An Exploratory Study on the Effects of Professors’ Technology-Enhanced Feedback (TEF) Training With Disciplinary Differences and Course Level Relation on Students’ Perceptions of Their Learning With TEF

• In Event: Emerging Technologies and Their Implications for Faculty Development

Abstract

This study investigated the effects of professors’ educational Technology-Enhanced Feedback (TEF) training with disciplinary differences and course level taught, on students’ perceptions of learning. Data was collected from professors (n=29), students (n=6027), and school information system. The items were analyzed and validated using an Exploratory Factor Analysis, two scales emerged for exploring students’ perceptions of learning. MANOVAs were used to examine the relations of professors’ training, discipline and course levels to students’ perceptions with TEF. The results indicated significant main and interactional effects of professors training with discipline and course level on students’ perceptions of learning. For further study, other multivariate analysis and other factors should be examined to enhance understanding of the effects of professors’ training on students learning.

Authors

• Jae Hoon Han, McGill University

• Adam Finkelstein, McGill University

• Cynthia B. Weston, McGill University