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.

Citation

Dziuban, C. & Moskal, P. (2011). A course is a course is a course: Factor invariance in student evaluation of online, blended and face-to-face learning environments. Internet and Higher Education, 14(4), 236-241. Elsevier Ltd. Retrieved August 9, 2024 from https://www.learntechlib.org/p/53724/.

Keywords

• blended learning
• Comparative Analysis
• Conventional Instruction
• Correlation
• course evaluation
• Factor Analysis
• online courses
• online learning
• Student agency
• student attitudes
• Student Evaluation of Teacher Performance
• Student rating of instruction
• Student Reaction
• Web Based Instruction