Criteria for Assessing Student Satisfaction with Online Courses

Rothman, Terri; Romeo, Lynn; Brennan, Mary; Mitchell, Donna Mathewson

doi:10.20533/ijels.2046.4568.2011.0004

Cited by 25 publications

(34 citation statements)

References 13 publications

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“…To address the study's questions, a participant questionnaire was developed after examining domains of knowledge and students' personal preference for course delivery protocols. These were documented in a meta-analysis of previous research focused on online instructional paradigms (Shacar & Neumann, 2010) and in prior research on student satisfaction with online course formats (Rothman, Romeo, Brennan, & Mitchell, 2011 [22]).…”

Section: Research Questionsmentioning

confidence: 89%

“…The survey questionnaire consisted of thirty-five Likert scale questions focused on the seven domains identified for this research. The domains to be analyzed were developed after consulting prior research on students' satisfaction with online courses (Rothman, Romeo, Brennan, & Mitchell, 2011 [22]; Schacar & Neumann, 2010). Questions on the survey questionnaire addressed reasons participants enrolled in the online courses, their judgment of the quality of the course readings and assignments, the technology used, the feedback they received from their instructors, the format of the courses, their satisfaction with the level of the learning and the collaborative components of the courses.…”

Section: Methodsmentioning

confidence: 99%

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Student Perception of Online Learning in ESL Bilingual Teacher Preparation

Daniel¹,

Schumacher²,

Stelter³

et al. 2016

ujer

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Current technologies are changing delivery options for post-graduate teacher education. Many practicing teachers who return to school to prepare to educate English learners choose distance learning. This article explores teachers' perceived satisfaction with the quality of online courses, with the collaborative tasks required in these, and the extent to which the teachers consider the online course format effectively prepares them to work with English learners. This study reports qualitative and quantitative finding from a questionnaire administered to teachers who completed graduate level courses in an online format. Data gathered strongly support online course delivery as a viable and appropriate format for post-graduate teacher preparation. Study findings are encouraging for the effectiveness of online course formats to prepare practicing teachers. Responses on the survey questionnaire completed by participants document their perception that online courses are as rigorous as F2F coursework given effective online delivery formats that include appropriate instructor availability, timely and positive feedback, and flexible course organization.

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Section: Research Questionsmentioning

confidence: 89%

Section: Methodsmentioning

confidence: 99%

Student Perception of Online Learning in ESL Bilingual Teacher Preparation

Daniel¹,

Schumacher²,

Stelter³

et al. 2016

ujer

View full text Add to dashboard Cite

show abstract

“…Instrument / Technique Bangert (2004) Likert scale with 35 items Stewart et al (2004) Likert scale with 44 items Roberts et al (2005) Likert scale with 20 items García-Mestanza (2010) Likert scale with 44 items Rothman et al (2011) Likert scale with 25 items Ralston-Berg et al 2015Likert scale with 43 items Bangert himself has put forward his Student Evaluation of Online Teaching Effectiveness (SEOTE). Using constructivism-inspired methodologies typically associated with online teaching, this system offers an assessment instrument with Likert scales, including 35 items with six levels of agreement.…”

Section: Authormentioning

confidence: 99%

“…In 2010, García-Mestanza took several assessment models and the observations of experts within the sphere of university education as a reference to develop another questionnaire with Likert scales, in this case, with 44 items and seven levels of agreement. Rothman et al (2011) designed and validated a questionnaire based on the revision of best practices in online learning literature with 25 Likert-type questions, using a five-point scale -ranging from 1 = Strongly disagree to 5 = Strongly agree. More recently, Ralston-Berg et al (2015) developed a questionnaire from the rubrics developed in the Quality Matters Project, which has as its goal to improve education quality in online and blended learning contexts.…”

Section: Authormentioning

confidence: 99%

Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities

Matosas-López

Franco

Galán³

2019

J. New Approaches Educ. Res.

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The assessment of teaching quality in blended learning modalities has become a key element in the context of higher education. However, current evaluation systems present certain limitations. Behavioral scales overcome many of these limitations, offering an alternative for this task. This study describes the process of constructing an assessment instrument with behavioral scales to evaluate university teachers in blended learning modalities, following the BARS (Behavioral Anchored Rating Scales) methodology. The design process included interviews and surveys involving a total of 477 students, as well as a panel of professors who were experts in this teaching modality. The behavioral scales in the final instrument highlight the importance of certain particularly significant teaching-related aspects of blended learning models, namely: teacher-student communication; learning resources; course design; and the teacher’s technical competencies. The authors conclude that the final instrument provides clear and unambiguous feedback, enables the teacher to take specific corrective measures, and reinforces the formative purpose of evaluation in these modalities.

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“…This is in spite of the nearly complete penetration of online learning in the college environment--close to 90% of colleges offer distance learning programs -and there is extensive reporting that the current methodology for online evaluation is inappropriate, or at least insufficient. [24,25,26] An example of a separate approach for evaluation is the Online Instructor Evaluation System (OIES) developed by Park University. The system has received high marks from online teachers as being more in touch with their unique teaching/learning environment.…”

Section: Possible Solution Trajectory: Rethinking the Set Paradigm Tomentioning

confidence: 99%

Online Evaluations of Online Courses: Another Obstacle to Involving Full Time Faculty in Distance Learning?

Ruth¹

2018

INTED Proceedings

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While there are many criticisms of online courses, their growth is beyond doubt. Nearly a third of all college students in the United States are taking at least one course online, and that percentage is increasing. As the many controversial facets of comparing online with traditional courses increase-only 30% of full-time professors approve of them--there is one issue that is almost ignored. Many studies have indicated a significant difference in outcomes between Student Evaluation of Teaching (SET) submitted for online courses and the traditional in class paper and pencil manner. On the positive side, online comments tend to be considerably more detailed, and probably more valuable and qualitatively superior. And, of course they are far more efficient and less costly. But many studies over the past decade have indicated that online SET grades often lower, that is, more critical of the instructor. And to add to the problem, online evaluation response rates are consistently lower than the paper and pencil results. Does this present a disadvantage that further discourages full time faculty from teaching at distance? This paper examines the possible effect of this phenomenon from three perspectives: first, the evidence that online SET scores are frequently lower and response rates always lower than face-toface SET procedures; second, the dilemma of faculty, especially full-time faculty, in facing the decision to teach online, when uncertain evaluation results could possibly harm their careers; and third, various remedial actions that have been proposed to remedy the problem

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Criteria for Assessing Student Satisfaction with Online Courses

Cited by 25 publications

References 13 publications

Student Perception of Online Learning in ESL Bilingual Teacher Preparation

Student Perception of Online Learning in ESL Bilingual Teacher Preparation

Constructing an Instrument with Behavioral Scales to Assess Teaching Quality in Blended Learning Modalities

Online Evaluations of Online Courses: Another Obstacle to Involving Full Time Faculty in Distance Learning?

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