A survey of university teaching practices and perceptions of compressed courses

Compressed courses;Teaching practices;Faculty perceptions, Faculty attitudes;Faculty preparation;Faculty professional support;Faculty professional development;Instructional methods;Pedagogical changes;Academic calendars;Teaching methodology;Teaching delivery;Condensed courses;Time-compressed courses

Eagle, Trevor ; Loui ; Michael C.

关键词: Compressed courses;    Teaching practices;    Faculty perceptions, Faculty attitudes;    Faculty preparation;    Faculty professional support;    Faculty professional development;    Instructional methods;    Pedagogical changes;    Academic calendars;    Teaching methodology;    Teaching delivery;    Condensed courses;    Time-compressed courses;   

Others  :  https://www.ideals.illinois.edu/bitstream/handle/2142/42141/Trevor_Eagle.pdf?sequence=1&isAllowed=y

美国|英语

来源: The Illinois Digital Environment for Access to Learning and Scholarship

【 摘 要 】

This is a quantitative study that investigated faculty pedagogical changes, perceptions, and preparation of semester length courses taught in a compressed course format.One hundred and three faculty members teaching at a large Research I University in the Midwest completed an online survey addressing their teaching pedagogy, perceptions, and preparation for compressed courses taught in the last four years.Results showed that many faculty did indeed make adjustments and have differing perceptions when teaching a compressed course.Faculty made different pedagogical changes to compressed courses based on the time in the academic calendar when they taught a compressed course (i.e. fall, winter, spring, summer), instructional method used to teach compressed courses (i.e. face-to-face, online, or blended), faculty rank, highest degree earned, full-time work status, and amount of years teaching compressed courses.Further, faculty had differing perceptions and attitudes of compressed courses based on the number of years teaching compressed courses, number of total years teaching full-time in higher education, tenure status, full-time work status, instructional methods used to teach compressed courses, and disciplinary college affiliation. Lastly, a large majority of faculty did not receive training or mentorship (i.e. professional support) for teaching in a compressed format.However, nearly half of the faculty who responded indicated they discussed differences in or concerns regarding compressed courses teaching with their colleagues.