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• W42893497 abstract "I. INTRODUCTION This paper explores the benefits of online students' evaluations of teaching (SET) over traditional paper-based surveys and empirically elicits students' perceived critical success factors of online SET, Students' evaluations of teaching are an important feedback mechanism for instructors and students. By completing survey-like evaluations students can provide valuable insights to instructors pertaining to the effectiveness of their teaching. SET are generally seen to serve three purposes: (a) formative--as a feedback mechanism to faculty for instructional improvement; (b) summative--as an evaluation mechanism for purposes such as tenure and promotion of faculty; and (c) informative--to assist students in selecting future courses (Schmelkin et al. 1997). Of these, the formative--or feedback--role is perceived as very important by both students and faculty (Chen and Hoshower 2003, Nasser and Fresko 2002). The concept of feedback is an important part of all adaptive systems (Wiener 1950)--including human ones which require ongoing feedback to adjust their behaviour in a manner conducive for attaining their desired goals (Debuse et al. 2007, Dechert 1965, Frederick 1998, Strong 1982). If we consider that one important goal of faculty is to impart knowledge to students then the role of an effective feedback mechanism in the form of SET becomes quite clear. Traditionally, SET are paper-based surveys administered once at the end of a semester. Such a feedback mechanism, however, has several limitations material to its effectiveness. Research has shown that the immediacy of feedback is positively associated with its usefulness (Burke and Chidambaram 1999), that the relevance of the feedback will determine the extent of actions taken as a response (Strong 1982), and that the effect of feedback is often short-lived and becomes attenuated over time (Brown 1972). Thus, a mechanism which provides a standard evaluation form and is administered once at the end of the semester is likely to be only marginally useful. While it is possible to change the process of administering paper-based SET surveys to provide more effective feedback, for example by repeatedly administering the survey throughout the semester, the cost of such a process is likely to be quite high and its administration complicated. Consequently, many universities have begun to explore the use of online teaching evaluations, either through dedicated tools or as part of a more general course management system. Borrowing the notion of relative advantage from diffusion of innovation theory (Moore and Benbasat 1991, Rogers 2003) we begin this paper by examining in depth the relative advantages of online SET compared with paper-based SET, as they are used today, in the context of the feedback they offer. Relative advantage is an important concept in innovation diffusion and it refers to the extent to which an innovation is perceived to be better than its precursor (Rogers 2003). 2. THE RELATIVE ADVANTAGE OF ONLINE SET By and large, prior research has reached the following conclusions with respect to online teaching evaluation surveys: online surveys are more resource-efficient and offer greater convenience, ease of use, and student satisfaction; they elicit more comments and qualitative responses compared with paper-based surveys; they are weaker in providing feelings of anonymity to respondents; and finally response rates are lower compared with paper-based surveys although there is no apparent non-response bias (e.g., Avery et al, 2006. Dommeyer et al. 2002a, 2004, Kasiar et al. 2002, Layne et al. 1999, Leung and Kember 2005, Oliver and Sautter 2005, Sax et al. 2003). It is interesting to note here, however, that while these studies were conducted at a single post-adoption point in time, Avery et al. (2006) suggest that once adopted, online SET will yield increasing response rates over time. Such view is consistent with the diffusion of innovation literature (e. …" @default.
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• W42893497 date "2010-01-01" @default.
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• W42893497 title "Harnessing Information Technology to Improve the Process of Students' Evaluations of Teaching: An Exploration of Students' Critical Success Factors of Online Evaluations." @default.
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