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1、MERLOTJournalofOnlineLearningandTeachingVol.10,No.1,March2014OnlineandFace-to-FaceTeaching:HowDoStudentRatingsDiffer?SuzanneYoungProfessorandAssociateDeanCollegeofEducationUniversityofWyomingsyoung@uwyo.eduHeatherE.DuncanProfessorandDeanFacultyofEducationBrandonUniv
2、ersityduncanh@brandonu.caAbstractThispaperreportsonastudywhosepurposewastocomparestudentratingsofinstructioninonlineandface-to-face(F2F)highereducationcoursesinanefforttobetterunderstandhowfacultycanstrengthentheirteachingintheonlineenvironment.Studentratingsofinstr
3、uctioninonlineandon-campuscourseswereexaminedintwodifferentwaysthatyieldedsimilarfindings.First,morethan8,000studentratingsofonlineandon-campus,traditionalcourseswerecompared.Theratingswerebasedon172onlinecoursesand470on-campuscourses.Resultsindicatedthaton-campusco
4、urseswereratedsignificantlyhigherthanonlinecoursesinCommunication,Faculty/StudentInteraction,Grading,InstructionalMethods,andCourseOutcomes;effectsizesweresmall.StudentEffortwasratedsignificantlyhigherforonlinecoursesthanforF2Fcourses,alsowithasmalleffectsize.Asecon
5、danalysis,using11pairsofthesamecourseandsameinstructor,yieldedsimilarfindings.Studentsratedon-campuscoursessignificantlyhigherthanonlinecoursesinCommunication,Faculty/StudentInteraction,Grading,CourseOutcomes,andOverallEvaluation;effectsizeswerelarge.Overall,bothana
6、lysesindicatedthatstudentsaremoresatisfiedwithtraditional,F2Fcoursescomparedtoonlinecourses.Generalrecommendationsincludeincreasedsupportandprofessionaldevelopmentforonlineinstructors.Keywords:studentratingsofinstruction,courseevaluations,distancecourses,face-to-fac
7、ecourses,traditionalcoursesIntroductionHowcanfacultyinhighereducationfindwaystoenhancetheirteachingeffectivenessinlearningenvironmentsthatarebecomingincreasinglydiverse?Inthecurrentenvironmentthatincludesmoreandmoreonlinecourses,manyfacultyareexpectedtobemasterteach
8、ersinbothface-to-face(F2F)andonlineenvironments.TheoverallgoalofthisstudywastoexaminedifferencesofstudentratingsofinstructioninonlineandF2