Are they paying attention? Students’ lack of motivation and attention potentially threaten the utility of course evaluations

Bassett, Jonathan F.; Cleveland, Amanda J.; Acorn, Deborah; Nix, Marie; Snyder, Timothy L.

doi:10.1080/02602938.2015.1119801

Cited by 30 publications

(23 citation statements)

References 15 publications

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“…Finally, there was no significant relationship between leaving videos and EOCS results, which may extend studies that found no clear link between leaving videos and improved learning outcomes (see Mathisen, 2012;Mayhew, 2016) and the fickleness of student evaluators (see Bassett et al, 2017;Hornstein, 2017). Within the quantitative EOCS results, no connection was found between leaving videos and improved scores on the four survey questions analyzed.…”

Section: Discussionsupporting

confidence: 66%

“…While few studies have examined the relationship between quality of feedback and SETs, considerable scholarship has investigated the criteria students use to evaluate instructors. Hornstein (2017) claims students are often "dispassionate evaluators" (p. 3) and Bassett et al (2017) found a similar pattern of students not putting much effort into their SETs. Liu (2012) also explained that first-year college students (the majority of the student population of this project's study) were found to provide the lowest rankings of instructors.…”

Section: Student Evaluations Of Teaching (Sets)mentioning

confidence: 96%

See 1 more Smart Citation

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Ketchum

LaFave²,

Yeats³

et al. 2020

OLJ

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This exploratory study critically analyzes instructor perceptions of leaving video feedback and its impact on workload. Using qualitative and quantitative data, it discusses instructor experiences in adding video feedback to written notes in online courses. Specifically, this study asks if instructors will feel more "connected" in video feedback courses, if instructors will report increased workloads, and if they see an improvement in their performance evaluations in video feedback courses. The results reveal that video feedback requires more time than written feedback (i.e., non-video feedback), generates varied instructor experiences concerning social presence, and has little to no impact on instructor performance evaluations. The article concludes that more research is needed to fully understand the instructor experience when using videos, especially in environments where part-time, adjunct instruction is the norm.

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Section: Discussionsupporting

confidence: 66%

Section: Student Evaluations Of Teaching (Sets)mentioning

confidence: 96%

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Ketchum

LaFave²,

Yeats³

et al. 2020

OLJ

View full text Add to dashboard Cite

show abstract

“…Instructional methods employed by instructors and their classroom management skills are criticized while justifying cyberloafing. The lack of motivation is a barrier to learning as mention by several researchers (Bidabadi, Isfahani, Rouhollahi, & Khalili, 2016;Bassett, Cleveland, Acorn, Nix, & Snyder, 2017;Yasmin, Naseem, & Masso, 2019). Instructors' failure in catching students' attention and satisfy students seemed to correlate with frequent cyberloafing.…”

Section: Implications For Practicementioning

confidence: 99%

Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English

Karabiyik

Baturay

Özdemir

2021

Participatory Educational Research

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Learning and teaching is fostered to a great deal by technology. Cell phones and internet can be utilized as effective tools in providing extended and diversified learning opportunities as well as promoters of learning and teaching. However, early internet-enabled cell phones or more recent smartphones have also become easily accessible avenues of distraction and escape. This study explored if and how intention to cyberloaf acts as a mediator in the relationship between attitudes, subjective norms, and cyberloafing with a focus on descriptive and prescriptive norms with respect to instructors and classmates separately. The research was undertaken at a foundation university in Ankara, Turkey with 214 preservice English teachers. The sample consisted of 152 (71.03%) females and 62 (28.97%) males. Cyberloafing scale developed by Kalaycı (2010), adapted versions of Askew et al.’s (2014) attitudes towards cyberloafing scale, subjective descriptive norms scale, cyberloafing intentions scale, and Blanchard and Henle’s (2008) norms scale were used as data collection instruments. Mediation analyses were performed using SPSS 22 with the utilization of SPSS macro, PROCESS v 3.4 (Hayes, 2017). The results of the regression analyses indicated that subjective norms and attitudes significantly predicted cyberloafing; and intentions to cyberloaf was found to be a significant but partial mediator between the variables. The results have significant implications both for academic research on cyberloafing and for educational practices.

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“…Items asking participants how much effort they applied in responding or how they judge the quality of their data (Curran, 2016) "I never really put much thought into my answers on the evaluations but just bubble in answers to get done quickly" (Bassett et al, 2017) Attention checks…”

Section: Self-report Questionsmentioning

confidence: 99%

Is respondents' inattention in online surveys a major issue for research?

Vecchio¹,

Caso²,

Cembalo³

et al. 2020

Economia Agro-Alimentare

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Participant attentiveness may represent a major concern for all researchers using online self-report survey data, as findings from non-diligent participants add noise and can significantly decrease results reliability. Therefore, attention checks have become a popular method in survey design across social sciences to capture careless or insufficient-effort of respondents, thus increasing quality of samples and the internal validity of the research. The aim of this note is to offer an overview and categorization of the different techniques adopted to flag inattentive respondents and present the potential drawbacks of not considering the issue in social sciences research.

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Are they paying attention? Students’ lack of motivation and attention potentially threaten the utility of course evaluations

Cited by 30 publications

References 15 publications

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Video-based Feedback on Student Work: An Investigation into the Instructor Experience, Workload, and Student Evaluations

Intention as a Mediator between Attitudes, Subjective Norms, and Cyberloafing among Preservice Teachers of English

Is respondents' inattention in online surveys a major issue for research?

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