Course evaluation: reconfigurations for learning with learning management systems

Park, Ji Yong (2014) Course evaluation: reconfigurations for learning with learning management systems. Higher Education Research and Development, 33 5: 992-1006. doi:10.1080/07294360.2014.890564

Author Park, Ji Yong
Title Course evaluation: reconfigurations for learning with learning management systems
Journal name Higher Education Research and Development   Check publisher's open access policy
ISSN 0729-4360
Publication date 2014-03-14
Year available 2014
Sub-type Article (original research)
DOI 10.1080/07294360.2014.890564
Open Access Status
Volume 33
Issue 5
Start page 992
End page 1006
Total pages 5
Place of publication Abingdon, Oxon, United Kingdom
Publisher Routledge
Collection year 2015
Language eng
Formatted abstract
The introduction of online delivery platforms such as learning management systems (LMS) in tertiary education has changed the methods and modes of curriculum delivery and communication. While course evaluation methods have also changed from paper-based in-class-administered methods to largely online-administered methods, the data collection instruments have remained unchanged.

This paper reports on a small exploratory study of two tertiary-level courses.

The study investigated why design of the instruments and methods to administer surveys in the courses are ineffective measures against the intrinsic characteristics of online learning. It reviewed the students' response rates of the conventional evaluations for the courses over an eight-year period. It then compared a newly developed online evaluation and the conventional methods over a two-year period.

The results showed the response rates with the new evaluation method increased by more than 80% from the average of the conventional evaluations (below 30%), and the students' written feedback was more detailed and comprehensive than in the conventional evaluations.

The study demonstrated the possibility that the LMS-based learning evaluation can be effective and efficient in terms of the quality of students' participation and engagement in their learning, and for an integrated pedagogical approach in an online learning environment.
Q-Index Code C1
Q-Index Status Provisional Code
Institutional Status Non-UQ

Document type: Journal Article
Sub-type: Article (original research)
Collections: Non HERDC
School of Historical and Philosophical Inquiry
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Citation counts: TR Web of Science Citation Count  Cited 3 times in Thomson Reuters Web of Science Article | Citations
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Created: Mon, 09 Mar 2015, 15:00:37 EST by Lucy O'Brien on behalf of School of Historical and Philosophical Inquiry