Charting the Uncharted Seas of Online Student Ratings of Instruction

Sorenson, D. Lynn; Reiner, Christian

doi:10.1002/tl.118

Cited by 29 publications

(21 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although there are numerous studies that have compared online to traditional EOCC methodologies, the context of most appears to be online versus resident interclass differences rather than intraclass differences for a given resident class (e.g. Bosnjak and Tuten 2003;Cobanoglu and Cobanoglu 2003;Dommeyer et al 2004;Hardy 2003;Liu 2006;Sorenson and Reiner 2003). Interclass refers to the differences between two different classes.…”

Section: Student Scoring Of Eoccsmentioning

confidence: 98%

“…To shorten the period necessary to process the EOCCs, some universities utilise an online EOCC system. Online EOCCs offer advantages such as speedier processing, more flexible reporting and lower cost (Ballantyne 2003;Dommeyer et al 2004;Sorenson and Reiner 2003). Nevertheless, many universities still utilise traditional EOCCs and many ask students to complete them as early as just after the mid-term date (L'Hommeidieu, Menges, and Brinko 1990;Marsh and Overall 1980).…”

Section: Student End-of-course Critiquesmentioning

confidence: 99%

See 1 more Smart Citation

A comparison of online versus traditional student end‐of‐course critiques in resident courses

Morrison

2011

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

This study outlines the intraclass differences between online and traditional student end-of-course critiques (EOCCs) only in the context of resident courses. Previous research into these differences appears limited to studies that compare entire classes rather than studies within any given class. Hypotheses are stated that the administration method has an effect on: how students will rate EOCCs, EOCC response rates, and, the detail level, favourability level and number of EOCC comments. In this field experiment, students in resident business courses at a large university comprised the sample. Individuals from within each class were randomly assigned either to a control group that completed a traditional paper-based EOCC or to an experimental group that completed a similar EOCC online. Comments were coded with regard to the level of detail, favourability and total number of comments. Analysis of variance was used to compare the two groups with regard to ratings, comments and response rates. Online EOCCs had lower response rates, lower overall ratings, but more detailed comments. The methodology had no significant effect on the number or favourability level of comments. Literature review and research hypothesesThe university used as the field setting for this study is a state-funded university located in the Southeastern USA, with numerous satellite campuses located in nearly a dozen countries and as many states. Total enrolment exceeds 27,000 graduate and undergraduate students. In the fall semester of 2000, this university began a state-mandated change from a quarter to a semester system. For a large university, making paradigm shifts such as these presents numerous challenges. One such challenge that remains unanswered has been how to conduct student end-of-course critiques (EOCCs) in a manner that produces usable and reliable data in a global university. Although traditional methods of gathering student evaluations of learning environments proved sufficient in the past, the global nature of the new system requires commonality among the different satellite campuses. For example, separate promotion and tenure committees were found on several campuses, but in the new system, a single promotion and tenure committee is located on the main campus. Committee members travel to the main campus for committee meetings or they participate via videoconferencing, teleconferencing, or even by email for specific agenda items. To prevent confusion and to ensure fairness, standardised methods are necessary throughout the university *

show abstract

Section: Student Scoring Of Eoccsmentioning

confidence: 98%

Section: Student End-of-course Critiquesmentioning

confidence: 99%

A comparison of online versus traditional student end‐of‐course critiques in resident courses

Morrison

2011

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

show abstract

“…With online SET, not only their class time is preserved, but students also have longer to reflect on their answers, a factor which they tend to appreciate (Dommeyer et al 2004;Layne et al 1999). Provided that students have access to technology and are able to use it, the fact that students can reflect on their responses at relative leisure can impact positively the quantity and quality of written comments (Hardy 2003;Sorenson and Reiner 2003). Despite these benefits, where a changeover has occurred from long-established paper-and-pencil systems to online ones, this may engender a cultural change in the institution.…”

Section: The Reliability Challenge Of Online Student Evaluations Of Tmentioning

confidence: 99%

“…Some students may be concerned that their anonymity may be compromised and their identity tracked by new online systems, while faculty may also wonder about confidentiality and who may have access to 4 and control of their evaluations (c.f. Sorenson and Reiner 2003). These conditions are central to the philosophy of the system which is to provide formative feedback for the purpose of facilitating pedagogical awareness and enhancements (Keane and Mac Labhrainn 2005;Ramsden 1991).…”

Section: The Reliability Challenge Of Online Student Evaluations Of Tmentioning

confidence: 99%

Online student evaluations of teaching: what are we sacrificing for the affordances of technology?

Rísquez

Vaughan

Murphy

2014

Assessment & Evaluation in Higher Education

View full text Add to dashboard Cite

In the context of increased emphasis on quality assurance of teaching, it is crucial that student evaluation of teaching (SET) methods are both reliable and workable in practice. Especially, online SET tends to raise criticisms with those most reactive to mechanisms of teaching accountability. However, most studies have been conducted with convenience, small and cross-sectional samples. Longitudinal studies are rare, as comparison studies on SET methodological approaches are generally pilot studies followed shortly after by implementation. The investigation presented here significantly contributes to the debate by examining the impact of the online administration method of SET on a very large longitudinal sample at course level. The study explores the impact of the administration method of student evaluations of teaching (paper based in-class versus off-class online collection) on scores with a longitudinal sample of over 63,000 student responses collected over a total period of ten years. Having adjusted for the confounding effect of class size, faculty, year of evaluation, years of teaching experience and student performance, it is observed that the actual effect of the administration method exists, but is insignificant.

show abstract

“…According to Walvoord and Anderson (1998), one guaranteed way to enhance students' understanding is to use homework as their first exposure to new material, typically in a reading assignment, and then focus class time on the interactive-processing part of the learning, during which students apply, analyze, synthesize, and evaluate the material. Laptops lend themselves well to such activities.…”

Section: What Can We Do With Laptops In Class?mentioning

confidence: 99%