"Abstract
The authors compared the underlying student response patterns to an end-of-course rating instrument for large student samples in online, blended and face-to-face courses. For each modality, the solution produced a single factor that accounted for approximately 70% of the variance. The correlations among the factors across the class formats showed that they were identical. The authors concluded that course modality does not impact the dimensionality by which students evaluate their course experiences. The inability to verify multiple dimensions for student evaluation of instruction implies that the boundaries of a typical course are beginning to dissipate. As a result, the authors concluded that end-of-course evaluations now involve a much more complex network of
interactions.
Highlights
► The study models student satisfaction in the online, blended, and
face-to-face course modalities. ► The course models vary technology involvement. ► Image analysis produced single dimension solutions. ► The solutions were
identical across modalities.
Keywords:
Student rating of instruction; online learning;
blended learning; factor analysis; student agency"