Online Student Ratings of Instruction

By D. Lynn Sorenson; Trav D. Johnson | Go to book overview

6
Online Reporting of Results for Online
Student Ratings

In this chapter, the author examines important issues
related to online reporting of student survey results.

Donna C. Llewellyn

With the introduction of online course surveys comes the related issue of reporting survey results. This chapter is based on the experiences of Georgia Institute of Technology in Atlanta (hereafter, Georgia Tech), a large, Doctoral/Research-Extensive institution where all end-of-term course surveys have been online since the fall semester of 1999. This chapter presents ideas about online reporting of student ratings of instruction, and the main benefits of and concerns with such a system are addressed.


Background

In the fall of 1999, Georgia Tech implemented an online course-instructor survey system. The existing paper-pencil course-instructor survey system was converted to a Web-based system; in making this conversion, only the process changed (paper and pencil to online), leaving the rating-form content and design unaltered. This transition to online ratings of instruction was undertaken for several reasons: a change in the academic calendar from quarters to semesters, the retirement of the old mainframe computer that had housed the formats for the old paper survey form, and a growing dissatisfaction with the delays inherent in getting reports out using a manual system.

The paper survey was originally designed and implemented in 1986. It was administered during the last two weeks of the quarter in every class with at least seven enrolled students. The creation of the survey and the compilation of the results were automated, and all interaction with the survey

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