The effect of incentives and other instructor-driven strategies to increase online student evaluation response rates

Goodman, James A.; Anson, Robert; Belcheir, Marcia J.

doi:10.1080/02602938.2014.960364

Cited by 31 publications

(25 citation statements)

References 28 publications

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“…For instance, the use of online questionnaires actively delivered by email has not led to any variation in this static scenario. Studies such as those of Goodman, Anson and Belcheir [58], Standish, Joines, Young and Gallagher [60] or Boswell [61] confirm that the use of email does not imply substantial improvements over other passive quality control systems that also use questionnaires delivered online.…”

Section: Objectivesmentioning

confidence: 99%

“…Given that the implementation of online surveys in teacher quality control systems is such a consummate and true reality, as are their low participation rates, many institutions have adopted different types of strategies to increase response rates. Among these strategies, the following stand out: the use of reminders, the granting of extra credit and rewards in the form of coupons, or early access to grades [41,45,57,58].…”

Section: The Problem Of Response Rates For Determining Quality Contromentioning

confidence: 99%

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Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

et al. 2019

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This study breaks away from the immobility experienced by quality control systems in higher education. The authors, following the Sustainable Development Goals (SDGs) on quality education set by the United Nations, propose a questionnaire delivery system through mobile messaging services that overcomes the problem of the low response rates of students for these surveys. The research follows an experimental design, is developed over three years, and involves 811 subjects who are distributed in two groups: an experimental group, in which the questionnaires are delivered through mobile messaging services, and a control group. The researchers examine the existence of differences in response rates through a descriptive comparative exploration between the two groups, also applying the Student’s t-test to evaluate the significance of the findings. The results reveal that the rates for the experimental group are not only higher than those achieved for the control group but are also significant. The authors conclude that the delivery of surveys through mobile messaging services significantly increases response rates. This fact improves the representativity of the information collected and meets the goals of the quality control system with greater certainty.

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Section: Objectivesmentioning

confidence: 99%

Section: The Problem Of Response Rates For Determining Quality Contromentioning

confidence: 99%

Quality Control Systems in Higher Education Supported by the Use of Mobile Messaging Services

et al. 2019

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“…Strategies have been studied for boosting response rates, and one easy‐to‐implement approach is for faculty to show students that they care about the evaluations, which may result in higher response rates . Other strategies include reminding students to complete their evaluations, describing how the evaluations are used and why the response rate is important, and adding points to an examination or course grade when a minimum percentage of the class completes their SET …”

Section: Reliability and Validitymentioning

confidence: 99%

Student evaluations of teaching (SET): Guidelines for their use

et al. 2018

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Student evaluations of teaching (SET) provide a structured way of collecting feedback from students about the course and teacher's effectiveness. We reviewed literature describing use of SET across a broad range of disciplines in undergraduate and graduate education to provide guidelines for faculty in using SET in a nursing or other health professions program. On SET tools, students typically rate their satisfaction with a course and perceptions about the quality of the teaching. It is important to evaluate SET tools prior to their use including pilot testing tools with students because studies show students may not interpret items or questions on a SET tool as faculty intended. Common uses of the evaluation data from SET include improvement of courses and teaching, and for personnel decisions.

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“…One of the original intentions of course evaluations was to improve teaching; however, today their implications have expanded to include personnel decisions as well as teacher quality (Goodman, Anson, and Belcheir 2015). Although research on the validity and reliability of these instruments is extensive, faculty still struggle with an overarching concern of whether this is a valid measure for determining their teaching effectiveness and, subsequently, tenure and promotion decisions.…”

Section: Introductionmentioning

confidence: 99%