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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: PDF
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
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  Data: 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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  Data: 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
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  Data: 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.)
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