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Abstract

Researchers have conducted a multitude of studies over the last century on Student Evaluations of Teaching (SET); however, very few have been conducted in the new digital age (Loveland, 2007). More work is in progress as researchers try to define the differences in student responses and thoughts about the online teaching environment. The unfortunate side of this can be the administrative decision to use a one-size-fits-all mentality when many authors including Dziuban and Moskal (2011) have outlined several research-based alternatives for evaluation of online instructional effectiveness. SETs are important to faculty because they often are the determining factor in merit pay and tenure/promotion. Faculty use SETs to guide decision-making about their curriculum and instructional strategies used to deliver the course (Sheehan & DuPrey, 1999). The power of the SET is recognized as a driving force in academia. What are often not discussed are the differences between SET for face-to-face courses versus SET for online courses.

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