Evaluating a Wireless Course Feedback System: The Role of Demographics, Expertise, Fluency, Competency, and Usage

Abstract

Current pedagogical theory emphasizes convergent, collaborative and participative learning, and the use of new computer-based instructional technologies to support these approaches. However, it is necessary to evaluate these technologies, especially to identify any student factors that might foster digital divides or differential outcomes. This study analyzes the influences on the student evaluation of a wireless course feedback system in two Master's classes, using a baseline influence survey, two later evaluation surveys, system data about answering review questions, and ratings and open-ended comments on the final course evaluation. Influences studied include demographics, variety of computer usage, web expertise, computer-email-web fluency (three dimensions), computer-mediated competency (eight dimensions), levels of exposure to the system, and use of the system for in-class reviews and discussions. The four evaluation dimensions (training, easy to use, validity, fun, overall) were predicted (from 25% to 51%) by different combinations of prior web use, computer classes, exposure to the system, and dimensions of computer-mediated competency.