Web‐based versus paper‐based data collection for the evaluation of teaching activity: empirical evidence from a case study

Abstract

The collection of teaching evaluation questionnaires in the traditional paper-andpencil format is a costly and time-consuming process and yet it is a common assessment practice in many university systems. web-based data collection would reduce costs and significantly increase the efficiency of the overall evaluation process in numerous ways. Results for both types of surveys are reported from two years of progressive introduction of the web-based survey by the University of Modena and Reggio Emilia, Italy. In the first year, two faculties representing scientific and humanistic fields were selected for a web-based survey. In the second year, eight out of 12 faculties took part in the web survey. This data collection strategy allowed for responses from non-attending students and facilitated a comparison of attitudes between attending and non-attending students.

Online and paper evaluations of courses: a literature review and case study

“…Indeed, Avery et al (2006, p. 30) report that moving to online versions is unlikely to exert an overall effect on course evaluation scores. reports that "paper surveys are not intrinsically better than online" (p. 303), and Lalla and Ferrari (2011) find that changing the mode of collection of evaluations is inconsequential.…”

“…4 . They reduce transcription errors and failure of scanners to recognise or print written comments correctly (Lalla & Ferrari, 2011). .…”

“…Make online entry easy: (a) show students how to access and complete the online survey (Crews & Curtis, 2011); (b) ensure easy access to high quality technology (Lalla & Ferrari, 2011); (c) "familiarize students with the online environment by using online teaching methods" (Nulty, 2008, p. 306); (d) email the online evaluation link to students (Crews & Curtis, 2011); . Encouragement: (a) encourage students to complete the evaluation (Crews & Curtis, 2011); (b) stress the importance and value of student feedback and how it will be used (Crews & Curtis, 2011;; (c) encourage staff to press the importance of completing the evaluations and to show their students their personal interest in having them complete evaluations Lalla & Ferrari, 2011); . Questionnaire design: (a) make the questionnaires brief to avoid evaluation fatigue Sax, Gilmartin, & Bryant, 2003); (b) keep the questionnaire short and easy to understand (Moss & Hendry, 2002); (c) tell the students how long it will take to complete the questionnaire (and ensure it takes no more than around 10 min) (Moss & Hendry, 2002); .…”

“…Incentives: (a) provide incentives for completion Crews & Curtis, 2011;Robinson et al, 2004), though this may compromise anonymity ; (b) offer grade incentives ) (though Ballantyne, 2003, question the ethics and legality of this); (c) offer the chance to take part in a lucky draw ; (d) count the evaluation as an assignment (Crews & Curtis, 2011); (e) award bonus points/"class participation" points for completion (Crews & Curtis, 2011;); (f) require students to complete some, but not all course evaluations (Crews & Curtis, 2011, suggest 70%); . Negative incentives: (a) withhold early access to grades (Crews & Curtis, 2011);(b) indicate to students that they are only able to register for an examination after they have completed the evaluation (Lalla & Ferrari, 2011); . Make online entry easy: (a) show students how to access and complete the online survey (Crews & Curtis, 2011); (b) ensure easy access to high quality technology (Lalla & Ferrari, 2011); (c) "familiarize students with the online environment by using online teaching methods" (Nulty, 2008, p. 306); (d) email the online evaluation link to students (Crews & Curtis, 2011); .…”

“…Negative incentives: (a) withhold early access to grades (Crews & Curtis, 2011);(b) indicate to students that they are only able to register for an examination after they have completed the evaluation (Lalla & Ferrari, 2011); . Make online entry easy: (a) show students how to access and complete the online survey (Crews & Curtis, 2011); (b) ensure easy access to high quality technology (Lalla & Ferrari, 2011); (c) "familiarize students with the online environment by using online teaching methods" (Nulty, 2008, p. 306); (d) email the online evaluation link to students (Crews & Curtis, 2011); . Encouragement: (a) encourage students to complete the evaluation (Crews & Curtis, 2011); (b) stress the importance and value of student feedback and how it will be used (Crews & Curtis, 2011;; (c) encourage staff to press the importance of completing the evaluations and to show their students their personal interest in having them complete evaluations Lalla & Ferrari, 2011); .…”