Nonresponse and Online Student Evaluations of Teaching: Understanding the Influence of Salience, Fatigue, and Academic Environments

Autor/inn/en	Adams, Meredith J. D.; Umbach, Paul D.
Titel	Nonresponse and Online Student Evaluations of Teaching: Understanding the Influence of Salience, Fatigue, and Academic Environments
Quelle	In: Research in Higher Education, 53 (2012) 5, S.576-591 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0361-0365
DOI	10.1007/s11162-011-9240-5
Schlagwörter	Student Evaluation of Teacher Performance; Course Evaluation; Response Rates (Questionnaires); Undergraduate Students; Student Participation; Fatigue (Biology) + Suchen Sie Ihr Suchwort? Antwortkontrolle; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Fatigue; Ermüdung
Abstract	Technological advances have enabled institutions of higher education to administer course evaluations online, forgoing the traditional paper-and-pencil methods. Consequently, many of these institutions suffer from low response rates, but little research is available on this topic. To increase understanding about course evaluation participation in the online environment, this study examined over 22,000 undergraduates to whom the university administered about 135,000 evaluations. Multilevel models were constructed to analyze the data, and several variables emerged as significant predictors of participation. The results were mostly consistent with previous research and aligned with theories of survey nonresponse. However, the integration of uncommon variables provided new perspectives about course evaluations in particular. Implications for research and practical applications for institutions are also addressed, including ways to combat survey fatigue, increase the salience of the survey, and increase participation in online course evaluations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10