Evaluating blended learning : exploring alternatives to standard course surveys

Evaluation is a seemingly complex task with most instructors utilising standard surveys at the end of every course. But what if the course was not traditionally taught but instead used a blended learning approach? Are standard evaluations of teaching a valid method for such classes? Communication Research is such a blended learning undergraduate course, which teaches the fundamentals of empirical research via survey design, analysis and reporting. The unit is challenging for first year Communication students who have no previous experience with research reports or statistics. Standardised evaluation surveys show consistent below-average feedback scores when compared with the school and university. However, a custom online pretest/posttest evaluation of the outcomes show significant learning has occurred in every one of the learning objectives. Thus, what exactly do standardized course evaluations measure? Such standardised processes are utilised in almost all higher education institutions. Results are taken on face value and often used for academic tenure, promotion and salary rises. Previous research has detected a range of issues arising from standardised surveys. Are our courses amenable to such assessment, or do we need to better ways to evaluate traditional and blended learning classes?