Survey-based formats of assessing teaching quality in higher education are widely used and will likely continue to be used by higher education institutions around the world as various global trends contributing to their widespread use further evolve. Although the use of mobile devices for course evaluation continues to grow, there remain some unresolved aspects of the classic paper and web-based modes of evaluation. In the current study, the multigroup confirmatory factor analysis approach (MGCFA), an accepted methodological approach in general mixed-method survey research, was chosen to address some of the methodological issues when comparing these two evaluation modes. By randomly assigning one of the two modes to 33 continuing training courses at a Swiss higher education institution, this study tested whether the two different modes of assessing teaching quality yield the same results. The practical implications for course evaluation practice in institutions of higher education as well as the implications and limitations of the chosen methodological approach are discussed.

中文翻译：

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重新审视在线与离线课程评估：使用多组验证性因素分析框架测试课程评估问卷的不变性

基于调查的高等教育教学质量评估格式被广泛使用，并且随着促进其广泛使用的各种全球趋势的进一步发展，世界各地的高等教育机构可能会继续使用。尽管使用移动设备进行课程评估的人数不断增加，但经典的纸质和基于网络的评估模式仍有一些未解决的方面。在当前的研究中，选择多组验证性因素分析法（MGCFA），这是一般混合方法调查研究中公认的方法论方法，用于解决比较这两种评估模式时的一些方法论问题。通过将两种模式中的一种随机分配给瑞士高等教育机构的 33 门继续培训课程，本研究测试了两种不同的教学质量评估模式是否会产生相同的结果。讨论了高等教育机构课程评估实践的实际意义以及所选择的方法论方法的影响和局限性。