Question Items for Specific Lecture Types in College for More Adequate Student Evaluation on Instructors' Teaching Performance

Pyong Ho Kim; Sung Hee Hong

doi:10.16920/jeet/2020/v34i2/155395

Journal of Engineering Education Transformations

DOI: 10.16920/jeet/2020/v34i2/155395

Year: 2020, Volume: 34, Issue: 2, Pages: 16-24

Original Article

Question Items for Specific Lecture Types in College for More Adequate Student Evaluation on Instructors' Teaching Performance

Pyong Ho Kim 1*, Sung Hee Hong 2

Assistant Professor, Early Childhood Education Department, Woosong University, Daejeon, Korea, Republic of
Assistant Professor, Early Childhood Education Department, Changshin University, Changwon, Korea, Republic of

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

The study attempted to propose refined question items used for eight types of lectures practiced in college settings (i.e., theory-based learning, flipped learning, discussion-based lectures, problem-based learning, co-teaching, Capstone Design, e-learning, and laboratory lectures). Its purpose was to help students objectively and accurately evaluate the lectures so that the instructors could use the data to improve their teaching effectiveness and to heighten student satisfaction. Extracting data from 15 journal publishers, the study investigated 34 articles published since 2013 in relation to lecture evaluations. Results entail different lecture evaluation question items that well match distinct features each lecture type entails. Further implications for future studies are proposed based on the findings.

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