Abstract:

Online teaching has increased the need for tools for getting feedback from students. This paper describes a questionnaire developed at Ruse University in Bulgaria to measure student satisfaction in relation to English language modules. It pays special attention to the attitudes of students concerning the introduction of project-based learning activities in the virtual classroom. First, the underlying theory on questionnaire design is examined (e.g. the use of multi-item scales in questionnaires for measuring the attitudes of respondents, the application of close-ended items and open-ended questions, the accepted rules for item wording and the possible formats of questionnaires). Next, it outlines the stages in producing the research tool at Ruse University. Details concerning developing, piloting and administering the questionnaires are provided. And finally, examples of the questionnaire sections and the separate items are included. In conclusion, it is argued that the procedure and the tool described in the paper can be adapted to other environments. They can be used for getting feedback from students on completion of modules in other disciplines at tertiary education with sufficient reliability and validity of the yielded scores.

Keywords:

Learning analytics, student satisfaction, higher education, questionnaire design.