Understanding Academics' Resistance towards (Online) Student Evaluation

Autor/in	Rienties, Bart
Titel	Understanding Academics' Resistance towards (Online) Student Evaluation
Quelle	In: Assessment & Evaluation in Higher Education, 39 (2014) 8, S.987-1001 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2014.880777
Schlagwörter	Teacher Attitudes; Student Evaluation of Teacher Performance; Computer Uses in Education; Mixed Methods Research; Teacher Surveys; Semi Structured Interviews; Resistance to Change; Case Studies; Foreign Countries; Feedback (Response); College Faculty; United Kingdom + Suchen Sie Ihr Suchwort? Lehrerverhalten; Computernutzung; Case study; Fallstudie; Case Study; Ausland; Fakultät; Großbritannien
Abstract	Many higher educational institutions and academic staff are still sceptical about the validity and reliability of student evaluation questionnaires, in particular when these evaluations are completed online. One month after a university-wide implementation from paper to online evaluation across 629 modules, (perceived) resistance and ambivalence amongst academic staff were unpacked. A mixed-method study was conducted amongst 104 academics using survey methods and follow-up semi-structured interviews. Despite a successful "technical" transition (i.e. response rate of 60%, similar scores to previous evaluations), more than half of respondents reported a negative experience with this transition. The results indicate that the multidimensional nature of ambivalence towards change and the dual nature of student evaluations can influence the effectiveness of organisational transition processes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10