Online Student Ratings: Increasing Response Rates

Most institutions offering distance education can identify with the problem of low response rates of online evaluation, but few have systematically investigated the issue. The purpose of this two-phase, sequential mixed method study was to first explore and generate themes about student online evaluation response motivation and practice using interviews conducted via email. Based on these themes, Phase 2 used a Web-based cross-sectional survey of undergraduate and graduate online nursing students to identify preferred strategies to maximize response rates. Perceived value represented the key theme that emerged from the qualitative narrative. Faculty members tend to value online student completed course evaluations and use student feedback for their ongoing course revisions. Students want evidence that the faculty and institution value their feedback. Survey results confirm and extend literature findings. Respondents identified rewards, risk and trust as general means to increase response rates. In particular, participants rated the relative effectiveness of administrative factors.

Autorentext

Denise L. Nelson, MDE: Studied curriculum design and use of technology in distance education at Athabasca University. Instructional designer and project lead of collaborative online course development teams, Virtual Campus, Saskatchewan Institute of Applied Science and Technology, Regina, Saskatchewan, Canada.