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IJLT 2023 Vol.9(3): 202-207
doi: 10.18178/ijlt.9.3.202-207

Assessing Teaching Effectiveness Online in the Wake of the COVID-19 Pandemic: A Case Study

Kaitlyn S. Breiner
Department of Child Development, California State University, Dominguez Hills, Carson, CA, USA
Email: kbreiner@csudh.edu

Manuscript received October 26, 2022; revised February 27, 2023; accepted March 14, 2023.

Abstract—The COVID-19 pandemic required instructors to change teaching modalities, from face-to-face to online. Many of these instructors who moved to this modality were unfamiliar with teaching online, making it imperative to receive course feedback to ensure course delivery was effective. Unfortunately, relying upon university-standard Perceived Teaching Effectiveness surveys (PTEs) proved challenging in an online environment, as response rates and student morale were negatively impacted due to the pandemic. The present case study assessed alternative research-supported methods for soliciting student feedback on teaching effectiveness in asynchronous online courses. Methods identified to improve response rates and to identify areas of teaching to improve/maintain included creating course-specific surveys, offering the surveys multiple times during the semester, soliciting feedback anonymously, and providing extra credit.
Keywords—faculty development, learning outcomes & assessment, reflection, asynchronous learning 

Cite: Kaitlyn S. Breiner, "Assessing Teaching Effectiveness Online in the Wake of the COVID-19 Pandemic: A Case Study," International Journal of Learning and Teaching, Vol. 9, No. 3, pp. 202-207, September 2023. doi: 10.18178/ijlt.9.3.202-207

Copyright © 2023 by the authors. This is an open access article distributed under the Creative Commons Attribution License (CC BY-NC-ND 4.0), which permits use, distribution and reproduction in any medium, provided that the article is properly cited, the use is non-commercial and no modifications or adaptations are made.