Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings
(2024) In Higher Education- Abstract
- Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are... (More)
- Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways. (Less)
Please use this url to cite or link to this publication:
https://lup.lub.lu.se/record/3607744d-6e7b-4268-84ca-d42334162cee
- author
- Levinsson, Henrik LU ; Nilsson, August LU ; Mårtensson, Katarina LU and Persson, Stefan LU
- organization
- publishing date
- 2024-02-21
- type
- Contribution to journal
- publication status
- epub
- subject
- keywords
- Student engagement, Perceived quality, Course design, Teachers, Student Evaluation of Teaching
- in
- Higher Education
- publisher
- Springer
- external identifiers
-
- scopus:85185492302
- ISSN
- 1573-174X
- DOI
- 10.1007/s10734-024-01197-y
- language
- English
- LU publication?
- yes
- id
- 3607744d-6e7b-4268-84ca-d42334162cee
- date added to LUP
- 2024-02-21 13:12:57
- date last changed
- 2024-03-20 14:01:45
@article{3607744d-6e7b-4268-84ca-d42334162cee, abstract = {{Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course design significantly predicts student engagement independent of teachers. While the variable teachers is a significant predictor of perceived quality, it is not a significant predictor of student engagement. In line with previous research, the results suggest it is important to highlight the vital impact of course design. The results are discussed particularly in relation to improved teaching practice and student learning, but also in terms of how student evaluations of teaching can be used in meaningful ways.}}, author = {{Levinsson, Henrik and Nilsson, August and Mårtensson, Katarina and Persson, Stefan}}, issn = {{1573-174X}}, keywords = {{Student engagement; Perceived quality; Course design; Teachers; Student Evaluation of Teaching}}, language = {{eng}}, month = {{02}}, publisher = {{Springer}}, series = {{Higher Education}}, title = {{Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings}}, url = {{http://dx.doi.org/10.1007/s10734-024-01197-y}}, doi = {{10.1007/s10734-024-01197-y}}, year = {{2024}}, }