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Web Survey Bibliography

Title Online versus in-class faculty evaluation: Does mode really matter?
Author Robertson, P.
Source Walden University
Year 2006
Database ProQuest
Access date 01.06.2006
Abstract This study examined two methods of conducting faculty evaluations at a community college. Problems addressed in comparing a paper-based system with an online evaluation process were rising costs, differences in instructor scores and return rates, and attitudes of students and faculty members. Instructor mean scores and evaluation return rates were analyzed using ex post facto longitudinal data and costs of both survey methodologies were outlined. Attitudinal surveys were conducted with both students and members of the faculty to gauge impressions and feelings as related to online survey methodology.

Results of this study indicated that in spite of low student response rates, mean instructor scores were not negatively biased. The cost analysis of survey methodologies has provided evidence that the online evaluation can save colleges thousands of dollars annually. While it is clear that some students and members of the faculty are more comfortable with the status quo, overall results of surveys show a willingness to convert to online evaluation and recognition that automating the process holds much promise. Chi-square analysis performed at the 0.05 level of significance provided evidence of a relationship between the students' preference of online evaluation and characteristics such as age, gender, ethnicity, and enrollment status.

The social impact of this study provides contributions to research in the areas of teaching and learning and incorporates recommendations for organizational change. Creating strategies and ideas to improve teaching evaluations by students with the goal of extracting more meaningful data contributes to faculty development.
Year of publication2006
Bibliographic typeThesis, diplomas
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Web survey bibliography (4086)

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