Publication
Title
Instructional development in higher education : impact on teachers teaching behavior as perceived by students
Author
Abstract
Although instructional development has become an important topic in higher education, little is known about the impact on teaching practice. In this study we investigate the impact of instructional development on teachers teaching behaviour as perceived by students. Quantitative student data were assembled for 15 experimental and 12 control teachers. 45 experimental students and 27 control students were interviewed. Repeated measures analyses of variance and analyses of covariance showed no statistically significant impact of instructional development on teaching behaviour. The analysis of the qualitative data sustained this result. Several interpretations and perspectives for further research as well as for the planning of instructional development are discussed.
Language
English
Source (journal)
Instructional science. - Amsterdam
Publication
Amsterdam : 2013
ISSN
0020-4277
Volume/pages
41:6(2013), p. 1103-1126
ISI
000326247200006
Full text (Publisher's DOI)
Full text (publisher's version - intranet only)
UAntwerpen
Faculty/Department
Research group
Publication type
Subject
Affiliation
Publications with a UAntwerp address
External links
Web of Science
Record
Identification
Creation 14.02.2013
Last edited 06.07.2017
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