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Online course evaluations: Nonresponse and ClassEval in Fall 2009

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EAC 786 presentation at NC State University. ...

EAC 786 presentation at NC State University.

Adams, M. J. D. (17 November 2010). Online course evaluations: Nonresponse and ClassEval in Fall 2009. Presentation to EAC 786 (Teaching in College) class at North Carolina State University, Raleigh, NC.

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  • Realistic Majors =
  • INSTRUMENT: Lab questions then the lab is surveyed too. ADMIN: Cut down on opportunity costs (off-campus students, athletes) ENVIRONMENT: Smart et al., 2000 (academic disciplines book)

Online course evaluations: Nonresponse and ClassEval in Fall 2009 Presentation Transcript

  • 1. Online Course Evaluations: Nonresponse and ClassEval in Fall 2009
  • 2. COURSE EVALUATIONS Paper versus Online Ratings Can they? Why? How?
  • 3. METHODS OF ANALYSIS
    • Study measured likelihood of response
    • Hierarchical modeling techniques
    • 30 variables
      • Students (demographics, housing, number of surveys students completed)
      • Course (if department of course and student’s major matched; grade earned)
  • 4. RESULTS
    • Statistically significant characteristics associated with nonrepsonse:
      • Gender (Male)
      • Ethnicity (African-American, Asian)
      • Housing (off-campus/commuters)
      • Athletes
      • Grades (Ds, Fs, ungraded students/courses)
      • Age (traditional age)
      • Nontransfers
      • Class rank (sophomores & juniors)
      • Students with more than 10 SETs to complete
  • 5. 48% response rate (overall)
  • 6. RESULTS (continued)
    • Using Holland’s six major academic types
      • Realistic majors were more likely to respond than social, artistic, conventional, enterprising, and investigative disciplines.
      • Social majors were less likely to respond than all other students if the course was in the same department as the student’s major.
    • Most variables were no longer statistically significant when the course was in the same department as their major.
  • 7.  
  • 8. DISCUSSION
    • Mostly aligned with previous research and theories of survey participation*
      • Exceptions = Environment of major/course, class rank
    • Survey Fatigue – Are we oversurveying?
    • Introduced new potential influences on participation
      • Campus housing, athletes, transfer status,
    * Avery et al., 2006; Cohen, 1981; Clarksberg, et al., 2008; Dey, 1997; Dillman et al., 2002, 2009; Fidelman, 2007; Groves et al., 2004, 2009; Johnson et al., 2002; Jones, 2009; Kaplowitz et al., 2004; Lepkowski & Couper, 2002; Marsh, 2007; Moore & Tarnai, 2002; Porter et al., 2004; Porter & Umbach, 2006a; Porter & Whitcomb, 2005; Sax et al., 2003, 2008
  • 9. TO INCREASE RESPONSE RATES
    • Faculty attitudes and efforts are key to obtaining higher response rates*
    • The instrument and administration of it
    • Target students unlikely to respond
    • Evaluate the environment
      • Are course evaluations online accessible?
      • Is the instructor encouraging response? Is the discipline?
    * (Ballantyne, 2003; Dillman, 1978; Dillman et al., 2002, 2009; Dommeyer et al., 2004; Groves et al., 1992)
  • 10. ADDITIONAL RECOMMENDATIONS
    • Obtain more information about the course, the faculty, class size, etc.
  • 11. FOR MORE INFORMATION
    • [email_address]
    • Full study available online at http://repository.lib.ncsu.edu/ir/handle/1840.16/6364