Abstract
Our study compared the quantitative and qualitative outcomes associated with course evaluations collected over the Internet with those collected using a paper-and-pencil method. We randomly assigned students to 1 of the 2 different formats. There was no significant difference in quantitative student responses based on administration method, but students who completed evaluations over the Internet were more likely to give qualitative feedback compared to students who completed their evaluations in the classroom. Moreover, students in the Web-based condition provided longer qualitative comments than students in the paper-and-pencil group. We discuss the implications of these findings.
