedback]. Interacciones, 3(3), 131-140. https://doi.org/10.24016/2017.v3n3.71
García-Peñalvo, F. J. (2020). Modelo de referencia para la enseñanza no presencial en universidades presenciales [Reference model for virtual education at face-to-face universities]. Campus Virtuales, 9(1), 41-56. https://bit.ly/3Rwh13d
Ghislandi, P., Raffaghelli, J., Sangrà, A., & Ritella, G. (2020). The street lamp paradox: Analysing students' evaluation of teaching through qualitative and quantitative approaches. Journal of Educational, Cultural and Psychological Studies, 21, 65-85. https://doi.org/10.7358/ecps-2020-021-ghis
Gitomer, D. H. (2018). Evaluating instructional quality. School Effectiveness and School Improvement, 30(1), 68-78. https://doi.org/10.1080/09243453.2018.1539016
Gonzales-Zamora, J. A., Alave, J., De Lima-Corvino, D. F., & Fernandez, A. (2020). Videoconferences of Infectious Diseases: An educational tool that transcends borders. A useful tool also for the current COVID-19 pandemic. Le Infezioni in Medicina, 28(2), 135-138. https://cutt.ly/CyjLpWf
Irigoyen, J., Acuña, K., & Jiménez, M. (2011). Interacciones didácticas en educación superior. Algunas consideraciones sobre la evaluación de desempeño [Didactic interactions in higher education. Some considerations about performance evaluation]. In J. Irigoyen, K. Acuña, and M. Jiménez (Eds.), Evaluación de Desempeños Académicos (pp. 73–96). Universidad de Sonora. https://bit.ly/3n3R79r
Jöreskog, K., & Sörbom, D. (2001). LISREL 8: User’s reference guide. Scientific Software International.
Lee, Y., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653-661. https://doi.org/10.12973/eu-jer.11.2.653
Morales, G., Peña, B., Hernández, A., & Carpio, C. (2017). Competencias didácticas y competencias de estudio: Su integración funcional en el aprendizaje de una disciplina [Didactic competencies and competencies of study: its functional integration in the learning of a discipline]. Alternativas en Psicología 21(37), 24–35. https://bit.ly/3csDfUL
Newton, G., Poung, K., Laila, A., Bye, Z., Bettger, W., Cottenie, K., Dawson, J., Graether, S. P., Jacobs, S., Murrant, C., & Zettel, J. (2019). Perception of biology instructors on using student evaluations to inform their teaching. International Journal of Higher Education, 8(1), 133-147. https://doi.org/10.5430/ijhe.v8n1p133
Organisation for Economic Cooperation and Development. (2017). PISA 2015 Assessment and Analytical framework: Science, reading, mathematic, financial literacy and collaborative problem solving. Revised edition. https://doi.org/10.1787/9789264281820-en
Portillo, J., Garay, U., Tejada, E., & Bilbao, N. (2020). Self-perception of the digital competence of educators during the COVID-19 pandemic: A cross-analysis of different educational stages. Sustainability, 12(23), 1-13. https://doi.org/10.3390/su122310128
Purwanti, I. T., Suryawati, E., & Eliwarti. (2022). Video lectures in online EFL flipped-classroom: Effectiveness, students’ evaluation and experiences. European Journal of Educational Research, 11(2), 885-898. https://doi.org/10.12973/eujer.11.2.885
Ramírez-Asís, E., Espinoza, M., Esquivel, S., & Naranjo-Toro, M. (2020). Inteligencia emocional, competencias y desempeño del docente universitario: Aplicando la técnica mínimos cuadrados parciales SEM-PLS [Emotional intelligence, competencies and performance of the university professor: Using the SEM-PLS partial least squares technique]. Revista Electrónica Interuniversitaria de Formación del Profesorado, 23(3), 99-114. https://doi.org/10.6018/reifop.428261
Reyna, W., & Hernández, M. (2017). Enseñanza-aprendizaje de la psicología: Reflexiones desde la matriz científica interconductual [Teaching-learning of psychology: Reflections from interbehavioral scientific matrix]. Interacciones: Revista de Avances en Psicología, 3(3), 171-182. https://doi.org/10.24016/2017.v3n3.67
Ribes, E., & López, F. (1985). Teoría de la conducta: Un análisis de campo y paramétrico [Behavior theory: A field and parametric analysis]. Trillas.
Scherer, R., & Gustafsson, J. E. (2015). Student assessment of teaching as a source of information about aspects of teaching quality in multiple subject domains: An application of multilevel bifactor structural equation modeling. Frontiers in Psychology, 6, 1-15. https://doi.org/10.3389/fpsyg.2015.01550
Scherer, R., Nilsen, T., & Jansen, M. (2016). Evaluating individual students’ perceptions of instructional quality: An investigation of their factor structure, measurement invariance, and relations to educational outcomes. Frontiers in Psychology, 7, 1-16. https://doi.org/10.3389/fpsyg.2016.00110
Silva, H. O., Morales, G., Pacheco, V., Camacho, A. G., Garduño, H. M., & Carpio, C. A. (2014). Didáctica como conducta: Una propuesta para la descripción de las habilidades de enseñanza [Didactic as behavior: A proposal for the description of teaching skills]. Revista Mexicana de Análisis de la Conducta, 40(3), 32-46. https://doi.org/10.5514/rmac.v40.i3.63679
Spooren, P., Vandermoere, F., Vanderstraeten, R., & Pepermans, K. (2017). Exploring high impact scholarship in research on student's evaluation of teaching (SET). Educational Research Review, 22, 129-141. https://doi.org/10.1016/j.edurev.2017.09.001
Swart, F., Knezic, D., Onstenk, J., & de Graaff, R. (2019). Evaluating and improving teacher educators’ language oriented performance in content-based teaching. International Journal of Educational Methodology, 5(1), 71-86. https://doi.org/10.12973/ijem.5.1.71
Szabó, E., Kóródi, K., Szél, E., & Jagodics, B. (2022). Facing the inevitable: The effects of coronavirus disease pandemic and online teaching on teachers’ self-efficacy, workload and job satisfaction. European Journal of Educational Research, 11(1), 151-162. https://doi.org/10.12973/eu-jer.11.1.151
Üstünlüoglu, E., & Güngör-Culha, D. (2012). Investigating student evaluation of teachers by using latent class analysis: A case study at a tertiary level. International Journal of Education, 4(3), 147-159. https://doi.org/10.5296/ije.v4i3.1811
van der Lans, R. M., van de Grift, W., & van Veen, K. (2018). Developing an instrument for teacher feedback: Using the Rasch model to explore teachers' development of effective teaching strategies and behaviors. The Journal of Experimental Education, 86(2), 247-264. https://doi.org/10.1080/00220973.2016.1268086
van Wyk, M. M., Kotze, C. J., Tshabalala, S. L., & Mukhati, F. (2021). The responsiveness of teacher education managers at an ODel college to resilience and the well-being of staff working from home during COVID-19. International Journal of Educational Methodology, 7(4), 623-635. https://doi.org/10.12973/ijem.7.4.623
Velarde-Corrales, N. (2020). Análisis de los criterios de desempeño didáctico en docentes y estudiantes de educación media superior como componentes de la interacción didáctica [Analysis of the didactic performance criteria in high school teachers and students as components of didactic interaction] [Doctoral dissertation, Autonomous University of the State of Morelos, Mexico]. DSpace UAEM. https://bit.ly/3ARqDzS
Velarde-Corrales, N., & Bazán-Ramírez, A. (2019). Sistema observacional para analizar interacciones didácticas en clases de ciencias en bachillerato [Observational system to analyze didactic interactions in science classes in bachelor]. Revista de Investigación en Psicología, 22(2), 197-216. https://doi.org/10.15381/rinvp.v22i2.16806