Ashby, Alison; Richardson, John T. E. and Woodley, Alan
(2011).
| URL: | http://www.tandfonline.com/doi/abs/10.1080/0268051... |
|---|---|
| Google Scholar: | Look up in Google Scholar |
Abstract
National student feedback surveys are administered in a number of countries, and several encompass both campus-based and distance-learning students. The UK Open University achieves a high ranking in the annual National Student Survey (NSS), but there are some anomalies in the results. The NSS questionnaire was administered to three samples of students to explore the origins of these anomalies. The reliability and the validity of the questionnaire were satisfactory, but a substantial proportion of the respondents did not produce valid data. There was a high proportion of ‘not applicable’ responses to items concerned with learning resources and personal development. Other students responded ‘neither agree nor disagree’ to these items when ‘not applicable’ would have been more appropriate. This would have led to low rankings on these scales in the national surveys. Distance-learning institutions need to advise their students about the importance of only rating items they have actually experienced or to negotiate changes to the questionnaires themselves if they are to ensure that their activities and achievements are properly represented in national student feedback surveys.
| Item Type: | Article |
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| Copyright Holders: | 2011 The Open University |
| ISSN: | 1469-9958 |
| Academic Unit/School: | Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET) Learning Teaching and Innovation (LTI) |
| Interdisciplinary Research Centre: | Centre for Research in Education and Educational Technology (CREET) |
| Item ID: | 24558 |
| Depositing User: | John T. E. Richardson |
| Date Deposited: | 30 Nov 2010 12:22 |
| Last Modified: | 07 Feb 2017 11:15 |
| URI: | http://oro.open.ac.uk/id/eprint/24558 |
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