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An institutional study of the influence of ‘onlineness’ on student evaluation of teaching in a dual mode Australian university

Palmer, Stuart 2011, An institutional study of the influence of ‘onlineness’ on student evaluation of teaching in a dual mode Australian university, in ASCILITE 2011 : Changing demands, changing directions : Proceedings of the Australian Society for Computers in Learning in Tertiary Education Conference, University of Tasmania, Hobart, Tas., pp. 963-973.

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Title An institutional study of the influence of ‘onlineness’ on student evaluation of teaching in a dual mode Australian university
Author(s) Palmer, Stuart
Conference name Australian Society for Computers in Learning in Tertiary Education. Conference (28th : 2011 : Hobart, Tas.)
Conference location Hobart, Tas.
Conference dates 4-7 Dec. 2011
Title of proceedings ASCILITE 2011 : Changing demands, changing directions : Proceedings of the Australian Society for Computers in Learning in Tertiary Education Conference
Editor(s) Williams, G.
Statham, P.
Brown, N.
Cleland, B.
Publication date 2011
Conference series Australian Society for Computers in Learning in Tertiary Education Conference
Start page 963
End page 973
Total pages 11
Publisher University of Tasmania
Place of publication Hobart, Tas.
Keyword(s) student evaluation of teaching
wholly online mode
class size
year level
discipline difference
Summary Student evaluation of teaching (SET) is now commonplace in many universities internationally. The most common criticism of SET practices is that they are influenced by a number of non-teaching-related factors. More recently, there has been dramatic growth in online education internationally, but only limited research on the use of SET to evaluate online teaching. This paper presents a large-scale and detailed investigation, using the institutional SET data from an Australian university with a significant offering of wholly online units, and whose institutional SET instrument contains items relating to student perceptions of online technologies in teaching and learning. The relationship between educational technology and SET is not neutral. The mean ratings for the ‗online‘ aspects of SET are influenced by factors in the wider teaching and learning environment, and the overall perception of teaching quality is influenced by whether a unit is offered in wholly online mode or not.
ISBN 9781862956445
Language eng
Field of Research 130306 Educational Technology and Computing
Socio Economic Objective 930501 Education and Training Systems Policies and Development
HERDC Research category E1 Full written paper - refereed
ERA Research output type E Conference publication
HERDC collection year 2011
Copyright notice ©2011, ASCILITE
Persistent URL http://hdl.handle.net/10536/DRO/DU:30041168

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Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au.