Title
Instructional development in higher education : impact on teachers teaching behavior as perceived by students Instructional development in higher education : impact on teachers teaching behavior as perceived by students
Author
Faculty/Department
Faculty of Social Sciences. Instructional and Educational Sciences
Publication type
article
Publication
Amsterdam ,
Subject
Psychology
Educational sciences
Source (journal)
Instructional science. - Amsterdam
Volume/pages
41(2013) :6 , p. 1103-1126
ISSN
0020-4277
ISI
000326247200006
Carrier
E
Target language
English (eng)
Full text (Publishers DOI)
Affiliation
University of Antwerp
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.
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