Student perspective on electronic evaluation of teaching

Shelley Kinash, Diana Knight, Lauren Hives

    Research output: Contribution to journalArticleResearchpeer-review

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    Abstract

    Research indicates that administering university student evaluation of teaching electronically rather than via paper-based surveys increases the quality and timeliness of the feedback thereby making a stronger contribution to teaching and learning enhancement. The documented
    drawback of electronic student evaluation is the response rate, which is significantly lower than paper-based surveys. This study documents a pilot project whereby electronic student evaluation of teaching was administered for one semester in units of study in three of four of the
    University’s faculties. The outcomes confirmed similar studies’ results. Whereas most studies are written from the academic and/or administrator point of view, the unique contribution of this study, coauthored by a graduate student, is that students were asked to evaluate
    the evaluation through an online forum, focus groups, and through the
    student association. The feedback conveyed a clear and consistent message that students prefer electronic student evaluation of teaching because of enhanced anonymity and convenience and less time pressure.
    Original languageEnglish
    Pages (from-to)86-97
    Number of pages12
    JournalStudies in Learning Evaluation Innovation and Development
    Volume8
    Issue number1
    Publication statusPublished - 2011

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