The Student as a Commentator: Students’ Comments in Student Evaluations of Teaching

Brockx, Bert; Roy, Kaushik; Mortelmans, Dimitri

doi:10.1016/j.sbspro.2012.12.042

Cited by 33 publications

(30 citation statements)

References 25 publications

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“…We also want to point out that none of the feedback contained offensive and insulting remarks of any kind. In addition, this finding is compatible with other studies, which show that only a few students (less than 0.1%) make abusive comments about the lecturers (Brockx et al, 2012).…”

Section: Summary and Discussionsupporting

confidence: 92%

“…Over the years, many studies (e.g., Brockx, Van Roy, & Mortelmans, 2012;Denson, Loveday, & Dalton, 2010;Dommeyer, Baum, & Hanna, 2002;Liu, 2005;Rovai, Ponton, Derrick, & Davis, 2006;Wilson & Ryan, 2012) have been conducted around teaching evaluations by students. This can indicate a certain degree of reliability in the use of these feedback.…”

Section: Introductionmentioning

confidence: 99%

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Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Salman

2017

JITE:IIP

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Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation.

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Section: Summary and Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Salman

2017

JITE:IIP

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“…In contrast, students writing comments as part of traditional student evaluations of teaching have been found to take the task seriously (Brockx, Van Roy, & Mortelmans, 2012).…”

Section: Tone Of Online Reputation Systemsmentioning

confidence: 99%

On the Development and Application of a Framework for Understanding the Properties and Information Quality of Online Reputation Systems

Klein¹

2017

JMWAIS

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Online reputation systems were created to enable buyers and sellers participating in online transactions to evaluate the reputations of potential trading partners. These systems were then expanded to additional domains targeting the evaluation of encounters with professionals such as university professors, teachers, and physicians. This paper examines key properties of two online reputations systems: eBay's Feedback Forum and the Rate My Professors online reputation system. A framework for understanding the information quality of online reputation systems is then developed and applied. Implications for designers, teachers, and scholars are discussed.

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“…According to Brockx, Van & Mortelmans (2012), students' comments in SET are important for instructors. The answers to these questions have a greater potential to influence the instructors, than statistical reports (Alhija & Fresko, 2009).…”

Section: Views On Set Implementationmentioning

confidence: 99%

Students’ Perception: Student Feedback Online (SuFO) in Higher Education

Eng

Ibrahim

Shamsuddin

2015

Procedia - Social and Behavioral Sciences

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Students Feedback Online (SuFO) is an online system that is used to evaluate the overall teaching and learning components in terms of lecturer's quality assurance and performance, content and infrastructure. In view of the importance of SuFO, a reliable instrument is deemed necessary for the evaluation of students' perception of a lecturer's quality assurance and performance, content and infastructure in higher education in Malaysia. The objective of this study is to investigate the perception of students towards SuFO survey. This study was conducted at one of the campus of a public university in the centre region of Sarawak, Malaysia using a survey to investigate the perception of students towards SuFO survey. A total of 158 full time diploma students completed a questionnaire about views on the perceptions of students towards SuFO survey. The questionnaire had high internal consistency whereby the alpha value reported to be 0.863 for 30 items. Analysis of the students' perception by gender (on independent samples t-test) showed that there is a significant difference in mean perception rating between male and female students (p<0.05). Analysis of the students' perception by semester (using ANOVA (analysis of variance)) showed that there is a significant difference in mean perception rating across different semesters (p<0.05). Analysis of the students' perception by ethnicity (using ANOVA) revealed no significant difference in mean perception rating across different ethnicity. In conclusion, this study has presented evidence that male students and female students rated different with respect to the perception toward SuFO survey. In fact male students rated significantly higher when compared to female students. On the other hand, students with lower parts tended to rate higher when compared to students with higher parts. It is hoped that this study offers new knowledge to the scope of research within this field and promotes further studies in countries abroad.

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The Student as a Commentator: Students’ Comments in Student Evaluations of Teaching

Cited by 33 publications

References 25 publications

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

On the Development and Application of a Framework for Understanding the Properties and Information Quality of Online Reputation Systems

Students’ Perception: Student Feedback Online (SuFO) in Higher Education

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