ERIC Number: EJ1113368
Record Type: Journal
Publication Date: 2016-Oct
Abstractor: As Provided
Extra Credit Micro-Incentives and Response Rates for Online Course Evaluations: Two Quasi-Experiments
Sundstrom, Eric D.; Hardin, Erin E.; Shaffer, Matthew J.
Teaching of Psychology, v43 n4 p276-284 Oct 2016
To extend prior findings on the motivational value of tiny, nonfinancial incentives, we conducted two quasi-experiments on the relationship of extra credit micro-incentives (ECMIs, worth =1% of course grade) and response rates for online course evaluations. Study 1 involved two advanced undergraduate psychology courses taught by the same instructor for 14 semesters, the first 7 of which used paper-and-pencil evaluations and no incentives, with average response rates of 57%. After a switch to online evaluations with no incentives for two semesters, response rates fell to 30% or lower. Following introduction of ECMIs for several semesters, the response rates rose significantly, to 84%. In Study 2, we randomly assigned ECMIs or no incentives to eight sections of an introductory psychology course. Response-rates with ECMIs were significantly higher, 84% versus 51%. Favorability of ratings did not differ significantly. Higher response rates with EMCIs raise questions for research, educational policy, and classroom practice.
Descriptors: Online Courses, Course Evaluation, Educational Policy, Incentives, Quasiexperimental Design, Psychology, Undergraduate Students, Classroom Techniques, Introductory Courses, Longitudinal Studies, Statistical Analysis
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
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