The Online Evaluation of Courses:  Impact on Participation Rates and  Evaluation Scores

Groen, Jovan; Herry, Yves

doi:10.47678/cjhe.v47i2.186704

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…Conversely, Burton et al (2012) found that when using online course evaluations, students' open-ended comments tended to be more positive overall. In contrast, Groen and Herry (2017) found no significant changes to the ratio of positive or negative responses. Two recent studies (Gakhal & Wilson, 2019;Holland, 2019) found that online course evaluations yielded dichotomous results.…”

Section: Presence Of Non-response Biascontrasting

confidence: 58%

“…Over time, however, faculty and administrators reported that paper-based survey collection was laborious with respect to aggregating and interpreting data (Crews & Curtis, 2011;Raman & Nedungadi, 2020). Consequently, in the early 2000s, colleges and universities began transitioning to online course evaluation collection methods (Groen & Herry, 2017). Some of the identified benefits of online systems included the ease and convenience of data collection, the depth of analysis permitted, and the prompt reporting of these methods (Gakhal & Wilson, 2019).…”

Section: Evolution Of Course Evaluationsmentioning

confidence: 99%

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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: Presence Of Non-response Biascontrasting

confidence: 58%

Section: Evolution Of Course Evaluationsmentioning

confidence: 99%

Examining Online Course Evaluations and the Quality of Student Feedback

Plante¹,

LeSage²,

Kay³

2022

JEdInfo

View full text Add to dashboard Cite

show abstract

Predicting the students' learning behaviour for a technical course during Covid-19

Dutt

Taneja

Sharma

2020

Preprint

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The purpose of this paper is to analyse the learning behaviour of students towards a technical course using online mode and offline mode. Due to the outbreak of Covid-19 pandemic, the educational fraternity has successfully reached out to the students using the various virtual tools available. Although, the offline mode of teaching-learning i.e. the actual classroom interaction is quite important as far as a technical course is concerned, but during these tough times the online platforms like Zoom, Webex meetings, Google meet have made the teaching-learning feasible remotely at any time from any place. This paper compares the learning behaviour of students in the two modes, online mode, and offline mode. A total of 213 students studying a technical course participated in the survey and their responses based on a questionnaire were recorded. The questionnaire considered all aspects related to the delivery of contents, the evaluation method, the preferred way of clarifying students’ doubts, course difficulty level and duration of the course. The analysis suggests that 72.3% of students are in favour of learning this course using offline mode, while 27.7 % of students are comfortable with online mode. Furthermore, the present study reveals that 95.7%, 95.3%, and 75.1 % of students are congenial with the offline mode in terms of teacher competency, content delivery, and interaction possibility respectively, whereas 85%, 76.9% and 48.4% of students are congenial with the online mode in terms of same parameters. The higher magnitude of average mean value for offline mode (3.99) anticipates its dominance over online mode (3.18). More than 50% students favoured online mode along with multiple choice question papers for the evaluation process irrespective of their preference to offline mode for teaching-learning. Based on the present analysis, some recommendations are proposed as the future strategies to improve the performance of teaching-learning activities during the times of crisis.

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Enhancing Student Engagement and Structured Learning in Online Discussion Forums

Whitfield

Evans

Simpson

2022

International Journal of Online Pedagogy and Course Design

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Discussion forums remain an important component in student engagement and learning in many online courses, but current research suggests that refining their pedagogical design could significantly enhance their effectiveness. The Worksheet Video Walk Formula offers one such option. Drawing on scaffolding and question techniques, the worksheet structures the interactive learning tasks closely around the concepts and skills to be learned, while the video walk reinforces students’ connection and engagement with the task activities. This article discusses the pedagogical challenges in designing and implementing the Formula in a large (104 students) second-year English literature course on the short story. The impact of the Formula on the quality of student interaction with concepts and texts as well as their development of close reading and critical thinking skills is assessed, and future applications are explored. This study has implications for teacher presence in discussion forums, learning outcomes, student satisfaction, and online pedagogy in large classes.

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The Online Evaluation of Courses: Impact on Participation Rates and Evaluation Scores

Cited by 3 publications

References 11 publications

Examining Online Course Evaluations and the Quality of Student Feedback

Examining Online Course Evaluations and the Quality of Student Feedback

Predicting the students' learning behaviour for a technical course during Covid-19

Enhancing Student Engagement and Structured Learning in Online Discussion Forums

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