Most universities conduct course evaluations to improve their educational qualities. However, there is still room for the improvement of the lecture quality measurements from a different perspective. The course evaluation is usually conducted at the end of the semester, but some students realize values of the lecture after certain period of time. Therefore, a reevaluation process may be needed to improve the quality measurement. A primary purpose of this study is to find factors to affect change of students’ lecture evaluations after experience of a teaching practice. The subjects took the lecture, teaching methods and skills, in 2019, and took the teaching practice in 2020. The quantitative and qualitative survey about the lecture were conducted to seventeen students after the teaching practice. The results of correlation analysis showed that the factors of immediacy, coherence, resonance, presence, and openness were significantly and positively related to changes of the lecture evaluation. In addition, the text analysis showed that the factors of immediacy, resonance, intent, and trust were related to the changes of the lecture evaluation. In conclusion, students’ lecture evaluation could be changed through the practical experience. Therefore, a follow-up survey could have an important role for realizing more accurate course evaluation.

Authors:
Hisaki Kawamoto, Tokyo Institute of Technology, Japan
Yuki Watanabe, Tokyo University of Science, Japan

About the Presenter(s)
Dr. Hisaki Kawamoto is a researcher of School of Environment and Society, Tokyo Institute of Technology. His research fields are educational technology, educational psychology, and pro-environmental behavior.

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