In-Class or Online Teacher Evaluation: Effective Teaching Is Always Discernable

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

Abstract

The purpose of this study was to describe similarities and differences in teacher evaluation criteria identified to measure effective instruction across face-to-face and online learning environments. Using high school teacher and administrator interviews, as well as a likert survey developed to evaluate online instruction at a university in the northeastern United Stated, content analysis and a Principal Components analysis were employed. Results showed many similar indicators of effective instructional performance related to both face-to face and online instruction. The findings suggest that teachers should provide instruction based on what embodies effective teachers. Perhaps a paradigm shift has occurred wherein we recognize that effective instruction must include specific components, regardless of the venue in which learning occurs.

Authors

• Marcia E. Margolin, College of Saint Rose

• Terri Peters, Monmouth University

• Kristi Fragnoli, College of Saint Rose

• Donna Mitchell, Monmouth University