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Exploring the impact of faculty reflection on weekly student evaluations of teaching

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Abstract:

This exploratory study considered Larrivee's assessment of teachers' reflective practice levels by using a formative, weekly, online student evaluation of teaching (SET) tool through a virtual learning environment (VLE) as a means to encourage reflective practice. In-depth interviews were conducted with six faculty members in three departments at a university college in the UK. The study found that: (a) faculty who experienced surface-level reflection were more likely to have a reactive reflection style; and (b) faculty who experienced higher levels of reflection were more likely to have a proactive reflection style. Overall, the tool was found to be an efficient means of encouraging reflection by all participants and demonstrated that reflective practice could come about as a result of these weekly formative SETs. The study concludes with suggestions for academic development and future research on reflection that could be conducted using SETs via a VLE.

Keywords: academic development; reflective learning; reflective practice; student evaluations of teaching; virtual learning environment

Document Type: Research Article

DOI: http://dx.doi.org/10.1080/1360144X.2011.568679

Affiliations: School of International Business, Victoria University, Melbourne, Australia

Publication date: June 1, 2011

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