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Abstract:
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Student evaluations of teaching in an introductory statistics course were tracked for a decade after a switch was made from a traditional to blended format. The blended version of the course used flipped and flexible instructional features. Lectures were only available online, class periods were used for learning activities and demonstrations, and there was no punitive attendance policy. Evaluation scores were gathered on several dimensions including understanding of concepts, critical thinking, intellectual level, pace, grading policies, learning materials, and overall. Patterns in the evaluation scores that emerged over the decade were investigated. Possible influences on evaluation scores such as class size, time of day, attendance, and students' prior experience levels in blended and online environments were explored. After the switch, evaluation scores in blended sections with low enrollments were similar to scores in the traditional format. Scores in blended sections with moderate to high enrollments fell below scores in the traditional format and remained lower through the decade.
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