@article {835,
	title = {On the Quality and Validity of Course Evaluation Questionnaires Used in Tertiary Education in Greece},
	journal = {Trends in Higher Education},
	volume = {3},
	year = {2024},
	pages = {221{\textendash}234},
	abstract = {<p>In compliance with national legislation, Greek tertiary education institutions assess educational quality often using a standardized anonymous questionnaire completed by students. This questionnaire aims to independently evaluate various course components, including content organization, instructor quality, facilities, infrastructure, and grading methods. Despite widespread use across universities, the questionnaire{\textquoteright}s validity remains unexamined. This study addresses this gap by analyzing 48,000+ questionnaire responses from the University of the Peloponnese (2014{\textendash}2022), encompassing 68 undergraduate and graduate programs. Confirmatory factor analyses were used to assess the quality of the questionnaire, while exploratory factor analyses were used to assess the dimensions of the tool based on the data. Both analyses reveal shortcomings: confirmatory analysis detects strong correlations between supposedly different factors, and exploratory analysis identifies dimensions inconsistent with the expected structure. These findings question the questionnaire{\textquoteright}s quality and the validity of drawn conclusions, while additionally identifying opportunities for reducing the number of questions, which can contribute to increased questionnaire submission rates. Given its common use across Greek universities and its influence on shaping courses, urgent redesigning of the questionnaire for tertiary education evaluation is recommended.</p>
},
	keywords = {CFA, EFA, Higher Education, quality assurance},
	doi = {https://doi.org/10.3390/higheredu3020013},
	url = {https://www.mdpi.com/2813-4346/3/2/13},
	author = {Papadogiannis, Ilias and Vassilakis, Costas and Wallace, Manolis and Katsis, Athanassios}
}
@inbook {796,
	title = {Handbook of Research on Developing a Post-Pandemic Paradigm for Virtual Technologies in Higher Education},
	year = {2021},
	publisher = {IGI Global},
	organization = {IGI Global},
	chapter = {Social Skills and Online Learning},
	abstract = {<p>The concept of online teaching and learning is widely adopted by universities due to the pandemic of COVID-19, which forced them to shift from blending learning (including both direct and remote education) to exclusive online education. Technology has provided a multitude of tools which can prove very useful in the hands of people who want to serve such a great purpose as education. During the days of the pandemic, where people are isolated, virtual community and virtual learning technology brings people together to experience a sense of educational community in the virtual world. This chapter introduces the reader to the importance for social skill training of the learning communities during times that online learning is the sole type of education, exploring methodologies, tools and practices that can be used to counterbalance the deficiencies introduced by distance learning methods regarding social skill development.</p>
},
	keywords = {Active learning, Community of Inquiry, COVID-19, Digital Collaboration Platforms, Higher Education, Pandemic, Problem-Based Learning, Remote Learning, Social skills, Virtual Learning Community},
	author = {Kriemadis, Athanasios and Kapnisi, Dimitra and Vassilakis, Costas and Spiliotopoulos Dimitris}
}
