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1.
The purpose of this study was to analyse the students’ evaluations of the course and instructor for all statistics courses offered during fall semester 2009 at a large university in the southern United States. Data were collected and analysed for course evaluations administered both online and on paper to students in both undergraduate and graduate courses. Unlike most previous studies on this subject, class section rather than student was treated as the unit of analysis. It was of specific interest to verify prior research findings that evaluation surveys administered online would not result in lower course and instructor ratings and lower response rates. The results showed that there is not sufficient evidence within the collected data to conclude that either course and instructor ratings or response rates are lower for evaluations administered online (online evaluations) than they are for evaluations administered on paper (paper evaluations). Of secondary interest was whether class ratings would be associated with students’ attendance and a comparison of variability among answers for undergraduate vs. graduate students. It was observed that class and teacher ratings were not related to students’ attendance and individual students did not tend to give the same answer for every question on their survey.  相似文献   

2.
Student evaluations are a common source of information used by instructors and administrators, but their utility depends on students’ motivation and attention. This paper presents evidence from two studies indicating that insufficient effort responding and lack of motivation may be problems in course evaluations. In the first study, approximately one in four students responded in an improbable way to ‘catch items’ embedded in actual course evaluation instruments, suggesting a lack of attention. In the second study, students’ responses to an online survey indicated that they doubted that their responses to course evaluations would be used by instructors or administrators. The majority of students admitted to only occasionally putting sufficient effort into their responses. Potential means for identifying insufficient effort responding and mechanisms for increasing student attention and motivation during the course evaluation process are discussed.  相似文献   

3.
This article provides an overview of issues involved with traditional paper versus online course evaluations. Data were gathered from university faculty, who transitioned from traditional paper to online course evaluations. Faculty preferred traditional course evaluations versus online course evaluations by a small margin. However, faculty overwhelmingly believed that traditional course evaluations result in higher response rates from students. Incentives were also believed by faculty to increase student response rates. Suggestions from faculty on how to improve student response rates are also provided in this article.  相似文献   

4.
Using multilevel models, this study examined the effects of student- and course-level variables on monotonic response patterns in student evaluation of teaching (SET). In total, 11,203 ratings taken from 343 general education courses in a Korean four-year private university in 2011 were analyzed. The results indicated that 96 % of variance of monotonic response patterns could be explained by student characteristics, such as gender, academic year, major, grade point average, SET score, and perceptions about course difficulty, while controlling for course-level variables. Furthermore, 4 % of variance of monotonic response patterns was derived from course characteristics, including faculty age and class size, while controlling for student-level variables. The findings suggest that Korean higher education institutions need to take proper measures to encourage students to participate more actively and sincerely in SET for the best and proper use of the evaluation’s outcomes.  相似文献   

5.
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6.
This study compares student evaluations of faculty teaching that were completed in‐class with those collected online. The two methods of evaluation were compared on response rates and on evaluation scores. In addition, this study investigates whether treatments or incentives can affect the response to online evaluations. It was found that the response rate to the online survey was generally lower than that to the in‐class survey. When a grade incentive was used to encourage response to the online survey, a response rate was achieved that was comparable with that to the in‐class survey. Additionally, the study found that online evaluations do not produce significantly different mean evaluation scores than traditional in‐class evaluations, even when different incentives are offered to students who are asked to complete online evaluations.  相似文献   

7.
In recent years, colleges have been moving from traditional, classroom‐based student evaluations of instruction to online evaluations. Because of the importance of these evaluations in decisions regarding retention, promotion and tenure, instructors are justifiably concerned about how this trend might affect their ratings. We recruited faculty members who were teaching two or more sections of the same course in a single semester and assigned at least one section to receive online evaluations and the other section(s) to receive classroom evaluations. We hypothesised that the online evaluations would yield a lower response rate than the classroom administration. We also predicted that there would be no significant differences in the overall ratings, the number of written comments, and the valence (positive/neutral/negative) of students’ comments. A total of 32 instructors participated in the study over two semesters, providing evaluation data from 2057 students. As expected, online evaluations had a significantly lower response rate than classroom evaluations. Additionally, there were no differences in the mean ratings, the percentage of students who provided written comments or the proportion of comments in the three valence categories. Thus, even with the lower response rate for online evaluations, the two administration formats seemed to produce comparable data.  相似文献   

8.
Course evaluations (often termed student evaluations of teaching or SETs) are pervasive in higher education. As SETs increasingly shift from pencil-and-paper to online, concerns grow over the lower response rates that typically accompany online SETs. This study of online SET response rates examined data from 678 faculty respondents and student response rates from an entire semester. The analysis focused on those tactics that faculty employ to raise response rates for their courses, and explored instructor and course characteristics as contributing factors. A comprehensive regression model was evaluated to determine the most effective tactics and characteristics. Using incentives had the most impact on response rates. Other effective tactics that increase response rates include reminding students to take the evaluation, explaining how the evaluations would be used to improve instruction, sending personal emails and posting reminders on Blackboard®. Incentives are not widely used; however, findings suggest that non-point incentives work as well as point-based ones, as do simple-to-administer minimum class-wide response rate expectations (compared to individual completion).  相似文献   

9.
As instructors adopt web‐based learning environments, they must consider how students’ evaluations of learning reflect the overall quality of instruction. Traditional course evaluations are used for faculty retention, tenure and promotion decisions, but also provide instructors with valuable information on the quality of their instruction. This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face‐to‐face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students’ course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.  相似文献   

10.
Careless responding is a bias in survey responses that disregards the actual item content, constituting a threat to the factor structure, reliability, and validity of psychological measurements. Different approaches have been proposed to detect aberrant responses such as probing questions that directly assess test-taking behavior (e.g., bogus items), auxiliary or paradata (e.g., response times), or data-driven statistical techniques (e.g., Mahalanobis distance). In the present study, gradient boosted trees, a state-of-the-art machine learning technique, are introduced to identify careless respondents. The performance of the approach was compared with established techniques previously described in the literature (e.g., statistical outlier methods, consistency analyses, and response pattern functions) using simulated data and empirical data from a web-based study, in which diligent versus careless response behavior was experimentally induced. In the simulation study, gradient boosting machines outperformed traditional detection mechanisms in flagging aberrant responses. However, this advantage did not transfer to the empirical study. In terms of precision, the results of both traditional and the novel detection mechanisms were unsatisfactory, although the latter incorporated response times as additional information. The comparison between the results of the simulation and the online study showed that responses in real-world settings seem to be much more erratic than can be expected from the simulation studies. We critically discuss the generalizability of currently available detection methods and provide an outlook on future research on the detection of aberrant response patterns in survey research.  相似文献   

11.
Socrative is an online assessment and student response tool that provides opportunities to increase student engagement in the classroom. We used Socrative as an online homework completing platform to increase students’ exam scores in physics. To explore the relationships among factors and the educational effectiveness of Socrative, data from 85 undergraduate students’ final and midterm grades, and their responses to an attitude survey were used. The ANCOVA results demonstrated that the use of Socrative positively influenced students’ exam scores and a fairly significant correlation was found between students’ attitudes toward Socrative and final exam scores. Moreover, the results of the survey showed that students have moderately positive attitudes toward the use of Socrative as an online homework assignment platform. This empirical study indicates that the use of Socrative can go beyond engaging and motivating students and can be used as an online homework completing tool.  相似文献   

12.
Student evaluations of teaching (SETs) are an important point of assessment for faculty in curriculum development, tenure and promotion decisions, and merit raises. Faculty members utilise SETs to gain feedback on their classes and, hopefully, improve them. The question of the validity of student responses on SETs is a continuing debate in higher education. The current study uses data from two universities (n = 596) to determine whether and under what conditions students are honest on in-class and online SETs, while also assessing their knowledge and attitudes about SETs. Findings reveal that, while students report a high level of honesty on SETs, they are more likely to be honest when they believe that evaluations effectively measure the quality of the course, the results improve teaching and benefit students rather than the administration, and when they are given at the end of the term. Honesty on evaluations is not associated with socio-demographic characteristics.  相似文献   

13.
The present case study consists of the content analysis of anonymous student responses to open-ended evaluation of teaching questions submitted by 202 students for fully online and on-campus versions of the same graduate courses taught by the same professors over four academic years. Online courses received both more praise and more negative comments than did equivalent on-campus courses. The net result was a more negative rating for online courses. Findings suggest that the online course delivery medium introduced misalignment for some students between their preferred learning environment and the actual learning environment, notwithstanding student self-selection of the course delivery medium.  相似文献   

14.
A graduate level course in library and information science was revised from face-to-face instruction to a blended learning model utilizing on site, interactive television, and online classes. This study investigates three related questions: (1) Will students provide detailed feedback if given the opportunity to complete an anonymous survey? (2) Will embedding an online survey within the course management software be an effective method of gathering feedback? (3) Will student feedback contain constructive critical information that will prove useful in evaluating and revising the course? An online survey created within the WebCT course management software was administered in 2001, 2003, 2005, and 2007. The total number of responses was 71. Results indicate that students were willing to provide detailed feedback, readily accepted the embedded survey, and provided constructive criticism that proved useful in the evaluation and revision process. The study concludes that this method is effective and may be most appropriate for courses with small enrollments.  相似文献   

15.
Massive open online courses (MOOCs) face persistent challenges related to student performance, including high rates of attrition and low student achievement scores. Previous studies that have examined the performance of students in MOOCs have done so using qualitative analysis and the quantitative analysis of small samples. This study is the first to examine general course features of MOOCs on a large scale and to quantify the influences of these course features on student performance. Informed by the theory of web-based online instruction, this study used two-stage K-means clustering to analyze more than 200 MOOCs that had enrolled about 300,000 students, identifying three patterns of course features among the MOOCs. A MANOVA test and follow-up statistical tests revealed that these patterns of course features influenced the MOOCs’ dropout rates and student achievement scores to statistically different degrees. The implications of these findings are discussed.  相似文献   

16.
Determinants of teaching quality: What's important to students?   总被引：7，自引：0，他引：7  
A method for using student evaluations to help faculty improve their teaching performance is presented. A survey of current methods of student evaluations of teaching identified a need to improve the statistical information obtained from these evaluations. An ordinary least squares framework is used to identify the factors that students feel are important in teacher and course ratings. This framework is used to estimate weights that students assign to various teacher and course attributes and to test whether students apply these weights consistently across teachers and courses. About 81 percent of the explained variation in teacher ratings was associated with attributes that contribute to student enjoyment of the learning process. Over 90 percent of the explained variation in course ratings was associated with attributes that measure how much a student learned in the course. Students were found to apply these attributes or weights consistently across teachers and courses. Implications for developing effective teaching strategies, faculty recruitment, and curriculum reform are discussed.  相似文献   

17.
ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.  相似文献   

18.
The purpose of this study was to develop a survey based on the findings in existing research regarding students' perceptions and preferences related to online course delivery. Researchers have found that the following areas are important for student satisfaction with online instruction, interaction among students, quality and timely interaction between student and professor, consistent course design across courses, technical support availability, and flexibility of online courses compared to face-to-face. The student survey, once developed, was used to assess the quality of online course delivery by the faculty at a small upper level university in Texas. Results of the survey indicate that faculty at this institution are delivering online classes that meet the students' needs in regard to interaction with professors and classmates and course content. Results also indicate the need to develop a consistent course structure across classes and to provide extended technical support hours.  相似文献   

19.
Lower teaching evaluations can affect students’ willingness to recommend an online course. To maintain online course quality, it is important to keep the “integrity” of a course, that is, offer to the extent possible, the same content and learning outcomes in an online course as the face‐to‐face (F2F) equivalent. This study explored the impact of background, technological, and course‐related variables on perceived favorability of online (versus F2F) courses and willingness to recommend courses using two independent “mixed course format” samples of business undergraduates, that is, simultaneously taking online/hybrid and F2F courses. Participants were recruited based on their enrollment in at least one online or hybrid course. A complete data sample of 259 students filled out an online survey in the Fall 2015 semester, followed by a second independent sample of 269 students in the Spring 2016 semester. Hierarchical regression results showed that after controlling for background variables, one course‐related variable (instructor effectiveness) and one technological‐related (perceived ease of use) consistently explained perceived favorability of online (versus F2F) courses across both samples. For the willingness to recommend courses, after controlling for background variables, both course‐related variables (instructor effectiveness and student motivation) and the perceived favorability of the online course were each significant across both samples.  相似文献   

20.

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.  相似文献   

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