eFACT: Formative assessment of classroom teaching for online classes

As online degrees and programs increase in number and popularity so does the need for
excellence and quality in the programs and courses offered. Becoming more scholarly in
online course delivery, especially in the evaluation or assessment of those classes is
essential for teaching and learning. This paper explores the pilot of an evaluation of
student learning through anonymous feedback at mid-semester in seven online courses.
Electronic Formative Assessment of Classroom Teaching (eFACT) is a process of
gathering anonymous student feedback through a faculty consultant using e-mail. This
process gives the online instructor the opportunity to make changes to the delivery of
the course while the class is in session. Instructors felt they gained useful and
meaningful information and were able to make changes in their delivery format midway
through the semester. Student learning was helped through the use of online features
that made the class more social and interactive. Perceived or real communication issues
with the instructor and classmates hindered student learning. Although often citing the
“nature” of online learning, the social aspect of learning seemed to be missing for many
students. Assessments measures like eFACT can elicit detailed perceptions of student
learning while the class is in session. It can affect the quality of the delivery method of
the course by giving instructors immediate feedback as students reflect on their learning
midway through the course.