Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates
Assessment & Evaluation in Higher Education Volume 36, Number 7, ISSN 0260-2938
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. (Contains 4 tables.)
Crews, T.B. & Curtis, D.F. (2011). Online Course Evaluations: Faculty Perspective and Strategies for Improved Response Rates. Assessment & Evaluation in Higher Education, 36(7), 865-878.
Cited ByView References & Citations Map
Factors Influencing Response Rates in Online Student Evaluation Systems: A Systematic Review Approach
Samuel Asare & Ben Kei Daniel, University of Otago, New Zealand
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2017 (Oct 17, 2017) pp. 537–541
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact firstname.lastname@example.org.