Academic literature on the topic 'Lecturer evaluation'

This study aims to describe the implementation of Indonesian language lecture at Malikussaleh University Lhokseumawe, including planning, implementation, and evaluation of the lecture. The method used in this research is descriptive, using qualitative approach. Data sources of this research are lecturers teaching Indonesian Language course in Accounting Faculty of Economics and in Aquaculture Program Faculty of Agriculture of University Malikussaleh. This study uses documentation, observation, and interview techniques in data collection. Data is processed in a qualitative study. The results showed that the first until third meeting lesson plan (also called as SAP)of lecturer A and B are not relevant with the SAP standard preparation. In teaching, lecturers used lectures, discussion, group discussion with the media power point, and assignments methods. Lecturer evaluate the learning process. Although existed in Lesson Plan (SAP), evaluation results have not yet been evident in the implementation of the lectures. 

This study was conducted to explore the possibilities and limitations of e-sports academization as judged by lecturers in the e-sports industry related theory classes at universities through the autoethnography method. The research results and conclusions revealed through this study can be presented as follows. As an e-sports lecturer, I discovered the following three possibilities of e-sports academization through my introduction of e-sports lectures. First, the necessity of university lectures related to e-sports was confirmed through the responses received before and after the lecture. Second, the possibility of e-sports academization was discovered through positive lecture evaluation and feedback. Third, the leisure characteristics of e-sports were confirmed. Fourth, additional lecture topics derived from e-sports were identified. As a lecturer, I discovered the limitations and difficulties of e-sports academization for the following reasons. First, the limitations of class design due to insufficient academic foundation. Second, negative social views on e-sports itself. The results of this study can help design lectures by providing my experiences to lecturers who want to give theoretical lectures through e-sports in the future.

This research describes the English lecturer’s assessment by students in odd semesters in the 2022/2023 academic year using Academic Information System. This research is descriptive qualitative research. This research uses data from questionnaire results from SIAKAD or Sistem Informasi Akademik Institut Teknologi Bisnis AAS Indonesia at siakad.itbaas.ac.id. The finding shows that ITB AAS implements monitoring of lecturers in carrying out their teaching duties by allowing students to fill out questionnaires “Lecturer Assessment by Students” by filling in SIAKAD, especially in the odd semester of 2022. Students must fill in a value, which ranges from 0-4, each questionnaire consisting of 43 questions. The questions used for obtaining lecturer assessments by students in the form of a checklist regarding lecturer performance in daily lecture activities in odd semesters 2022/2023 include aspects of lectures including planning, implementation, evaluation, and lecturer’s personality. There are 32 students from S1 Accounting study program fulfill the questionnaire. From the questionnaire, it is obtained an average rating of 3.83 on a scale of 0-4 or with “Very Good” criteria. It also shows that most dominant students choose the score (4) which shows the students perceive positively about English lecturers in the teaching and learning process. The further research needs to be implemented to know more classes and students about their ‘perception’ toward the English Language Teaching (ELT) process during one semester.

This research examines the influence of lecturer performance evaluation on the quality of learning at STKIP Harapan Bima using quantitative and qualitative approaches. Data was collected through questionnaires from 200 students and in-depth interviews with lecturers and students. The research results show that 75% of students are satisfied with lecturers' performance, with an average satisfaction score of 4.2 out of 5. The quality of learning has increased, shown by 60% of students getting an A or B grade and 70% of students feeling an increase in the quality of learning after routine lecturer performance evaluations are carried out. Statistical analysis with Pearson correlation shows a significant positive correlation between lecturer performance evaluation and learning quality (r = 0.65, p < 0.01), with lecturer performance evaluation explaining 42% of the variability in learning quality (R² = 0.42). The most influential factor is the availability of lecturers for consultation. Perceptions of lecturers and students show that objective and constructive performance evaluations can increase lecturer motivation and, ultimately, the quality of learning. Research recommendations include implementing comprehensive and routine performance evaluations, using evaluation results for lecturer professional development, and further studies on specific factors and more extensive evaluation methods.

Lecturers are one of the main actors in universities. Lecturer performance can affect the quality of a college. Because the quality of higher education is strongly influenced by the lecturers, the performance of the lecturers needs to be assessed. Lecturer performance can be assessed by evaluating the lecturer's performance in teaching. Lecturer performance can be evaluated by classifying student assessments of lecturers. Lecturers are assessed based on how the lecturer mastered the material, the lecturer's discipline in teaching, and the presentation of the material. The process of grouping lecturer scores can be done using the K-Means algorithm. K-Means is a popular clustering algorithm that performs well. K-Means requires a parameter that is K or the number of clusters. The importance of the number of clusters so that there is a need for optimization in determining the number of K. In this study, optimization was carried out using the Elbow method so as to produce the ideal number of groups of 4 groups. The results of the clustering evaluation calculated using the SSE were 54.4% which showed that the results were not optimal. The results of the cluster evaluation are not optimal due to the lack of data for the K-Means application.

This study aims to develop lecturer performance appraisal model using web-based Integrated Evaluation Model (IEM). The object of this study is certified lecturers in Indonesia, by applying this model, the certification compensation given by the government is really used to enhance lecturer's performance. It is expected that the results of this study can be an important research that produces effective and efficient software to evaluate the lecturers' performance nationally because it involves a 360degree assessment. We have done some activities to develop the prototype software application of Integrated Evaluation Model (IEM) for assessing the certified lecturer's performance. They are 1) preparing the questionnaire indicator for the 360 degree performance appraisal, 2) conduct the program test on the certified lecturer. In this phase, certified lecturers, superior, and students also conduct assessment on certified lecturers through IEM software, 3) conduct Focus Group Discussion (FGD) to gain evaluation and feedback on the effectiveness of the IEM application program. FGD results provide a valuable contribution to the preparation of IEM program design. And the IEM software produced in this research has accommodated all of the results of FGD activities. IEM complements the prior certified lecturer performance appraisal with 360 degrees performance appraisal.

The purpose of this study is to know how to assess the performance of lecturers in teaching and learning competence, and how is the application of the weighted product method?.The criteria used are Time, Neatness, Communication, Lecture Process, Mastery of Material, Learning Evaluation. Through samples five lecturers by using the Weighted Product method, the weight is obtained with the initials of the lecturer ASR., while lecturer which has the lowest weight the initials ACP.The implications of this research study are on the basis of these weights can be used as a foundation in decision making Pelita Bangsa University's management policy actions. Lecturers who get good grades should get appreciation, while lecturers who score less will be trained. What distinguishes this research study With other research is Lecturer performance evaluation is carried out by students And followed by the weighted product method which has not been widely used in universities.

Effective lecture comprehension in English-Medium Instruction (EMI) contexts is crucial for student learning, particularly when taught by non-native English (NNS) speakers. This study investigates the specific needs of engineering students, emphasizing the impact of lecturers’ pronunciation on effective comprehension. Intelligible pronunciation and its relation to comprehension (Munro & Derwing, 1995) are central to this exploration. Students’ judgment of NNS lecturers’ pronunciation accuracy significantly influences their comprehension (Munro & Derwing, 1995; Valcke & Pavón, 2015). Kornder and Mennen (2021) note that learners’ linguistic backgrounds affect their perception of accented speech, which then impacts their evaluation of teaching quality (Jensen, 2013). This study involves a survey of 104 students (both Italian and international), attending MA lectures in engineering taught in English by Italian L1 lecturers. Students were asked to evaluate their lecturers’ pronunciation and indicate whether it interfered with their comprehension of the lectures. It also includes assessment of a lecture attended by some of the students surveyed, recorded and transcribed, in order to compare students’ subjective impressions of lecturer discourse with objective observations of lecture delivery. Findings reveal that students’ perceptions of EMI lecturers’ language performance and their comprehension in the classroom are influenced by several different factors, which affect comprehension regardless of the lecturer’s actual English language skills. This study highlights the importance of understanding and addressing the specific needs of engineering students in EMI contexts. By focusing on factors that influence lecture comprehension, we can develop more effective pedagogical strategies and training programs for both EMI lecturers and students.

The purpose of this study was to determine the ability of lecturers in preparing instructional strategies, compiling evaluation tools, compiling teaching materials, and lecturers' attitudes toward professionalism. This type of research uses descriptive-qualitative methods. The target of the study was the Non-Permanent Lecturers who gave lectures to the Department of Biology Education, FTK Radin Intan Lampung. The results of the study: 1) the ability of lecturers in developing learning through learning strategies has not been clearly explained the use of methods, media, and time used; 2) the ability of lecturers in developing learning through ability in compiling evaluation tools, the content of questions still oriented to the material has not been much referring to indicators of achievement; 3) the ability of lecturers in developing learning through the ability to compile teaching materials as a whole still using textbooks; 4) the ability of the lecturer to develop learning through attitudes towards the lecturer profession as a whole has been able to show the attitude of the professional lecturer.

The practice of giving evaluations from students to lecturers is often the moment when the halo effect occurs. Sex and age as individual attributes contribute to positive or negative evaluations of teaching evaluations. The purpose of this study is whether the attributes of age and sex interact with the halo effect in giving evaluations from students to lecturers. This research uses a one-shot case study with an online between-subjects design. One hundred twenty participants were divided into four groups. Each group evaluates 1 of 4 different photos (young men, older men, young women, and older women) labeled with the identity as a lecturer. The results of multiple linear regression analysis show: (1) The sex of the lecturer has no effect on student evaluation (F=0.730, p=0.395); (2) Lecturer age has no effect on student evaluation (F=0.587, p=0.445); (3) The interaction of sex and age has no effect on student evaluation (F=0.649, p=0.525). The sex and age of the lecturer do not affect the evaluation by students. The halo effect did not occur in the students in this study.

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Normal"<br>mso-tstyle-rowband-size:0<br>mso-tstyle-colband-size:0<br>mso-style-noshow:yes<br>mso-style-priority:99<br>mso-style-parent:""<br>mso-padding-alt:0cm 5.4pt 0cm 5.4pt<br>mso-para-margin-top:0cm<br>mso-para-margin-right:0cm<br>mso-para-margin-bottom:10.0pt<br>mso-para-margin-left:0cm<br>line-height:115%<br>mso-pagination:widow-orphan<br>font-size:11.0pt<br>font-family:"Calibri","sans-serif"<br>mso-ascii-font-family:Calibri<br>mso-ascii-theme-font:minor-latin<br>mso-hansi-font-family:Calibri<br>mso-hansi-theme-font:minor-latin<br>mso-bidi-font-family:"Times New Roman"<br>mso-bidi-theme-font:minor-bidi<br>mso-fareast-language:EN-US<br>} </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsʹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsʹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

Includes abstract.<br>Includes bibliographical references.<br>Academic institutions (particularly historically White tertiary institutions) are experiencing challenges in attracting and retaining Black African and femail academic staff. Anecdotal evidence suggests that Black African academic staff at historically White universities in South Africa experience more resistance from students than White staff do. This study consequently investigated whether students rate lecturers differently on first impression, based on the lecturers' and students' race and gender.

Nowadays, the technology enhanced learning area has experienced a strong growth with many new learning approaches like blended learning, flip teaching, massive open online courses, and open educational resources to complement face-to-face lectures. Specifically, video lectures are fast becoming an everyday educational resource in higher education for all of these new learning approaches, and they are being incorporated into existing university curricula around the world. Transcriptions and translations can improve the utility of these audiovisual assets, but rarely are present due to a lack of cost-effective solutions to do so. Lecture searchability, accessibility to people with impairments, translatability for foreign students, plagiarism detection, content recommendation, note-taking, and discovery of content-related videos are examples of advantages of the presence of transcriptions. For this reason, the aim of this thesis is to test in real-life case studies ways to obtain multilingual captions for video lectures in a cost-effective way by using state-of-the-art automatic speech recognition and machine translation techniques. Also, we explore interaction protocols to review these automatic transcriptions and translations, because unfortunately automatic subtitles are not error-free. In addition, we take a step further into multilingualism by extending our findings and evaluation to several languages. Finally, the outcomes of this thesis have been applied to thousands of video lectures in European universities and institutions.<br>Hoy en día, el área del aprendizaje mejorado por la tecnología ha experimentado un fuerte crecimiento con muchos nuevos enfoques de aprendizaje como el aprendizaje combinado, la clase inversa, los cursos masivos abiertos en línea, y nuevos recursos educativos abiertos para complementar las clases presenciales. En concreto, los videos docentes se están convirtiendo rápidamente en un recurso educativo cotidiano en la educación superior para todos estos nuevos enfoques de aprendizaje, y se están incorporando a los planes de estudios universitarios existentes en todo el mundo. Las transcripciones y las traducciones pueden mejorar la utilidad de estos recursos audiovisuales, pero rara vez están presentes debido a la falta de soluciones rentables para hacerlo. La búsqueda de y en los videos, la accesibilidad a personas con impedimentos, la traducción para estudiantes extranjeros, la detección de plagios, la recomendación de contenido, la toma de notas y el descubrimiento de videos relacionados son ejemplos de las ventajas de la presencia de transcripciones. Por esta razón, el objetivo de esta tesis es probar en casos de estudio de la vida real las formas de obtener subtítulos multilingües para videos docentes de una manera rentable, mediante el uso de técnicas avanzadas de reconocimiento automático de voz y de traducción automática. Además, exploramos diferentes modelos de interacción para revisar estas transcripciones y traducciones automáticas, pues desafortunadamente los subtítulos automáticos no están libres de errores. Además, damos un paso más en el multilingüismo extendiendo nuestros hallazgos y evaluaciones a muchos idiomas. Por último, destacar que los resultados de esta tesis se han aplicado a miles de vídeos docentes en universidades e instituciones europeas.<br>Hui en dia, l'àrea d'aprenentatge millorat per la tecnologia ha experimentat un fort creixement, amb molts nous enfocaments d'aprenentatge com l'aprenentatge combinat, la classe inversa, els cursos massius oberts en línia i nous recursos educatius oberts per tal de complementar les classes presencials. En concret, els vídeos docents s'estan convertint ràpidament en un recurs educatiu quotidià en l'educació superior per a tots aquests nous enfocaments d'aprenentatge i estan incorporant-se als plans d'estudi universitari existents arreu del món. Les transcripcions i les traduccions poden millorar la utilitat d'aquests recursos audiovisuals, però rara vegada estan presents a causa de la falta de solucions rendibles per fer-ho. La cerca de i als vídeos, l'accessibilitat a persones amb impediments, la traducció per estudiants estrangers, la detecció de plagi, la recomanació de contingut, la presa de notes i el descobriment de vídeos relacionats són un exemple dels avantatges de la presència de transcripcions. Per aquesta raó, l'objectiu d'aquesta tesi és provar en casos d'estudi de la vida real les formes d'obtenir subtítols multilingües per a vídeos docents d'una manera rendible, mitjançant l'ús de tècniques avançades de reconeixement automàtic de veu i de traducció automàtica. A més a més, s'exploren diferents models d'interacció per a revisar aquestes transcripcions i traduccions automàtiques, puix malauradament els subtítols automàtics no estan lliures d'errades. A més, es fa un pas més en el multilingüisme estenent els nostres descobriments i avaluacions a molts idiomes. Per últim, destacar que els resultats d'aquesta tesi s'han aplicat a milers de vídeos docents en universitats i institucions europees.<br>Valor Miró, JD. (2017). Evaluation of innovative computer-assisted transcription and translation strategies for video lecture repositories [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/90496<br>TESIS

The Student Support and Development Services (SSDS) at Further Education and Training (FET) colleges represent a holistic and systemic approach to addressing barriers to learning and development. College SSDS are based on the acknowledgement that all FET students need support and development and that, when addressing needs of the college student, it is done in a holistic, integrated, intersectional and inclusive manner.<br /> <br /> The SSDS therefore strive to develop competencies, knowledge, skills and attitudes in a systemic and holistic manner. The aim of the study was to design, implement and evaluate SSDS at the FET colleges in the Western Cape Education Department and to establish a Lecturer Support and Development Team (LSDT) at each FET college, which would include the following services.<br /> <br /> <ul> <li>student counselling services</li> <li>academic development and learning support</li> <li>occupationald evelopmenat nd careerg uidance</li> <li>life skills education and health education, and</li> <li>college institutional development</li> </ul> Student counselling services at FET colleges aim to render comprehensive student services with a holistic developmental aspect of the student in relation to his/her social, emotional, physical and cognitive dimensions. The staff of the LSDT are the first line of contact for the troubled student. Academic development is aimed at the students who enter the FET sector with inadequate schooling, education and training. Orientation programmes include bridging the gap between schooling and FET education and training. Bridging programmes and remedial programmes are offered to students to compensate for their academic backlog and to accelerate their education and training up to a level suitable for FET.

TESIS PARA OPTAR AL GRADO DE MAGÍSTER EN ANÁLISIS ECONÓMICO<br>This study evaluates Reading First literacy program that aims to significantly reduce the reading comprehension gap of students from vulnerable contexts in Chile. The program has in its DNA to be scalable at a sustainable cost. The results from a quasi-experimental evaluation (propensity score matching and difference in differences) finds that the program has a positive impact of 0.4 standard deviations (S.D.) on reading comprehension and text production results after 1 year and of 0.37 S.D. after 2 years in management of language results. Students with the program were more likely to have favorable feelings towards reading (pleasure for reading questionnaire). These results show that an expansion of the program is cost-effective and would improve the reading comprehension results in the short term.

Le but de cette thèse est de proposer des méthodes pour pouvoir évaluer les performances durant la lecture sur support électronique, afin de pouvoir comparer plusieurs dispositifs d’affichage. Des tests permettant d’effectuer des mesures de performances de manière répétée ont été construits pour chacune des dimensions classiques de la lecture électronique : visibilité (test de caractérisation psychométrique), lisibilité (identification de lettres, décision lexicale, vitesse de lecture de phrases générées automatiquement) et compréhension (mesure de la mémorisation et des inférences pendant la lecture de textes générés automatiquement). Au-delà de ces dimensions classiques, nous avons réalisé deux études pour examiner le lien entre la lecture sur support électronique et la posture des utilisateurs. La première montre qu’une posture pouvant être engendrée par l’utilisation de tablette (inclinaison latérale de tête) n’affecte pas la performance de lecture. La seconde étude posturale montre l’effet de la difficulté d’un texte sur la distance à l’écran pendant l’utilisation d’une liseuse électronique ; les sujets se rapprochent de l’écran lorsque leur niveau d’attention augmente. L’ensemble des tests développés et une mesure de posture ont été regroupés dans une batterie de tests visant à quantifier la performance de lecture associée à un support donné ; l’indicateur résultant étant appelé « Quotient de Lecture Electronique ». Cet indicateur a été calculé pour un écran d’ordinateur, un vidéoprojecteur et une tablette. Les résultats expérimentaux montrent que les tests permettent de comparer les supports, notamment en termes de visibilité et de lisibilité<br>The aim of this thesis is to offer methods of evaluating performance during digital reading, in order to be able to compare different display devices. Tests were developed allowing repeated measurements for classic measures of digital reading: visibility (psychometric characterization), readability (letter identification, lexical decision, reading speed on automatically generated sentences) and comprehension (memorization and inference measurement while reading automatically generated texts). Beyond these classic dimensions, we also conducted two studies in order to examine the link between digital reading and the posture adopted by the device users. The first revealed that a tablet-use-related posture (lateral head tilt) does not affect reading performance. The second postural study demonstrated the effect of text difficulty on eye-screen distance during the use of an e-reader. Subjects approached the screen as their attentional level increased. The constructed tests and a postural measure were aggregated into a battery of tests permitting the evaluation of reading performance associated with a device. The resulting indicator is called the “Digital Reading Quotient”. This indicator has been computed for a computer screen, a projector and a tablet. The experimental results show that these tests can be used in order to compare different devices, especially in terms of visibility and readability

Thesis (Ph. D.)--Computing, Georgia Institute of Technology, 2008.<br>Committee Chair: Foley, James; Committee Member: Abowd, Gregory; Committee Member: Anderson, Richard; Committee Member: Catrambone, Richard; Committee Member: Guzdial, Mark.

Teacher effectiveness research (TER), as a multifaceted phenomenon, is a seminal part of most educational agendas upon which a successful teacher appraisal system tends to be contingent. Whereas there is a wealth of research on teacher effectiveness in mainstream (general) education, there is a dearth of studies on it in second/foreign language education, thereby sowing seeds of doubts apropos of the extent to which findings in mainstream education can be applied to L2 education. A paucity of cutting-edge research in the Middle-eastern context is another missing piece of the jigsaw testifying to a need for further research on teacher effectiveness. Taking such lacunae into consideration, this study endeavours to inquire into EFL teacher effectiveness in the Iranian higher education context as its main objective. With this end in view, a number of research questions are formulated whereby the main constructs are identified. This study is aimed at investigating lecturers’ understanding of teacher effectiveness and its pertinent appraisal model, and more specifically, delving into their perceptions of teacher appraisal in Iran. Measures of evaluation, opportunities of which lecturers can avail themselves to improve their effectiveness, and lecturers’ ideal appraisal system are other areas which are examined in this research. In this study, a mixed methods exploratory sequential design is adopted to address the proposed research questions. Close-ended and open-ended questionnaires and semi-structured interview are the instruments utilised for data collection. The collected quantitative and qualitative data are analysed with the help of SPSS and NVivo, respectively. The analysis of both sets of data culminated in the emergence of six major themes, i.e. lecturers’ understanding of teacher effectiveness and the qualities of an effective teacher, measures of evaluation, opportunities and strategies conducive to improving teacher effectiveness, the Iranian appraisal system, non-teacher-controlled factors impacting on teacher effectiveness, as well as lecturers’ perceptions of an ideal appraisal system. Following a myriad of ideas garnered through data analysis, a differentiated appraisal model informed by lecturers’ voices is proposed. Based on the findings which provided evidence for some imperfections in the nexus between policy and implementation, this study concludes that there is still some room for improvement in teacher appraisal in 3 Iran. Important amongst others are better alignment between teacher appraisal and teachers’ professional development needs, transparency of the appraisal, and use of all types and forms of teacher evaluation. The study brings to the fore further implications, conclusions and suggestions for future research which are presented in the final chapter of this thesis.

Abstract This paper describes the maturity of tertiary education institutions (HEIs) in integrating practice-based e-learning with disruptive technologies (DT). It identifies gaps that hinder the transition to DT facilitated practice-based elearning. Within the scope of the project e-DIPLOMA, a self-evaluation questionnaire was developed and an online survey was carried out in the project partner countries. Collected dataset incorporated responses from 87 technical and didactic support personnel, 327 educators and 433 students from 92 tertiary education institutions. To describe the current state of maturity of HEIs to facilitate practical elearning with DT, mean values of the key components were calculated. A t-test was used to identify statistically significant differences in responses between groups of respondents. The use of DT in practice based elearning is hindered by the lack of sufficient infrastructure in HEIs, with further constraints arising from limited lecturer involvement in training, communities of practice, and in external collaborations. The findings reveal that educators have limited experience with teaching using DT. A rather positive attitude from all participant groups towards the positive impact of engaging DT both learning and sustainability perspectives..

AbstractWhile a few approaches to online predictive monitoring have focused on concept drift model adaptation, none have considered in depth the issue of performance evaluation for online process outcome prediction. Without such a continuous evaluation, users may be unaware of the performance of predictive models, resulting in inaccurate and misleading predictions. This paper fills this gap by proposing a framework for evaluating online process outcome predictions, comprising two different evaluation methods. These methods are partly inspired by the literature on streaming classification with delayed labels and complement each other to provide a comprehensive evaluation of process monitoring techniques: one focuses on real-time performance evaluation, i.e., evaluating the performance of the most recent predictions, whereas the other focuses on progress-based evaluation, i.e., evaluating the ability of a model to output correct predictions at different prefix lengths. We present an evaluation involving three publicly available event logs, including a log characterised by concept drift.

This study seeks to investigate the potential influence of facial microexpressions on student-based evaluations and to explore the future possibilities of using automated technologies in higher education. We applied a non-experimental correlational design to investigate if the number of videotaped university lecturers’ facial microexpressions recognized by FaceReader™ serves as a predictor for positive results on student evaluation of teaching effectiveness. Therefore, we analyzed five videotaped lectures with the automatic facial recognition software. Additionally, each video was rated by between 8 and 16 students, using a rating instrument based on the results of Murray´s (1983) factor analysis. The FaceReader™ software could detect more than 5.000 facial microexpressions. Although positive emotions bear positive influence on the “overall performance rating”, “emotions” is not predicting “overall performance rating”, b = .05, t(37) = .35, p &amp;gt; .05. The study demonstrates that student ratings are affected by more variables than just facial microexpressions. The study showed that sympathy as well as the estimated age of the lecturer predicted higher student ratings.

Digital transformation creates opportunities for easy result delivery and system implementation that clearly identifies motivation and drawbacks for everyone involved. To create an effective and engaging feedback system that helps monitor training programs and can be applied in various organizations – lecturers from the Department of Management of BA School of Business and Finance tested a new feedback method system with the intention to find the key components and contributing factors that also measures the performance of the quality of an educational products, organization goals and performance of participants (students) and lecturers involved in the process. Online survey methods, e-mail marketing tools and classical statistical methods in combination with machine learning algorithms were used. The main purpose of the feedback collection was to ensure high-level engagement in response collection - that demonstrates problems and positive aspects for a product of educational programs in the field of business administration and finance studies which are both relevant for entrepreneurial studies and knowledge gaining within any organization.The article is based on statistical methods and analyses contributing factors that managed to collect more than two-thirds of quality feedback responses which is a higher rate than usual rate in organizations involved. Overall, 197 respondent answers were analysed from three educational institutions with similar educational programs, with the same two lecturers performing at 11 different study group courses. As a result – both way two (lecturer-participant) or even three-sided (lecturer-organization and organization-student) feedback system can be widely integrated and applied in both private and public sector educational and commercial institutions for a purpose – to monitor progress towards the goal reach whether it is the entrepreneurial intention, evaluation of skills, quality or a practical use of a knowledge gained.Conclusions involve aspects of – what makes an educational product valuable in the eyes of a customer and target audience. Also - why the feedback is crucial and how it benefits the overall monitoring of the goal reach for the organization. In combination with digital transformation opportunities – the system can be implemented in any organization for the process evaluation of in-house or outsourced training programs objectively.Keywords: Feedback system, Digital Transformation, Entrepreneurial education, Experiential learning, Goals, Entrepreneurial intention, Business administration

Programming courses in undergraduate education seem to be predestined for a flipped classroom approach as learning programming requires a high personal contribution on the one hand and on the other hand, course participants typically start with a wide range of previous knowledge and skills. Within a flipped classroom students can organize their learning phases self-reliantly and put an individual amount of effort into each learning objective. Whilst in a traditional lecture it is not easy to motivate students, the flipped classroom requires students’ active involvement per se. Besides all these advantages, setting up such a course requires a high initial effort for the lecturer. Furthermore, students might prefer a lecture, as usually the work load is higher in a comparable flipped classroom course. Based on the idea of flipping a beginners programming course, we firstly explored the effects of a flipped classroom approach on an elective advanced pro­gram­ming course with a smaller student group. The paper compares the new course design and its effects on the students learning, on the teaching, as well as on the course preparation with the former traditional lecture. The com­parison is based on a survey, the students’ evaluation feedback and on the examination results.

Knowledge and achievement evaluation system MISKANTAS-22 based on density matrix and neural network methods were designed as an advisor to the lecturer for automated evaluation of open-type questions. New type of plugin for Moodle system Essay Plus was created, tested, and evaluated for grading purposes. New type of user-friendly interfaces for lecturer and for student in Moodle system was realized. New concept of test of Essay Plus type was created, tested, and realized. System allows to evaluate the student's answers in real time regime.

This 12-week workshop provides a comprehensive understanding of GLMs and their application in various social and health science disciplines. With a lecture overview and hands-on lab component for each week, participants will gain practical experience in using R for implementing GLMs, evaluating model fit and presenting model results. An official Instats certificate of completion and 3 ECTS Equivalent points are provided at the conclusion of the seminar.

This evaluation measured the impact of the Global Citizenship Portfolio (GCP), which is a non-credit bearing module at Sheffield Hallam University that aims to support students to become ‘global citizens’. The GCP engages students in self-directed learning by combining: academic-run sessions; lectures; an intercultural experience which happens on campus, locally or abroad; and reflection. The evaluation was focused on the cohort of 78 students who started the module in October 2019 or January 2020 and completed it in May 2020. A mixed-methods project was conducted to provide quantitative and qualitative evidence from pre and post-module surveys and a sample of reflective journals. The findings of the evaluation highlighted that the GCP has had a positive impact on students’ development in becoming ‘global citizens’. Analysis of the data indicated that the majority of participants in the evaluation have demonstrated evidence of acquiring intercultural competencies, regardless of whether they undertook an experience ‘at home’ or abroad. This will help these students to engage with different value systems, communicate effectively across cultures and understand how their actions and those of others have global consequences. However, the drop in the number of respondents from the pre-module survey to the post-module survey might introduce a bias to the results of the evaluation. Recommendations are provided on the steps that can be taken to enhance the provision of the GCP and to increase the robustness of the evaluation.

Between November 19 and 22, 2023, the XXX Meeting of the Brazilian Society of Acoustics (Sobrac) took place at the UFRN Engineering Technology Center in Natal, Brazil. This event, which marks Sobrac's 40th anniversary, is the largest and only technical-scientific meeting in Brazil focused on acoustics and vibrations. Bringing together 292 participants, the event featured the presentation of 68 papers in 18 thematic areas, as well as five lectures, six short courses, two round tables, and a workshop, with an outstanding international presence. There was also an exhibition fair with 22 exhibitors and two technical visits, which attracted around 250 professionals each day. The event ended with the awarding of seven prizes in a student competition. The final evaluation by the participants highlighted the high level of organization and technical-scientific level of the meeting.