There has been a substantial growth in electronic-based SET in Higher Education in recent years (Barkhi, & Williams, 2010). While there are obvious resource-related advantages associated with this move from paper to digital many lecturers prefer to retain the more traditional –pencil and paper’ approach to evaluation.

Fike, Doyle, & Connelly (2010) provide a very accessible introduction to this issue, particularly in relation to the largest concern usually expressed about online surveys – the potential impact of lower student participation rates. The pros and cons are also discussed by Anderson, Brown & Spaeth, (2006), and Donovan, Mader, & Shinsky, (2007) provide an insight into the student perspective on paper versus digital surveys.

Some research does suggest that the method used is influential. Chang (2005) reported that ratings on SET tools were influenced by the survey method (i.e., online or paper), a finding corroborated by Morrison (2011), who similarly reported that differences in response rates and ratings.

Lalla and Ferrari (2011) list the following eight measurement issues known to negatively impact online surveys:

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