Abstract:

Higher education is currently experiencing an unprecedented period of change. Especially Covid-19 pandemic has given rise to many changes and impact on education. On-line learning has become an alternative to traditional educational method after Covid-19. Today’s college are also facing increased pressure to help millennial students, so called ‘MZ’ generation’s students, reach their educational goals. They have notably different educational expectation and learning behaviours. As educational environment and opportunities have been changed and diversified due to the development of high technology, social change and requirement for education, the important factors consisted of ‘good teaching’ are asked as well. Even though a variety of activities have been tried to improve the quality of teaching, it is not clear what is the definition of ‘good teaching’ and how to implement it.

It is not easy to agree on single definition of good teaching, because good teaching is context dependent whereby good instructors may do different things with different student populations for different goals. The aim of this study is to investigate the important factors consisted of ‘good teaching’ by data-driven analysis targeting liberal arts classes. While previous studies have attempted to find the prominent characteristics of good teaching as perceived by students, this study is to examine the important factors consisted of good teaching as perceived and experienced by both students and instructors integratively. The result will provide effective guidelines for class design and preparing leading to higher class satisfaction and outcome.

Keywords:

Good teaching, higher education, liberal arts classes, student’s perception, instructor’s perception, class satisfaction.