Electronic Course Evaluations: Does an Online Delivery System Influence Student Evaluations?

Abstract

An increasing number of academic institutions are considering changing to Web-based systems to take advantage of efficiencies in the collection of end-of-semester course evaluations. In considering such a change it is important that researchers determine whether it will affect mean evaluation scores and response rates. We undertook this study in a department considering changing over to electronic course evaluations to determine the effect such a change would have on the quality of resulting course evaluation data. Study results found that Web-based evaluation methods led to lower response rates, but that lower response rates did not appear to affect mean evaluation scores. They suggested that faculty evaluation scores will not be adversely affected by switching from paper to Web-based evaluations.

Les transformations actuelles de l’EEE

“…toute une série d'articles sont actuellement publiés quant aux avantages et aux inconvénients de la passation des questionnaires en ligne ou papier (anderson, Cain, & Bird, 2005 ;avery, Bryant, Mathios, Kang, & Bell, 2006 ;norris & Conn, 2005 ;nulty, 2008). Il ressort des enquêtes menées à ce sujet que les taux de réponse aux questionnaires en ligne sont inférieurs à ceux sous forme de papier, ce qui conduit certaines universités à préférer conserver la modalité traditionnelle.…”

Creating a sustainable online instructor observation system: A case study highlighting flaws when blending mentoring and evaluation

“…Consequently, evaluation of online courses is a popular topic in the research literature (Dykman & David, 2008;Lord, 2009;Mandernach et.al., 2005;Weschke & Canipe, 2010; Villar Angulo & Alegre de la Rosa, 2007;Avery, Bryant, Mathios, Kang, & Bell, 2006). Distance learning practitioners have struggled to create effective models for designing, assessing, and evaluating online courses.…”

Response Rate and Teaching Effectiveness in Institutional Student Evaluation of Teaching: A Multiple Linear Regression Study

“…5, No. 6; measured by grade, cumulative GPA, and SAT score) showed positive association with the likelihood of response (Avery et al, 2006;Porter & Umbach 2006). Adams and Umbach (2012) found that "Not only are students with higher grades typically awarding higher ratings, but they are also the ones who are more likely to respond".…”

“…For example, female students are more likely to respond than males (Avery et al, 2006;Porter & Umbach, 2006). High performance and achievement (as www.ccsenet.org/hes…”