Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework

Laupper, Ellen; Balzer, Lars; Berger, Jean-Louis

doi:10.1007/s11092-020-09336-6

Cited by 9 publications

(5 citation statements)

References 41 publications

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“…Despite the significant decrease in return rates, several studies reported that online collection methods did not adversely affect average course rating scores across programs and faculty (Avery et al, 2006;Dommeyer et al, 2004;Fogarty et al, 2013;Liegle & McDonald, 2005;Perrett, 2013;Laupper et al, 2020). In many studies the reported drop in response rates occurred immediately following the transition to online methods (Avery et al, 2006;Fogarty et al, 2013;Kuch & Roberts, 2018;Liegle & McDonald, 2005).…”

Section: Impact On Response Ratesmentioning

confidence: 99%

Examining Online Course Evaluations and the Quality of Student Feedback

Plante¹,

LeSage²,

Kay³

2022

JEdInfo

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The purpose of this article was to provide a comprehensive review of research on the quality of student feedback from post-secondary institutions using online course evaluations versus traditional paper-pencil methods. Nineteen peer-reviewed articles published from 2000 to 2020 were examined for changes to course evaluations following a transition to online collection methods. Three themes emerged from the literature: effects on response rates, presence of non-response bias, and effects on comment quality. Results suggest that using online methods for collecting student feedback tends to decrease response rates somewhat, however, the effect is often temporary. Further, using online methods generated conflicting results on the presence of a non-response bias in open-ended comments with online methods. Many studies demonstrated that online methods increase the word counts in student-provided comments and that the constructive nature of the comments improved as well. The results may inform teaching and policy decisions as more institutions transition to online course evaluation collection methods, particularly given the restrictions imposed by the current COVID-19 crisis. Suggestions for future research include examining the usability of comments as well as trends in student feedback quality following the transition to emergency remote teaching during the global pandemic.

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Section: Impact On Response Ratesmentioning

confidence: 99%

Examining Online Course Evaluations and the Quality of Student Feedback

Plante¹,

LeSage²,

Kay³

2022

JEdInfo

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“…The study could be improved by increasing the number of male participants and of other, non-heterosexual orientations. This having been said, the use of offline and online questionnaires does not affect the quality of the results [ 44 ]. Another limitation concerns the variables used in the study.…”

Section: Discussionmentioning

confidence: 99%

Psychometric Validation of the Portuguese Version of the Modern Homonegativity Scale among Portuguese College Students

Berbén

Pereira

Lara-Garrido

et al. 2022

EJIHPE

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The studies focused on analysing attitudes toward homosexuality show that the manifestation of homonegativity has evolved into more modern forms. We therefore propose using instruments that capture subtle aspects in discrimination against gay and lesbian people. The objective of this study is twofold. First, we aim to adapt and validate the Portuguese version of the Modern Homonegativity Scale. Second, we set out to analyse the modern homonegativity shown by Portuguese university students. The scale includes two parallel subscales (MHS-Gay Men and MHS-Lesbian Women), each with 12 items. Six hundred and forty-one Portuguese college students between 18 and 27 years of age participated in the study (Mage = 21.23; SD = 1.88). The results demonstrate the unidimensionality of the scale and a high degree of internal consistency, along with satisfactory fit indices. Those people who identified as male and heterosexual showed greater modern homonegativity. We conclude that the Portuguese version of the MHS is valid and reliable for evaluating modern homonegativity in Portugal.

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“…Little or no influence of SRI delivery mode (paper-based vs electronic/online) on overall SRI scores was found in three studies (Laupper et al, 2020;Risquez et al, 2015;Treischl & Wolbring, 2017). In contrast, Fogarty et al (2013) found significantly lower evaluation scores with web-based SRI administration.…”

Section: Types Of Biasmentioning

confidence: 92%

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

Stoesz

Jaeger

Quesnel

et al. 2023

cjeap

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Student ratings of instruction (SRI) are commonly used to evaluate courses and teaching in higher education. Much debate about their validity in evaluating teaching exists, which is due to concerns of bias by factors unrelated to teaching quality (Spooren et al., 2013). Our objective was to identify peer-reviewed original research published in English from January 1, 2012, to March 10, 2021, on potential sources of bias in SRIs. Our systematic review of 63 articles demonstrated strong support for the continued existence of gender bias, favoring male instructors and bias against faculty with minority ethnic and cultural backgrounds. These and other biases must be considered when implementing SRIs and reviewing results. Critical practices for reducing bias when using SRIs include implementing bias awareness training and avoiding use of SRIs as a singular measure of teaching quality when making decisions for teaching development or hiring and promotion.

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Online vs. offline course evaluation revisited: testing the invariance of a course evaluation questionnaire using a multigroup confirmatory factor analysis framework

Cited by 9 publications

References 41 publications

Examining Online Course Evaluations and the Quality of Student Feedback

Examining Online Course Evaluations and the Quality of Student Feedback

Psychometric Validation of the Portuguese Version of the Modern Homonegativity Scale among Portuguese College Students

Bias in Student Ratings of Instruction: A Systematic Review of Research from 2012 to 2021

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