Internet Learning Volume 3, Number 1, Spring 2014 | Page 125

Surveying Student Perspectives of Quality
All survey items were compiled into one list to determine overall rank or value to participants.
This provides a resource for instructional designers and course developers.
Table 9. All Survey Items in Order of Participant Rank
�
Survey Item
QM Survey SD
Rank Rank
Clear instructions tell me how to get started and how to find 3 2.66 0.60
various course components.
Technologies required for the course are readily available – 2 2.62 0.64
provided or easily downloadable.
Criteria for how my work and participation will be evaluated are 3 2.52 0.64
descriptive and specific. (For example, a grading rubric or list of
expectations.)
Navigation throughout the online components of the course is
logical, consistent, and efficient.
3 2.51 0.67
Assessments (quizzes, exams, papers, projects, etc.) are 2 2.49 0.65
appropriately timed within the length of the course, varied, and
appropriate to the content being assessed.
The grading policy is stated clearly. 3 2.49 0.65
Assessments (quizzes, exams, papers, projects, etc.) measure the
stated learning objectives and are consistent with course
activities and resources.
Instructions on how to access resources online are sufficient and
easy to understand.
The course components are web-based or easily downloaded for
use offline.
3 2.48 0.66
1 2.47 0.69
1 2.47 0.74
Requirements for my interaction with the instructor, content, 2 2.35 0.76
and other students are clearly explained.
Instructional materials have sufficient breadth, depth, and 2 2.32 0.73
currency for me to learn the subject.
Course ensures screen readability. 1 2.32 0.83
Instructions on how to meet the learning objectives are adequate
and stated clearly.
Instructional materials contribute to the achievement of the
course and module/unit learning objectives.
Clear standards are set for instructor response (turn-around time
for email, grade posting, etc.).
3 2.30 0.77
3 2.29 0.72
2 2.29 0.78
The learning objectives (my expected learning) are appropriate 2 2.18 0.77
for the level of the course.
The tools and media used are appropriate for the content being 3 2.17 0.77
delivered.
The relationship between the instructional materials and the 3 2.17 0.79
learning activities is clearly explained to me.
Clear standards are set for instructor availability (office hours, 2 2.16 0.83
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