Online versus traditional teaching evaluation: mode can matter

Gamliel, Eyal; Davidovitz, Liema

doi:10.1080/02602930500260647

Cited by 53 publications

(31 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…They have been referred to by many terms including student evaluations (Nasser and Fresko 2006), student ratings (Murray 1975), teaching evaluations (Gamliel and Davidovitz 2005), faculty evaluations (Dommeyer et al 2004) and more. This method of evaluating instruction and learning environments dates back to the early twentieth century (Remmers 1928(Remmers , 1930Remmers and Brandenburg 1927).…”

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

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 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

“…An opportunity was also provided for students to comment on their experience at the end of the questionnaire to collect qualitative feedback on their experience so far with CFD. Generally, student feedback surveys have very low response rates [23,24]. However, the response rate here was high (>80%) with 55 responses received per question and overall, the results from the survey were positive.…”

Section: Online Questionnairementioning

confidence: 72%

Integration of computational fluid dynamics into a fluid mechanics curriculum

Adair

Jaeger

2011

Comp Applic In Engineering

View full text Add to dashboard Cite

show abstract

“…A la vez pueden promover la autorregulación y mejoran el aprendizaje (Gamliel y Davidovitz, 2005;Challis, 2005;Macdonald, 2004).…”

Section: Evaluación a Través De Las Tecnologías De La Información Y Cunclassified

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Valdivia

2017

EJREP

View full text Add to dashboard Cite

Este artículo tiene como propósito aproximarse al estado actual de la investigación sobre la evaluación del aprendizaje en la universidad. Se realiza una búsqueda en publicaciones científicas periódicas de reconocido prestigio. Tres preguntas se elaboran a modo de guía del análisis de contenido de los artículos consultados: (i) ¿Cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década?, (ii) ¿Cómo se manifiestan en diferentes contextos universitarios? y (iii) ¿Qué sugieren las investigaciones como soluciones pertinentes y probables para mejorar la evaluación del aprendizaje en la universidad? La categorización del contenido de los artículos gira en torno a ello. Con esta información se crea la base documental para este trabajo que permite realizar algunas inferencias, presumiblemente de interés, respecto a cuáles son las problemáticas relacionadas con la evaluación del aprendizaje en la universidad que vienen preocupando a docentes e investigadores en la última década; cómo se manifiestan en diferentes contextos universitarios y qué sugieren las investigaciones como soluciones pertinentes y probables. Finalmente se ofrece una amplia lista de referencias bibliográficas, útil a docentes e investigadores interesados en el tema.

show abstract

Online versus traditional teaching evaluation: mode can matter

Cited by 53 publications

References 9 publications

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

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

Integration of computational fluid dynamics into a fluid mechanics curriculum

Evaluación del aprendizaje en la universidad: una mirada retrospectiva y prospectiva desde la divulgación científica

Contact Info

Product

Resources

About