Student responses to a reflexive course evaluation

Erikson, Malgorzata; Erikson, Martin G.; Punzi, Elisabeth

doi:10.1080/14623943.2016.1206877

Cited by 17 publications

(25 citation statements)

References 28 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Course evaluation can be differentiated into quantitative and qualitative evaluation methods. The most frequent form of course evaluation is paper-based or online questionnaires used for quantitative analysis [31]. However, quantitative course evaluations have been broadly criticized.…”

Section: Course Evaluation In Educationmentioning

confidence: 99%

Designing a Conversational Agent as a Formative Course Evaluation Tool

Wambsganss¹,

Winkler²,

Schmid³

et al. 2020

WI2020 Zentrale Tracks

View full text Add to dashboard Cite

Today's graduating students face ever-changing environments when they enter their job life. Educational institutions must therefore continuously develop their course structure and content in order to prepare their students to be future employees. A very important means for developing the courses is the students' course evaluations. Due to financial and organizational restrictions, these course evaluations are usually carried out quantitatively and at the end of the semester. However, past research has shown that this kind of evaluation faces certain constraints such as low acceptance rates, only time-related insights and low-quality answers that do not really help the lecturer to improve the course. Drawing on social response theory, we propose that conversational agents as a formative course evaluation tool are able to address the mentioned problems by interactively engaging with students. Therefore, we propose a set of design principles and evaluate them with our prototype Eva.

show abstract

Section: Course Evaluation In Educationmentioning

confidence: 99%

Designing a Conversational Agent as a Formative Course Evaluation Tool

Wambsganss¹,

Winkler²,

Schmid³

et al. 2020

WI2020 Zentrale Tracks

View full text Add to dashboard Cite

show abstract

“…Also referred to as 'student evaluations of teaching' (SETs) or 'student ratings of instruction' (SRIs) (Linse 2017), these evaluations can take a number of forms, ranging from quantitative surveys to more complex qualitative methods. Because of their ease of administration and analysis, quantitative survey questionnaires are the most frequently used method of course evaluations internationally (Erikson, Erikson, and Punzi 2016). Quantitative evaluations of teaching and learning have, however, come under criticism from various sectors of the higher education community.…”

Section: Literature Reviewmentioning

confidence: 99%

“…While significantly less research has been conducted into the advantages of qualitative course evaluation techniques when compared with quantitative methods (Chambers 2010;Grebennikov and Shah 2013), recent research has endeavoured to address this shortcoming (Hoon et al 2015;Erikson, Erikson, and Punzi 2016;Stupans, McGuren, and Babey 2016;Veeck et al 2016;Brandl, Mandel, and Winegarden 2017;Varga-Atkins, McIsaac, and Willis 2017). Scholars who have compared qualitative evaluation tools with quantitative techniques have found qualitative techniques to offer a number of advantages (Huxham et al 2008).…”

Section: Literature Reviewmentioning

confidence: 99%

“…While the majority of student evaluations of teaching and learning take the form of quantitative course evaluation survey questionnaires (Erikson, Erikson, and Punzi 2016), research suggests that a reliance on survey data alone is problematic from a teaching and learning perspective (Alderman, Towers, and Bannah 2012;Trigwell, Caballero Rodriguez, and Han 2012). Qualitative feedback has been cited as a viable alternative to quantitative evaluations (Grebennikov and Shah 2013), but there is significantly less research into the efficacy of qualitative course evaluation methods when compared with quantitative methods.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students

Steyn

Davies

Sambo

2018

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…The majority of student evaluations of teaching are retrospective quantitative course evaluation surveys (Erikson et al 2016;Richardson 2005). Qualitative evaluation is seen as a viable alternative to quantitative evaluation methods (Darwin 2017;Grebennikov and Shah 2013), but has been subject to less empirical research (Steyn et al 2019).…”

Section: Introductionmentioning

confidence: 99%

Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

2020

View full text Add to dashboard Cite

Student evaluation of teaching is a multipurpose tool that aims to improve and assure educational quality. Improved teaching and student learning are central to educational enhancement. However, use of evaluation data for these purposes is less robust than expected. This paper explores how students and teachers perceive how different student evaluation methods at a Norwegian university invite students to provide feedback about aspects relevant to their learning processes. We discuss whether there are characteristics of the methods themselves that might affect the use of student evaluation. For the purpose of this study, interviews with teachers and students were conducted, and educational documents were analysed. Results indicated that evaluation questions in surveys emerged as mostly teaching-oriented, non-specific and satisfaction-based. This type of question did not request feedback from students about aspects that they considered relevant to their learning processes. Teachers noted limitations with surveys and said such questions were unsuitable for educational enhancement. In contrast, dialogue-based evaluation methods engaged students in discussions about their learning processes and increased students' and teachers' awareness about how aspects of courses improved and hindered students' learning processes. Students regarded these dialogues as valuable for their learning processes and development of communication skills. The students expected all evaluations to be learning oriented and were surprised by the teaching focus in surveys. This discrepancy caused a gap between students' expectations and the evaluation practice. Dialogue-based evaluation methods stand out as a promising alternative or supplement to a written student evaluation approach when focusing on students' learning processes.

show abstract

Student responses to a reflexive course evaluation

Cited by 17 publications

References 28 publications

Designing a Conversational Agent as a Formative Course Evaluation Tool

Designing a Conversational Agent as a Formative Course Evaluation Tool

Eliciting student feedback for course development: the application of a qualitative course evaluation tool among business research students

Discrepancies in purposes of student course evaluations: what does it mean to be “satisfied”?

Contact Info

Product

Resources

About