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Adaptation Of A Traditional Classroom Evaluation For Web Delivered Courses

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Conference

2002 Annual Conference

Location

Montreal, Canada

Publication Date

June 16, 2002

Start Date

June 16, 2002

End Date

June 19, 2002

ISSN

2153-5965

Conference Session

ET Distance Learning Courses and Programs

Page Count

6

Page Numbers

7.146.1 - 7.146.6

Permanent URL

https://peer.asee.org/10390

Download Count

50

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Paper Authors

author page

Barbara Christe

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

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Session 1647

Adaptation of a Traditional Classroom Evaluation for Web-delivered Courses

Barbara Christe Indiana University-Purdue University at Indianapolis

Abstract

The Purdue School of Engineering and Technology encourages the use of a standardized evaluation at the end of each semester. This questionnaire covers several aspects of a course including Instructional Delivery and Design, Communication Skills of the Instructor, Instructional Facilities, Self-Assessment and Overall Assessment. The format uses positive statements and the Likert Scale. It was developed in conjunction with many faculty. Unfortunately, it does not adequately assess the activities of web-delivered courses. Questions such as “Does the course begin and end on time?” are not relevant. The author will prepare a new survey which will have two focal points. The first will be an emphasis on accurate statements regarding faculty functions, which vary greatly from the traditional classroom. The second focus will be use of statements which evaluate content presentation, inter-student work, and the format of the web-based classroom. Questions will be designed to incorporate the Seven Principles of Good Practice as defined by Art Chickering and Zelda Gamson. Other references will include the Flashlight Survey, developed by the TLT group, whose mission is to “motivate and enable institutions and individuals to improve teaching and learning with technology.” 1 The TLT Group is the Teaching, Learning and Technology Affiliate of the American Association of Higher Education.

I. Introduction

The on-line learning environment is different – there is no debate about that. With many classes now making use of the virtual classroom, the Internet, traditional expectations and assumptions are no longer valid. One prime example of this is in the assessment of both faculty performance and instructional delivery of course materials. Purdue University has long used student surveys at the end of the semester as a tool in the tenure process, as an indicator of student satisfaction and as a feedback sensor to close the loop in classroom assessment. The question types have fluctuated, as well as the number of questions. Even the scoring has been altered over the years. In general however, the method of data collection has remained constant. Students have filled in circles related to statements using the Likert Scale. The focus of the survey is to provide information to the faculty regarding the respondent’s rating of the classroom exper ience.

However, for this instructor, as technology has stepped into the learning environment, the correlation between the questions previously developed and the student’s classroom has stepped out. To decrease the relationship further, even the method of data collection becomes a challenge when the students do not visit the campus and typically do not choose to fill out a form and mail to back to the school (using regular mail). In the experience of this author, return of

Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyrightã 2002, American Society for Engineering Education

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Christe, B. (2002, June), Adaptation Of A Traditional Classroom Evaluation For Web Delivered Courses Paper presented at 2002 Annual Conference, Montreal, Canada. https://peer.asee.org/10390

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