Comparing social desirability responding on world wide web and paper-administered surveys

Hancock, Dawson R.; Flowers, Claudia

doi:10.1007/bf02504503

Cited by 40 publications

(28 citation statements)

References 28 publications

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“…Only one study (Bongey et al 2006) used actual attendance counts in one of the two courses in addition to students' selfreported questionnaire data. A limitation of self-reported data is that participants usually have correct notions about socially desirable answers, and thus tend to provide answers that cause them to look good (Hakkarainen et al 2001;Hancock and Flowers 2001;Rosenfeld et al 1996).…”

Section: Discussionmentioning

confidence: 99%

Use of audio podcast in K-12 and higher education: a review of research topics and methodologies

Hew¹

2008

Education Tech Research Dev

183

133

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This article reviews past empirical studies on the use of audio podcast (hereby referred to as podcast) in K-12 and higher education settings. Using the constant comparative method, this review is organized into three major research areas or topics: (a) participants' podcast usage profile, (b) effects of podcast on learners' outcomes, and (b) institutional aspects. Findings suggest that the most common use of podcasting is limited to either instructors distributing podcast recordings of lectures or supplementary materials for students to review subject material at their own time and place. A majority of the previous studies were descriptive, and were conducted in higher education and traditional course settings. Students generally enjoy using podcast, and tend to listen to the podcasts at home using desktop computers, rather than on the move (e.g., commuting to school) with a mobile device. Probably the main benefit of podcasting is that it allows students to listen to specific material that they missed or did not understand multiple times. The availability of podcast does not appear to encourage students to skip classes. We also discuss limitations of previous empirical studies, and provide some directions for future research related to the use of podcast in education settings.

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Section: Discussionmentioning

confidence: 99%

Use of audio podcast in K-12 and higher education: a review of research topics and methodologies

Hew¹

2008

Education Tech Research Dev

183

133

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“…Furthermore, as indicated by Hakkarainen et al (2001), a general problem of studies based on self-reported data is that participants usually have correct notions about socially desirable answers, which can be referred to as the tendency to provide answers that cause the respondent to look good (Rosenfeld, Booth-Kewley, Edwards, & Thomas, 1996). Social desirability responding has long been viewed as a potential source of error variance in self-report measures (Hancock & Flowers, 2001). 1 Descriptive studies describe conditions as they exist in a particular setting (e.g., the number of teachers at different grade levels who use computer-based instruction).…”

Section: Types and Quality Of Previous Studiesmentioning

confidence: 99%

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

Hew

Brush

2006

Education Tech Research Dev

1,340

909

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Although research studies in education show that use of technology can help student learning, its use is generally affected by certain barriers. In this paper, we first identify the general barriers typically faced by K-12 schools, both in the United States as well as other countries, when integrating technology into the curriculum for instructional purposes, namely: (a) resources, (b) institution, (c) subject culture, (d) attitudes and beliefs, (e) knowledge and skills, and (f) assessment. We then describe the strategies to overcome such barriers: (a) having a shared vision and technology integration plan, (b) overcoming the scarcity of resources, (c) changing attitudes and beliefs, (d) conducting professional development, and (e) reconsidering assessments. Finally, we identify several current knowledge gaps pertaining to the barriers and strategies of technology integration, and offer pertinent recommendations for future research.

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“…A general problem of studies based on self-reported data is that participants usually have correct notions about socially desirable answers, which can be referred to as the tendency to provide answers that cause the respondent to look good (Hakkarainen et al, 2001;Rosenfeld, Booth-Kewley, Edwards & Thomas, 1996). Social desirability responding has long been viewed as a potential source of error variance in self-report measures (Hancock & Flowers, 2001). In addition, studies that employed observations as a means to collect data did not report any inter-observer or intra-observer agreement reliability.…”

Section: Limitations Of Previous Empirical Studiesmentioning

confidence: 99%

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

Cheung

Hew

2009

AJET

114

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Mobile handheld devices are increasingly being used in education. In this paper, we undertook a review of empirical based articles to summarise the current research regarding the use of mobile handheld devices (personal digital assistants/PDAs, palmtops, and mobile phones) in K-12 and higher education settings. This review was guided by the following four questions: (a) How are mobile handheld devices such as PDAs, palmtops, and mobile phones used by students and teachers? (b) What types of research methods have been applied using such devices? (c) What data collection methods are used in the research? and (d) What research topics have been conducted on these handheld devices in education settings, as well as their related findings? We summarise and discuss some major findings from the research, as well as several limitations of previous empirical studies. We conclude by providing some recommendations for future research related to mobile handheld devices in education settings. IntroductionIn the last few years, mobile handheld devices have emerged as a tool for teachers and students to use in K-12 and higher education settings. In this article, we adapted Becta's definition (cited in Perry, 2003) to refer to mobile handheld devices as any small machines that can be carried easily in one's palm and provide computing, as well as information storage and retrieval capabilities. Mobile handheld devices differ from other mobile tools such as laptops because the latter, although portable, are typically not small and light enough to fit in one's palm. Figure 1, adapted from Seppälä and Alamäki (2003), provides a pictorial illustration of the relationship between mobile handheld devices with laptops and desktop personal computers.One of the promises that mobile handheld devices hold is that of a one device to student ratio (Mifsud, 2004). Such a ratio enables a change from the occasional and supplemental use associated with computer laboratories, to more frequent and integral use of portable computer technology in teaching and learning (Roschelle, 2003; Tinker & Krajcik, 2001). Some researchers (e.g. Soloway et al., 2001) believe that such devices have the potential to revolutionise learning, allowing students to undertake learning activities wherever they happen to be. Furthermore, because mobile handheld devices are personal and portable, they may incite in learners a sense of personal ownership over learning tasks and the technologies used to support learning (Hennessy, 2000).The purpose of this article is to review the empirical literature pertaining to the use of mobile handheld devices in K-12 and higher education settings. In this article, we limit our review of handhelds to devices such as personal digital assistants (PDAs), 154 Australasian Journal of Educational Technology, 2009, 25(2) palmtops, and mobile phones. PDAs are shirt pocket sized devices equipped with computer capabilities (Baumgart, 2005;Churchill & Churchill, 2007). PDAs typically come with a touch sensitive screen, a pen/stylus input inter...

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Comparing social desirability responding on world wide web and paper-administered surveys

Cited by 40 publications

References 28 publications

Use of audio podcast in K-12 and higher education: a review of research topics and methodologies

Use of audio podcast in K-12 and higher education: a review of research topics and methodologies

Integrating technology into K-12 teaching and learning: current knowledge gaps and recommendations for future research

A review of research methodologies used in studies on mobile handheld devices in K-12 and higher education settings

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