A Comparison of Online versus Traditional Student End-of-Course Critiques in Resident Courses

Autor/in	Morrison, Rodger
Titel	A Comparison of Online versus Traditional Student End-of-Course Critiques in Resident Courses
Quelle	In: Assessment & Evaluation in Higher Education, 36 (2011) 6, S.627-641 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
Schlagwörter	Comparative Analysis; College Students; Course Evaluation; Response Rates (Questionnaires); Internet; Students Evaluation of Educational Quality + Suchen Sie Ihr Suchwort? Collegestudent; Antwortkontrolle
Abstract	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. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10