eLearning Services reviews online faculty student evaluation surveys at the end of each semester to identify opportunities to improve course material and teaching effectiveness. In partnership with online faculty, course developers interpret feedback to view the situation through students’ eyes, university teaching requirements, and opportunities for continuous improvement.
Jones (2012) completed a study to determine if students’ response to student evaluation for online courses can be used to identify improvements in teaching and course value (p. 49). The results of the study indicate data provided by students support faculty and higher education administrators to identify actions for improving overall student satisfaction (Jones, 2012). The biggest action items increasing student satisfaction, included well developed and organized courses, and providing students with engaging learning experiences. Another action with positive impact was strong presence of faculty facilitating the class and engagement with students.
As the Spring 2014 semester comes to a close encourage students to complete the end-of-term student evaluation survey. Share with them the value of the information provided on the Spring 2014 midterm survey results. Let them know you and the university are listening and value their feedback.
Active improvements to online programs requires being open to suggestion, interpreting student feedback, and opportunities to explore creative modification in a course (Huba, Freed, 2000).
Sharing summaries of action to improve courses of what worked well helps students to identify their feedback is taken seriously. As student satisfaction increases this can positively impacts student retention, graduations rates and enrollment.
Huba, M. E. & Freed, J. E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning. Needham Heights, MA: Allyn and Bacon.
Jones, S. J. (2012). Reading between the lines of online course evaluations: Identifiable actions that improve student perceptions of teaching effectiveness and core value. Journal of Asynchronous Learning Networks, 16(1), 49-58.