NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1134685
Record Type: Journal
Publication Date: 2016-Jul
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1931-4744
Factors Associated with Faculty Use of Student Data for Instructional Improvement
Svinicki, Marilla D.; Williams, Kyle; Rackley, Kadie; Sanders, Anke J. Z.; Pine, Lisa; Stewart, Julie
International Journal for the Scholarship of Teaching and Learning, v10 n2 Article 5 Jul 2016
Much is being said in education about the value of adopting data-based or analytics approaches to instructional improvement. One important group of stakeholders in this effort is the faculty. "In many cases, the key constituency group is faculty, whose powerful voice and genuine participation often determine the success or failure of educational innovations, especially those that involve pedagogical and academic change" (Furco & Moely, 2012, pg. 129). This paper reports the results of an exploration of factors that influence faculty to consider or reject using analysis of student data to improve instruction based on social cognitive theory. Self-efficacy, value of the outcome, and feasibility of using a student data-based reflection process were found to be related to the actual use of components of the reflection process by faculty.
Centers for Teaching & Technology at Georgia Southern University. IJ-SoTL, Georgia Southern University, Henderson Library 1301, Statesboro, GA 30460. e-mail: sotlij@georgiasouthern.edu; Web site: http://digitalcommons.georgiasouthern.edu/ij-sotl/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A