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1.
The 2010 Western Cape graduate destination survey utilised a sequential mixed-mode design in which an initial web survey was augmented with an equivalent telephonic survey. This article examines mode effect in the Western Cape survey in terms of overall effect size and the bearing it had on the main outcome of the study. Standardised residuals and Cramér’s V are used to determine mode effect across two scenarios, a full sample vs. a subsample, and using two categorical questions with different numbers of response categories. Overall effect size appears to be small in the first question, but increases noticeably together with non-responses in the second question that has many more response categories. Web responses to alumni or graduate destination surveys can perhaps be augmented with telephonic responses if necessary, provided response categories are kept to a minimum, and interviewers are trained properly and monitored for possible interviewer misbehaviour. The benefit of obtaining larger samples should then also outweigh the benefit of using web surveys alone.  相似文献   

2.
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.  相似文献   

3.
Possible respondents in a 1974 survey of University of Kentucky doctoral graduates were sent either computer-prepared or offset-printed questionnaires, personalized and identical in content. No difference was found in the overall response rates to the two types of instruments. But when the responses were categorized by the academic major of each recipient according to the theories of Holland (1973) and Biglan (1973a, 1973b), differential response rates appeared. Moreover, interactions of questionnaire type and grouping category were also evident. Response rates were projected using the best type of questionnaire for each grouping category in which a significant interaction occurred. Neither grouping theory was found to be superior to the other in projected response rates.  相似文献   

4.
Pharmacy students undertake experiential learning to prepare them for practice. With the move to more patient-facing roles, there is a need to assess if the experiential learning prepares students for practice. A mixed-methods study was undertaken to obtain the feedback of graduates currently in pre-registration training on their experiential learning experience. There were 63 (response rate 55.8%) responses to the online survey. One focus group consisting of four graduates, and ten one-on-one interviews were conducted. Placement experience was dependent on tutors and placement sites. There was displeasure with community placements as they were relegated to dispensing duties, but satisfaction with their hospital experience despite only being allowed to shadow tutors. The limited duration of placements was highlighted, especially in hospital settings. Tutor training is key to ensuring students have an optimum experience. Sites should be made to see the value of having students, so that they are allowed patient contact.  相似文献   

5.
In recent years many universities switched from paper- to online-based student evaluation of teaching (SET) without knowing the consequences for data quality. Based on a series of three consecutive field experiments—a split-half design, twin courses, and pre–post-measurements—this paper examines the effects of survey mode on SET. First, all three studies reveal marked differences in non-response between online- and paper-based SET and systematic, but small differences in the overall course ratings. On average, online SET reveal a slightly less optimistic picture of teaching quality in students’ perception. Similarly, a web survey mode does not impair the reliability of student ratings. Second, we highlight the importance of taking selection and class absenteeism into account when studying survey mode effects and also show that it is necessary and informative to survey the subgroup of no-shows when evaluating teaching. Third, we empirically demonstrate the need to account for contextual setting of the survey (in class vs. after class) and the specific type of the online survey mode (TAN vs. email). Previous research either confounded contextual setting with variation in survey mode or generalized results for a specific online mode to web surveys in general. Our findings suggest that higher response rates in email surveys can be achieved if students are given the opportunity and time to evaluate directly in class.  相似文献   

6.
Although many studies have addressed the issue of response quality in survey studies, few have looked specifically at low-quality survey responses in surveys of college students. As students receive more and more survey requests, it is inevitable that some of them will provide low-quality responses to important campus surveys and institutional accountability measures. This study proposes a strategy for uncovering low-quality survey responses and describes how they may affect intercampus accountability measures. The results show that survey response quality does have an effect on intercampus accountability measures, and that certain individual and circumstantial factors may increase the likelihood of low-quality responses. Implications for researchers and higher education administrators are discussed.  相似文献   

7.
Disengaged responding is a phenomenon that often biases observed scores from achievement tests and surveys in practically and statistically significant ways. This problem has led to the development of methods to detect and correct for disengaged responses on both achievement test and survey scores. One major disadvantage when trying to detect disengaged responses on surveys is that, unlike on achievement tests, there are no correct answers. As a result, validating decision rules for detection methods is problematic. In this study, we condition results from a variety of detection methods used to identify disengaged survey responses on response times. We then show how this conditional approach may be useful in identifying where to set response time thresholds for survey items, as well as in avoiding misclassification when using other detection methods.  相似文献   

8.
Response rates, response time, and costs of mail and electronic surveys were compared. The survey sample consisted of college faculty in the southeastern United States. Mail surveys yielded a higher response rate and a lower rate of unde-liverable surveys. However, receipt of responses was significantly quicker for those delivered electronically, with over 80% of initial responses arriving before receipt of the 1st returned mail survey. The costs associated with distribution of surveys and preparation of data for analysis were much lower with the electronically delivered surveys.  相似文献   

9.
This meta-analysis examined 35 study results within last 10 years that directly compared the response rates of e-mail versus mail surveys. Individual studies reported inconsistent findings concerning the response rate difference between e-mail and mail surveys, but e-mail surveys generally have lower response rate (about 20% lower on the average) than mail surveys. Two study features (population type and follow-up reminders) could account for some variation in the e-mail and mail survey response rate differences across the studies. For the studies involving college populations, the response rate difference between e-mail and mail surveys was much smaller, or even negligible, suggesting that e-mail survey is reasonably comparable with mail survey for college populations. The finding about follow-up reminder as a statistically significant study feature turns out to be somewhat an anomaly. Other study features (i.e., article type, random assignment of survey respondents into e-mail and mail survey modes, and use of incentives) did not prove to be statistically useful in accounting for the variation of response rate differences between mail and e-mail surveys. The findings here suggest that, in this age of internet technology, mail survey is still superior to e-mail survey in terms of obtaining higher response rate.  相似文献   

10.
When follow‐up surveys of graduates of Health Professional programs are used to obtain evaluative information about program components and processes, the timing of such a survey is an important consideration. Information may be collected at various points in time: at program end while the graduates are still on the premises, or at varying points after the graduates leave the educational institution. Follow‐up surveys of four classes of medical students and five classes of nursing students conducted at varying points in time are used to examine the effect of timing on the program feedback obtained. Graduate assessment of program features was consistent and stable even several years after program completion. Surveying students regarding their perceptions of their education shortly before graduation is recommended. This is less costly and provides information to program planners when it can have more immediate impact on program planning.  相似文献   

11.
A literature review identified 12 strategies that have been empirically linked to improvements in graduate employability. A survey methodology was used to investigate self-reported use and/or perspectives on these strategies among four stakeholder groups. The following questions were asked: to students – What strategies are you using to improve your graduate employability; to graduates – What strategies did you use to improve your employability?; to higher education career development professionals and educators – Which of the following employability strategies do you provide for students?; and to employers – Which of the following strategies undertaken by students does your organisation value when recruiting graduates? Across the four stakeholder groups, 705 responses were received and analysed. The key findings were discrepancies between the strategies reported in the literature and those indicated in the surveys, as well as discrepancies between stakeholder groups in regard to which strategies were indicated.  相似文献   

12.
Use of electronic surveys in course evaluation   总被引：3，自引：0，他引：3  
The growth of e–Universities and flexible delivery in higher education may also lead to increased use of electronic course evaluation methods. The effectiveness and methodology of electronic surveys are discussed. In the graduate–entry, problem–based University of Sydney Medical Program extensive use is made of web technologies for curriculum delivery and evaluation. The design and response rates for web–based "End of Year" student evaluation surveys in the medical program are reported for the period 1997–2001. To be used successfully in course evaluation, online surveys should be infrequent, short, simply designed and free from password access, and de–identified results should be displayed to students on their completion of a survey.  相似文献   

13.
This study was designed to examine response rates and bias among a sample of community college students who received a district-wide survey by standard mail or e-mail. Findings suggest that predictors of response and types of responses are not appreciably different across paper and online mail-out samples when these samples are “matched” in terms of key demographics. Rates of response, however, differ by mode of survey administration, gender, and race/ethnicity.  相似文献   

14.
Mail surveys are frequently used in higher education research as a means of collecting data relevant for college decision makers. Despite their prevalence, mail surveys have drawbacks, chief among them the potential for low response rates, which may compromise the credibility of research results and diminish their usefulness. Therefore, it is important for institutional researchers to plan and conduct mail surveys that achieve optimal response rates, especially in populations (i.e., alumni) where low response rates may be a problem. This research tested the effect of the survey procedures suggested by Dillman's (1978) Total Design Method on response rate to a mail survey of two-year college alumni. The method used was an experiment with four groups that varied in their degree of adherence to Dillman's procedures, i.e., amount of follow-up and degree of personalized approach. Subjects were randomly assigned to groups. Results provided a test of Dillman's techniques in an educational setting, further information for institutional researchers about ways to improve response rates, and an analysis of the costs and benefits of using Dillman's methods.  相似文献   

15.
This study examines the prevalence, contexts, and demographic correlates of monotonic response patterns (MRPs) in online student evaluations. Results of two-level hierarchical generalized linear models show evidence of careless monotonic responses to a survey administered to students enrolled in a university-level foreign language course in the Republic of Korea. All else being equal, freshmen and students in classes with fewer survey participants were more likely to choose monotonic response patterns in course evaluations. Possible factors at work in generating MRPs are identified and discussed. The severity of the MRP problem in online ratings underscores the importance for administrators to consider possible validity threats in student evaluations before using them as tools to inform instructional and administrative decisions. It is also important to design course evaluation surveys in such a way as to minimize careless responses and to identify means to induce more thoughtful responses from college students.  相似文献   

16.
Student nonparticipation in electronic surveys represents a challenge to educators as it may impact significantly on the implementation or evaluation of the associated teaching activities. We here study the student evaluation of a pedagogical project consisting of prelecture online polling followed by linked revision lectures. This investigation involves studying the responses from 43 undergraduate students following a course in accounting at a British university. With regard to the students' views on the use of prelecture polling, our study shows that there are no statistically significant differences between those who did not participate in the online polling and those who did. Both groups of students were generally positive about the use of (1) polling results in structuring the revision lecture, (2) online survey in helping them prepare for the examination and (3) online polling as a teaching platform in other courses. Our findings therefore suggest that prelecture electronic surveys can help engage students with follow‐up lectures, including those who did not participate in the prelecture survey.  相似文献   

17.
This study compares student evaluations of faculty teaching that were completed in‐class with those collected online. The two methods of evaluation were compared on response rates and on evaluation scores. In addition, this study investigates whether treatments or incentives can affect the response to online evaluations. It was found that the response rate to the online survey was generally lower than that to the in‐class survey. When a grade incentive was used to encourage response to the online survey, a response rate was achieved that was comparable with that to the in‐class survey. Additionally, the study found that online evaluations do not produce significantly different mean evaluation scores than traditional in‐class evaluations, even when different incentives are offered to students who are asked to complete online evaluations.  相似文献   

18.
At Curtin University, student perceptions of teaching and learning are gathered and reported online through eVALUate, a system that includes separate unit and teaching surveys. This article reports the development and validation of one of those surveys, the eVALUate teaching survey, which was developed based on the research literature on excellent teaching and evaluation. Since its development in 2006, repeated statistical testing using progressively larger samples has shown that the survey is valid and reliable. Moreover, the way in which the teaching survey is deployed within eVALUate, appended to the unit survey, which provides crucial institutional data, has significantly increased university response rates. This validated instrument is used for self-reflection, professional development, and rewarding staff.  相似文献   

19.
ABSTRACT

This study investigates whether differences in learning styles exist between students in online and face-to-face (FTF) sections of political science courses taught by three instructors. Some studies suggest that student preferences regarding online or FTF formats are influenced by their preferred modes of learning. Independent learners, for example, may prefer online courses since they provide individualistic opportunities to study outside of the traditional classroom. This study uses original survey data to assign students one of six learning styles in order to assess whether independent learners are more common in online courses. Our analysis finds no significant differences in independent learners when comparing the two formats. This finding runs counter to studies that argue that independent learners tend to prefer online courses. In fact, the only learning style where we observe a meaningful difference among online and FTF formats is among dependent learners. Contrary to expectation, students enrolled in online versions demonstrated a greater tendency toward dependent modes of learning. Further survey responses suggest that student lifestyle drove course format selection rather than learning style. These findings have important implications for universities that increasingly turn to online courses to address decreasing enrollments and attempt to remedy the high attrition rates associated with those courses.  相似文献   

20.
Internet usage logs captured during self‐directed learning sessions were used to determine how undergraduate medical students used five popular sites to locate and access biomedical resources. Students' perceptions of each site's usefulness and reliability were determined through a survey. Google and Wikipedia were the most frequently used sites despite students rating them as the least reliable of the five sites investigated. The library—the students' primary point of access to online journals—was the least used site, and when using Google less than 40% of pages or resources located by students were from ‘high’ quality sources. Students' use of all sites' search tools was unsophisticated. Despite being avid users of online information and search tools, the students targeted in this study appeared to lack the requisite information‐seeking skills to make the most of online resources. Although there is evidence that these skills improved over time, a greater emphasis on information literacy skills training may be required to ensure that graduates are able to locate the best available evidence to support their professional practice.  相似文献   

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