The purpose of the present study is to defineinstructional profiles and investigate the relationshipbetween these profiles and learning indicators such as end-of-semester grades and self-reported amount of learning.Instructional profiles were obtained using a segmentationmethod. Student ratings were used as indicators ofinstructional effectiveness. Results revealed that instructorswho receive higher scores from students seem to beeffective instructors in learning. However, instructors withhigh ratings from students did not receive high scores forall measures of instructional effectiveness. Effectiveinstructors seem to have varying scores due to the imper-fect relationship between instructional effectiveness andlearning. It can be concluded that the definition of aneffective instructor can vary across subgroups. For aninstructor to be defined as effective, it is not necessary forthem to receive higher scores for all measures. Low-ratedaspects of effectiveness can be compensated for by show-ing high performance in other areas. Based on the results ofthe present study, instructional profiles or any other relatedtraits should be investigated under subgroups that showdifferences.

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• Profiling Instructional Effectiveness to Reveal Its Relationshipto Learning