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The adequacy of response rates to online and paper surveys: what can be done?
Open accessAbstract
This article is about differences between, and the adequacy of, response rates to online and paper‐based course and teaching evaluation surveys. Its aim is to provide practical guidance on these matters. The first part of the article gives an overview of online surveying in general, a review of data relating to survey response rates and practical advice to help boost response rates. The second part of the article discusses when a response rate may be considered large enough for the survey data to provide adequate evidence for accountability and improvement purposes. The article ends with suggestions for improving the effectiveness of evaluation strategy. These suggestions are: to seek to obtain the highest response rates possible to all surveys; to take account of probable effects of survey design and methods on the feedback obtained when interpreting that feedback; and to enhance this action by making use of data derived from multiple methods of gathering feedback.
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“Nulty [114] stated that response rates comprise 40% to 60% in consumer researches.”
From Consumer Adoption of Online Food Delivery Ordering (OFDO) Services in Pakistan: The Impact of the COVID-19 Pandemic Situation (2021) · cites this paper as Nulty [114]
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Metadata
- Authors
- Nulty, D. D.
- Affiliations
- Griffith University (AU)
- Corresponding author
- Nulty, Duncan D.
- ORCID
- Nulty, Duncan D.
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2008-06
- Volume
- 33
- Issue
- 3
- Pages
- 301-314
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2156725384
- Cited by
- 2,581
- References
- 22
- Citations by year
- 2026: 118 · 2025: 154 · 2024: 124 · 2023: 140 · 2022: 185 · 2021: 229 · 2020: 248 · 2019: 240 · 2018: 243 · 2017: 244 · 2016: 202 · 2015: 185 · 2014: 137 · 2013: 63 · 2012: 24
- FWCI
- 52.09
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Griffith Research Online (submittedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Survey Methodology and Nonresponse
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Education › Online and Blended Learning
- Keywords
- survey response rates, online surveys, paper-based surveys, course evaluation, teaching evaluation, higher education assessment, survey design, assessment methods, data adequacy
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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