Because of the potential cost savings that online teaching evaluations can deliver, many universities are converting their student evaluations of teaching to this mode of administration. In this study, we examine the effects of transitioning administration of student evaluations from paper-and-pencil to online. We use data from accounting and other departments in the College of Business Administration of a large private, research university that converted from paper to online administration of teaching evaluations. We examine the average teaching effectiveness rating and response rate for instructors who taught the same course before and after the conversion. In addition, we survey a sample of accounting students to investigate their responses to online teaching evaluations. We find a significant increase in the average effectiveness rating and a significant decrease in response rate. Furthermore, we find that those instructors with lower ratings under the paper administration experience the greatest increase in ratings when the evaluations are converted to online administration. In a follow-up survey, we find that students who are highly motivated and have higher grade point averages are more likely to complete and provide higher evaluations with the online administration. We discuss the implications of our results to accounting and business education literature.
Bruns, S.M., Rupert, T.J. and (May) Zhang, Y. (2011), "Effects of Converting Student Evaluations of Teaching from Paper to Online Administration", Catanach, A.H. and Feldmann, D. (Ed.) Advances in Accounting Education: Teaching and Curriculum Innovations (Advances in Accounting Education, Vol. 12), Emerald Group Publishing Limited, Leeds, pp. 167-192. https://doi.org/10.1108/S1085-4622(2011)0000012010
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