ArticleFrontiers in psychology2022
Why teaching innovation matters: Evidence from a pre- versus peri-COVID-19 pandemic comparison of student evaluation data.
Article in Frontiers in psychology, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- The relationship between school innovation climate and teacher innovation behavior in higher vocational colleges: the chain mediating role of teacher job crafting and creative self-efficacy.Frontiers in psychology · 2026Article
- Training providers to implement heart failure shared medical appointments: A qualitative evaluation.PloS one · 2024Article
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Authors and funding
3 authors.
Funding
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Abstract
The COVID-19 pandemic has robustly affected global education environments, so higher education institutions need to emphasize innovation and creativity in educational methods for teachers to improve their teaching performance as well as enhance the engagement and motivation of students in this changing environment. Accordingly, it is essential to discuss the role of teaching innovation in the setting of the COVID-19 pandemic compared to the pre-COVID-19 period. The aim of this study is to empirically validate the importance of teaching innovation in student evaluation of teaching before and during the COVID-19 pandemic. Data were collected from the medical college of a comprehensive university in Taiwan and were subjected to
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