A World Wide Web Response to Student Satisfaction Surveys: Comparisons Using Paper and Internet Formats.

This study compared college students who used the World Wide Web versus paper and pencil to respond to one of three surveys: the 1997 and 1999 Student Experiences Survey and 1998 University of Minnesota Graduate Survey. Students chose to respond by mail or via the Web. Researchers examined the proportion of students who used the Web versus those using paper and pencil; whether students using the Web differed significantly from those responding on paper; whether attitudes, experiences, and satisfaction levels of Web respondents differed significantly from those responding on paper; and whether rates of Web choice increased over time as respondents became more familiar with the Internet. Most students preferred paper and pencil, although the proportion of students selecting the Web doubled over time, suggesting that as students become more experienced in using the Web, their use increases. Younger students, who were more familiar with the Internet, selected the Web-based survey more often than older students. Men were more likely than women to use the Web-based survey. Current students in 1999 who selected the Web were significantly more likely to give the university high ratings in academic quality than were students who responded on paper. (SM) Reproductions supplied by EDRS are the best that can be made from the original document. RUNNING HEAD: A World Wide Web Response to Student Satisfaction Surveys A World Wide Web Response to Student Satisfaction Surveys: Comparisons Using Paper and Internet Formats Margie L. Tomsic, Director Office of Measurement Services University of Minnesota 879 29th Ave. SE. Room 103 Minneapolis, MN 55414 Darwin D. Hendel, Associate Professor Ed. Policy and Administration University of Minnesota 330 Wulling Hall Minneapolis, Mn 55455 Ronald P. Matross, Senior Analyst, Office of Executive Vice President and Provost University of Minnesota 160 Morrill Hall Miineapolis, MN 55455 Research presented at the 40th annual meeting of the Association of Institutional Research Cincinnati, May 21-24, 2000 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY qua 1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 2 BEST COPY AVAILABLE