Abstract
Technological advances have enabled institutions of higher education to administer course evaluations online, forgoing the
traditional paper-and-pencil methods. Consequently, many of these institutions suffer from low response rates, but little
research is available on this topic. To increase understanding about course evaluation participation in the online environment,
this study examined over 22,000 undergraduates to whom the university administered about 135,000 evaluations. Multilevel models
were constructed to analyze the data, and several variables emerged as significant predictors of participation. The results
were mostly consistent with previous research and aligned with theories of survey nonresponse. However, the integration of
uncommon variables provided new perspectives about course evaluations in particular. Implications for research and practical
applications for institutions are also addressed, including ways to combat survey fatigue, increase the salience of the survey,
and increase participation in online course evaluations.
traditional paper-and-pencil methods. Consequently, many of these institutions suffer from low response rates, but little
research is available on this topic. To increase understanding about course evaluation participation in the online environment,
this study examined over 22,000 undergraduates to whom the university administered about 135,000 evaluations. Multilevel models
were constructed to analyze the data, and several variables emerged as significant predictors of participation. The results
were mostly consistent with previous research and aligned with theories of survey nonresponse. However, the integration of
uncommon variables provided new perspectives about course evaluations in particular. Implications for research and practical
applications for institutions are also addressed, including ways to combat survey fatigue, increase the salience of the survey,
and increase participation in online course evaluations.
- Content Type Journal Article
- Pages 1-16
- DOI 10.1007/s11162-011-9240-5
- Authors
- Meredith J. D. Adams, Department of Leadership, Policy, and Adult and Higher Education, North Carolina State University, 530 Poe Hall, Campus Box 7801, Raleigh, NC 27695-7801, USA
- Paul D. Umbach, Department of Leadership, Policy, and Adult and Higher Education, North Carolina State University, 300 Poe Hall, Campus Box 7801, Raleigh, NC 27695-7801, USA
- Journal Research in Higher Education
- Online ISSN 1573-188X
- Print ISSN 0361-0365