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Student Comments on Anonymous Course Evaluations: Online vs. F2F
PROCEEDINGS

, University of Mississippi, United States ; , , , , Regent University, United States

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-57-0 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to determine if the nature of student comments on anonymous end-of-course evaluations differed relative to course delivery medium. Comments evaluated were submitted by 202 graduate students enrolled in face-to-face (F2F) and online versions of research and statistics courses over a four-year period. Results indicated that students enrolled in F2F courses offered more constructive comments than their online counterparts, while online students offered more praise and destructive comments. Furthermore, online students utilized more harshly emotive language in expressing opinions than did students in the F2F classes. Findings support the notion that course delivery medium affects student communicative behavior on anonymous course evaluations and suggest that online environments might benefit from more instructor attentiveness towards group/community building.

Citation

Rhea, N.E., Rovai, A.P., Ponton, M.K., Derrick, M.G. & Davis, J.M. (2005). Student Comments on Anonymous Course Evaluations: Online vs. F2F. In G. Richards (Ed.), Proceedings of E-Learn 2005--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 2362-2368). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved July 18, 2019 from .

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