The Seven Principles of Good Practice: A framework for evaluating on-line teaching

• Published in: The Internet and higher education Vol. 7; no. 3; pp. 217 - 232
• Main Author: Bangert, Arthur W.
• Format: Journal Article
• Language: English
• Published: New York, NY Elsevier Inc 2004; Elsevier; Elsevier Science
• Subjects: College Students; Computer Assisted Instruction; Constructivism (Learning); Discussion; Distance Education; Distance teaching; Education Courses; Educational Principles; Educational sciences; Educational Technology; Feedback (Response); Higher Education; Instructional Improvement; Internet; Internet-based statistics; Learning Experience; Measures (Individuals); On-line teaching effectiveness; Online Courses; Questionnaires; Statistics; Student Attitudes; Student Evaluation of Teacher Performance; Student evaluations of teaching; Teacher Effectiveness; Teaching aids; Teaching Methods; Teaching Skills; Technology Integration; Test Construction; USA; Student evaluations of teaching; Internet-based statistics; On-line teaching effectiveness; Distance Study; Internet; Efficiency; Constructivism; Teaching Perception
• ISSN: 1096-7516; 1873-5525
• DOI: 10.1016/j.iheduc.2004.06.003

Traditionally, campus-based courses rely on student evaluations to provide instructors with feedback about their teaching effectiveness. However, current instructor evaluation instruments do not tap the essential teaching practices recommended for effective on-line teaching. This exploratory study used the Seven Principles of Good Practice of Chickering and Gamson [ AAHE Bull. 39 (1987) 3] to design a 35-item questionnaire to assess the effectiveness of an Internet-based educational statistics course. Results from the questionnaire indicated that most learners perceived that the instructor used constructivist-based principles to effectively promote student learning and that the course was a valuable learning experience. Instructional practices identified for improvement included the creation of more stimulating discussion questions and better instructor monitoring of study groups to ensure equal participation.