Search results for: Topper Andrew

This study looks at response rates and compares instructional quality, using student course evaluations along with additional data from online and face-to-face graduate education courses, to evaluate the effectiveness of instruction. A statistical analysis of students' course evaluations showed no significant difference in instructional quality based on the format used. Together with comparisons of student work, these results provide additional evidence in support of the finding of no significant difference between formats in the area of instructional quality.