Document Type

Article

Publication Date

2024

Publication Title

Educational Research and Evaluation

Keywords

student ratings of instruction, course modality, hybrid, face-to-face, synchronous, asynchronous

Abstract

The fall semester of 2020 brought a range of instructional modalities to university classrooms. Instructors at a large, public institution in the Midwest were allowed to choose between face-to-face, hybrid, online-synchronous, and online-asynchronous formats. The purpose of this study is to examine how students rated the effectiveness of courses using each of these different course instructional modalities. This investigation uses the Wilcoxon Signed Rank Test to examine how the distribution of student ratings changed for courses in the fall 2020 semester by using the fall 2019 semester as a baseline. The results show that online-synchronous and online-asynchronous courses received lower evaluation scores in fall 2020 than when the same courses were taught by the same instructor using the face-to-face format in fall 2019. Meanwhile, the evaluation scores for face-to-face and hybrid courses in fall 2020 showed no statistically significant change from the fall 2019 scores.

Funding Source

This article was published Open Access thanks to a transformative agreement between Milner Library and Taylor & Francis.

DOI

10.1080/13803611.2024.2434594

Comments

First published in Educational Research and Evaluation (2024): https://doi.org/10.1080/13803611.2024.2434594

This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

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