About this paper

Appears in:
Pages: 4216-4222
Publication year: 2018
ISBN: 978-84-697-9480-7
ISSN: 2340-1079
doi: 10.21125/inted.2018.0817

Conference name: 12th International Technology, Education and Development Conference
Dates: 5-7 March, 2018
Location: Valencia, Spain

ONLINE EVALUATIONS OF ONLINE COURSES: ANOTHER OBSTACLE TO INVOLVING FULL TIME FACULTY IN DISTANCE LEARNING?

S. Ruth

George Mason University (UNITED STATES)
While there are many criticisms of online courses, their growth is beyond doubt. Nearly a third of all college students in the United States is taking at least one course online, and that percentage is increasing. As the many controversial facets of comparing online with traditional courses increase-- only 30% of full-time professors approve of them,-- there is one issue that is almost ignored. Many studies have indicated that there is a significant inherent difference between student evaluations presented online versus those that are done in the traditional in class paper and pencil manner. On the positive side, online comments tend to be considerably more detailed, and probably thereby more valuable and qualitatively superior. But many studies over the past decade have indicated that online evaluations overall tend to be lower, that is, more critical of the instructor. Does this present a disadvantage that automatically favors traditional delivery methods over online?

This paper examines the possible effect of this phenomenon from three perspectives: the decision of professors to pursue competence in teaching online courses, the challenges of comparing online versus traditional evaluation strategies, and university level decisions to implement or not implement new online programs. Several possible solution scenarios will be offered.
@InProceedings{RUTH2018ONL,
author = {Ruth, S.},
title = {ONLINE EVALUATIONS OF ONLINE COURSES: ANOTHER OBSTACLE TO INVOLVING FULL TIME FACULTY IN DISTANCE LEARNING?},
series = {12th International Technology, Education and Development Conference},
booktitle = {INTED2018 Proceedings},
isbn = {978-84-697-9480-7},
issn = {2340-1079},
doi = {10.21125/inted.2018.0817},
url = {http://dx.doi.org/10.21125/inted.2018.0817},
publisher = {IATED},
location = {Valencia, Spain},
month = {5-7 March, 2018},
year = {2018},
pages = {4216-4222}}
TY - CONF
AU - S. Ruth
TI - ONLINE EVALUATIONS OF ONLINE COURSES: ANOTHER OBSTACLE TO INVOLVING FULL TIME FACULTY IN DISTANCE LEARNING?
SN - 978-84-697-9480-7/2340-1079
DO - 10.21125/inted.2018.0817
PY - 2018
Y1 - 5-7 March, 2018
CI - Valencia, Spain
JO - 12th International Technology, Education and Development Conference
JA - INTED2018 Proceedings
SP - 4216
EP - 4222
ER -
S. Ruth (2018) ONLINE EVALUATIONS OF ONLINE COURSES: ANOTHER OBSTACLE TO INVOLVING FULL TIME FACULTY IN DISTANCE LEARNING?, INTED2018 Proceedings, pp. 4216-4222.
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