Use this job aid to design, deliver, and analyze course facilitator surveys to improve online course quality and student learning outcomes. While student feedback surveys often take center stage, course facilitator surveys are equally important for identifying opportunities to enhance the online learning experience. Depending on your needs, you can use them:
- At the end of a term
- When reviewing course effectiveness
- When identifying design or instruction issues
- When planning course improvements
Best practices for course facilitators surveys
Time it well: Distribute immediately after the term ends.
Deliver it directly: Send via email and include a direct survey link (do not attach files).
Increase participation: Include a message from a department chair or program director explaining why feedback matters and how it will be used.
Send a reminder: Follow up in email before the deadline.
While The quality of questions matters more than the platform, using a survey platform can expedite analysis. Some common options include:
- LMS survey tools (preferred)
- SurveyMonkey
- Google Forms
Make the following fields required to ensure feedback can be tied to specific courses and terms:
- Facilitator name
- Course code and title
- Session number
- Survey completion dates
Combine Likert scale questions and open-ended prompts to capture both measurable trends and detailed feedback. Using these together can offer more actionable insights.
Topics to cover across both question types:
- Course objectives
- Assignments and grading
- Course content
- Student workload
| Question type | Likert scale (5- or 7-point) | Open-ended |
|---|---|---|
| When to use it | Measuring trends over time | Add depth to insights |
| Guidelines | One idea per statement Clear, positive wording Consistent scale | Broad prompts Non-leading |
| Example | Objectives aligned with program outcomes Assignments supported learning outcomes Workload was appropriate Students had meaningful interaction | Most valuable assignment or activity, and why? Provide additional feedback on X |
Review both Likert scale results and open-ended responses to identify patterns and guide course improvements. This approach to analysis provides a more complete understanding of course performance and improvement opportunities.
| Question type | Likert scale | Open-ended |
|---|---|---|
| Analysis process | Calculate averages or medians Scores below the midpoint of your scale indicate areas needing attention | Review responses for recurring words or ideas Group similarities into categories Identify common themes |
| Limitations | This data shows trends but does not offer reasoning behind responses | Coding responses into categories introduces some level of subjectivity Tools like Voyant Tools can help visualize patterns |
By interpreting your data, you can turn insights to action. Use those insights to:
- Improve course design
- Adjust assignments or workload
- Clarify instructions
- Enhance student engagement
Taking action on feedback from students who experienced your course first-hand not only benefits you as an instructor, but can provide invaluable insights to course designers, program and department chairs, and improve the experience for future students.
References
- Gaide, S. (2005). Evaluating distance education programs with online surveys. Distance Education Report, 9(20), 4–5.
- Stillwagon, A. (2017). How to analyze and interpret survey results. Retrieved from https://smallbiztrends.com/2014/11/how-to-interpret-survey-results.html
- Wasik, B. A., & Hindman, A. H. (2013). Realizing the promise of open-ended questions. Reading Teacher, 67(4), 302–311. doi:10.1002/trtr.1218
Additional resources
- Rao, K., Edelen-Smith, P., & Wailehua, C. (2015). Universal design for online courses: Applying principles to pedagogy. Open Learning, 30(1), 35–52. doi:10.1080/02680513.2014.991300
- Smyth, J. D., Dillman, D. A., Christian, L. M., & McBride, M. (2009). Open-ended questions in web surveys. Public Opinion Quarterly, 73(2), 325–337. Wall Emerson, R. (2017). Likert scales. Journal of Visual Impairment & Blindness, 111(5), 488.
