Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study
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| Title: | Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study |
|---|---|
| Language: | English |
| Authors: | Samuel, Anita, Conceição, Simone C. O. |
| Source: | International Review of Research in Open and Distributed Learning. May 2022 23(2):151-169. |
| Availability: | Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Critical Incidents Method, Questionnaires, Formative Evaluation, Online Courses, Instructional Design, Student Evaluation of Teacher Performance, Course Evaluation, Graduate Students, Masters Programs, Feedback (Response) |
| ISSN: | 1492-3831 |
| Abstract: | The online instructor plays a prominent role in influencing how students respond to an online course, from designing the course structure, course activities, and assignments to encouraging interaction. Therefore, to develop effective online courses, instructors need robust feedback on their design strategies. Student evaluation of teaching (SET) functions as a summative evaluation of the course design and delivery. Yet, the feedback from SETs can only be integrated into the next iteration of the course, thereby failing to benefit the students who provide the feedback. One suggestion is to use midsemester formative evaluation to inform course design in real time. A qualitative research study was conducted to explore whether the Critical Incident Questionnaire (CIQ) could be an effective formative evaluative tool to inform real-time online course design and delivery. Thematic analysis was conducted on the midcourse evaluations obtained from 70 students in six fully online master's level courses. There are three key findings from this study. First, CIQ use can provide opportunities for real-time adjustments to online course design and inform future redesign of online courses. Second, responses received via the CIQ prioritize the student voice and experience by focusing on factors that are critical to them. Finally, this deep-dive analysis reinforces the enduring factors that contribute to effective online course design and delivery. A recommendation for practice is to use the CIQ as an effective tool to gather formative feedback from students. This feedback can then be used to adjust course design as needed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1346849 |
| Database: | ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Samuel%2C+Anita%22">Samuel, Anita</searchLink><br /><searchLink fieldCode="AR" term="%22Conceição%2C+Simone+C%2E+O%2E%22">Conceição, Simone C. O.</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22International+Review+of+Research+in+Open+and+Distributed+Learning%22"><i>International Review of Research in Open and Distributed Learning</i></searchLink>. May 2022 23(2):151-169. – Name: Avail Label: Availability Group: Avail Data: Athabasca University Press. 1200, 10011-109 Street, Edmonton, AB T5J 3S8, Canada. Tel: 780-497-3412; Fax: 780-421-3298; e-mail: irrodl@athabascau.ca; Web site: http://www.irrodl.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 19 – Name: DatePubCY Label: Publication Date Group: Date Data: 2022 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Critical+Incidents+Method%22">Critical Incidents Method</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Formative+Evaluation%22">Formative Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation+of+Teacher+Performance%22">Student Evaluation of Teacher Performance</searchLink><br /><searchLink fieldCode="DE" term="%22Course+Evaluation%22">Course Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1492-3831 – Name: Abstract Label: Abstract Group: Ab Data: The online instructor plays a prominent role in influencing how students respond to an online course, from designing the course structure, course activities, and assignments to encouraging interaction. Therefore, to develop effective online courses, instructors need robust feedback on their design strategies. Student evaluation of teaching (SET) functions as a summative evaluation of the course design and delivery. Yet, the feedback from SETs can only be integrated into the next iteration of the course, thereby failing to benefit the students who provide the feedback. One suggestion is to use midsemester formative evaluation to inform course design in real time. A qualitative research study was conducted to explore whether the Critical Incident Questionnaire (CIQ) could be an effective formative evaluative tool to inform real-time online course design and delivery. Thematic analysis was conducted on the midcourse evaluations obtained from 70 students in six fully online master's level courses. There are three key findings from this study. First, CIQ use can provide opportunities for real-time adjustments to online course design and inform future redesign of online courses. Second, responses received via the CIQ prioritize the student voice and experience by focusing on factors that are critical to them. Finally, this deep-dive analysis reinforces the enduring factors that contribute to effective online course design and delivery. A recommendation for practice is to use the CIQ as an effective tool to gather formative feedback from students. This feedback can then be used to adjust course design as needed. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2022 – Name: AN Label: Accession Number Group: ID Data: EJ1346849 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 151 Subjects: – SubjectFull: Critical Incidents Method Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Formative Evaluation Type: general – SubjectFull: Online Courses Type: general – SubjectFull: Instructional Design Type: general – SubjectFull: Student Evaluation of Teacher Performance Type: general – SubjectFull: Course Evaluation Type: general – SubjectFull: Graduate Students Type: general – SubjectFull: Masters Programs Type: general – SubjectFull: Feedback (Response) Type: general Titles: – TitleFull: Using the Critical Incident Questionnaire as a Formative Evaluation Tool to Inform Online Course Design: A Qualitative Study Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Samuel, Anita – PersonEntity: Name: NameFull: Conceição, Simone C. O. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 05 Type: published Y: 2022 Identifiers: – Type: issn-electronic Value: 1492-3831 Numbering: – Type: volume Value: 23 – Type: issue Value: 2 Titles: – TitleFull: International Review of Research in Open and Distributed Learning Type: main |
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