From teaching to learning in higher education: towards an approaches to quality of education in Iran
Author(s):
Bakhtiar Shabani Varaki
Conference:
ECER 2008
Network:
16. ICT in Education and Training
Format:
Poster

Session Information

MC_Poster, Poster Session; Main Conference

All Poster are presented in the two Poster Sessions of ECER 2008: - 11 September 12.15 - 13.15 and - 12 September 12.15 - 13.15

Time:
2008-09-11
12:15-13:15
Room:
Poster Exhibition Area
Chair:

Contribution

From teaching to learning in higher education: towards an approaches to quality of education in Iran Over the last decade universities across the world have been grappling with quality and quality assurance issues. Accordingly, the aim of this study is to identify the level of necessity and practices of teaching quality in higher education in Iran. University Teacher Evaluation Questionnaire (UTEQ) was administered to student at Ferdowsi University of Mashhad (FUM). This instrument operationalizes four main dimensions in evaluation of teaching in higher education: Teaching plan, teaching implementation, teaching evaluation and interpersonal relationship.

Method

This is a cross-sectional descriptive study that identifies the level of necessity and practices of teaching quality in higher education in Iran from undergrad student point of view. This study was performed on 196 undergrad students from FUM was selected out to collect data on the level of necessity and practices of teaching quality by their perception. Scores were analyzed by taking into consideration both Descriptive statistics (frequency, percentage and mean) and inferential statistics (T test and ANOVA).

Expected Outcomes

Findings showed that there is a significant relationship between the level of quality teaching needed and the level of quality teaching existed and teaching plan was perceived by majority of the respondents as top priority in the aspects of quality teaching. This study recommended that staff development should emphasize identification of needs of the faculty members as well as the need of the education system in an effort to upgrade the academic members’ skills and knowledge in order to meet the changing needs in the education system.

References

Coronel, J. et al (2003) "Qualities of collaboration, professional development and Teaching improvement: an experience in the university context". Journal of education for teaching. 29, 2. Geringer, J. (2003) Reflections of professional development: toward high-quality teaching and learning, Phi delta kappan, 84(5). Hanson, J. (2003) “Encouraging lecturers to engage with new technologies in learning and teaching in a vocational university: the role of recognition reward". Journal of higher education management and policy, 15, 3. Kisumene, G. (2003) Quality assurance: priority of the education reform, [online] www.phare it/previous/97/en/ene4a.html. Ledic, J., Kovaa, V., and Rafajac, B., (1998) Students assessment of ideal and real teaching: Acase from coatia, [online] http://www.pefri hr/~jledic/ Martens, E., and Prosser, M., (1998) "What constitutes high quality teaching and learning and how to assure it". Journal of quality assurance in education.6, 1. Robinson, Z. et al (2004) "Strengths and weakness of faculty teaching performance reported by undergraduate and graduate nursing students: a descriptive Study", Journal of professional nursing.20, 2. Van Bruggen, J.C (1998) Quality of assurance in higher education, Maarsen, Elsevier.

Author Information

Bakhtiar Shabani Varaki
Ferdowsi University of Mashhad
Education
Mashhad
102

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