A Course Is a Course Is a Course: Factor Invariance in Student Evaluation of Online, Blended and Face-to-Face Learning Environments
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| Title: | A Course Is a Course Is a Course: Factor Invariance in Student Evaluation of Online, Blended and Face-to-Face Learning Environments |
|---|---|
| Language: | English |
| Authors: | Dziuban, Charles, Moskal, Patsy |
| Source: | Internet and Higher Education. Sep 2011 14(4):236-241. |
| Availability: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 6 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Student Reaction, Web Based Instruction, Blended Learning, Online Courses, Comparative Analysis, Correlation, Factor Analysis, Conventional Instruction, Student Evaluation of Teacher Performance, Course Evaluation |
| DOI: | 10.1016/j.iheduc.2011.05.003 |
| ISSN: | 1096-7516 |
| Abstract: | The authors compared the underlying student response patterns to an end-of-course rating instrument for large student samples in online, blended and face-to-face courses. For each modality, the solution produced a single factor that accounted for approximately 70% of the variance. The correlations among the factors across the class formats showed that they were identical. The authors concluded that course modality does not impact the dimensionality by which students evaluate their course experiences. The inability to verify multiple dimensions for student evaluation of instruction implies that the boundaries of a typical course are beginning to dissipate. As a result, the authors concluded that end-of-course evaluations now involve a much more complex network of interactions. (Contains 4 tables.) |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| Accession Number: | EJ946500 |
| Database: | ERIC |
| Abstract: | The authors compared the underlying student response patterns to an end-of-course rating instrument for large student samples in online, blended and face-to-face courses. For each modality, the solution produced a single factor that accounted for approximately 70% of the variance. The correlations among the factors across the class formats showed that they were identical. The authors concluded that course modality does not impact the dimensionality by which students evaluate their course experiences. The inability to verify multiple dimensions for student evaluation of instruction implies that the boundaries of a typical course are beginning to dissipate. As a result, the authors concluded that end-of-course evaluations now involve a much more complex network of interactions. (Contains 4 tables.) |
|---|---|
| ISSN: | 1096-7516 |
| DOI: | 10.1016/j.iheduc.2011.05.003 |
