Educators' Perceptions of Students' and Teachers' Performance in Virtual Classrooms (COVID-19)

Abstract

Many models are provided to characterize didactic performances in higher education, and this research finds that instructors and students use talents and abilities that functionally match with one another during classroom interactions. The didactic performance inter-behavioral model was chosen as the substantive theory for this investigation based on the subjective evaluations of graduate students. Examination of one's own abilities and recognition of one's own prior learning patterns were emphasized, as were the use of examples and active participation, the monitoring of relevant practice by a coach, and the acceptance and use of constructive criticism to further one's own development. Three hundred and ten students in a conventional master's degree program in the Sciences of Education responded to two questionnaires in Google Forms about their attitudes about online education. Six variables of teacher and student success were subjected to confirmatory analysis using LISREL 8. Only the Illustration educator criteria (which favored males) and the Application student criterion showed statistically significant differences between the sexes (favoring women). Comments from distance education students indicate that "Explicitness of criterion" and "Illustration" are two common types of instructor performance criteria. However, when students were asked to evaluate their own performance, criterion identification came out on top, with feedback-improvement coming in a close second. Empirical support for the didactic performance inter-behavioral model was also provided by the convergent and divergent validity of the questions in the two self-assessment questionnaires.