Using Internet surveys to gather research data from teachers: Trials and tribulations

Carbonaro, Mike; Bainbridge, Joyce; Wolodko, Brenda

doi:10.14742/ajet.1760

Cited by 11 publications

(14 citation statements)

References 15 publications

(11 reference statements)

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“…Firstly, as participants were recruited via a number of educational and information system listservs on a voluntary basis, it would be reasonable to conclude that those participants completing the questionnaire may represent the enthusiasts for online discussion rather than instructors in general (Atkinson, 2007;Carbonaro, Bainbridge & Wolodko, 2002). The results would, therefore, be a reflection of the experience of these instructors rather than a representation of all instructors.…”

Section: Limitations Of the Studymentioning

confidence: 99%

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

Klisc

McGill

Hobbs

2009

AJET

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Asynchronous online discussion is used in a variety of ways, both in online learning environments and in traditional teaching environments where, increasingly frequently, a blended approach is adopted. However the anticipated benefits of this tool in improving student learning outcomes are still being debated. One of the many factors affecting the outcomes of asynchronous online discussion is that of assessment. This study investigated the influence of assessment of discussion postings on the achievement of discussion outcomes as perceived by instructors. The findings indicate that the incorporation of assessment results in higher levels of discussion outcomes than if no assessment were used. The use of a subsequent assessment based on the online discussion was also examined, but the results were inconclusive.

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Section: Limitations Of the Studymentioning

confidence: 99%

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

Klisc

McGill

Hobbs

2009

AJET

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“…have suggested that Web respondents seem more comfortable with providing comments than mail-in poll respondents, possibly owing to "an additional sense of confidentiality. " Carbonaro, Bainbridge, and Wolodko (2002) describe advantages of online polling such as built-in security methods and user-friendly editing features (e.g., copy/ paste, data processing, storage and display). Hitherto, Web polling has been regarded as less suspect than telephone surveys in terms of hidden sales motivation , although this may change (see next section).…”

Section: Advantages Of Polling Toolsmentioning

confidence: 99%

“…In addition, Carbonaro, Bainbridge, and Wolodko (2002) state that educational survey research conducted via the Web is still largely "devoid of study." Out of 24 newspapers running quick polls, only two used a disclaimer explaining that the poll was unscientific (Schultz, 1999).…”

Section: Disadvantages Of Web Pollingmentioning

confidence: 99%

“…Pre-testing the Online Poll: As far as possible, the poll items and response options should be pre-tested for accuracy (Stinson, 1999). The polling instrument should be reviewed and tested on a variety of computer browsers and platforms Recker, 1995, Best 2002;Conn, 2002); although Carbonaro, Bainbridge, and Wolodko (2002) suggest that pretesting should be limited to the most viable combinations of software and hardware, since it is usually impracticable to test the complete range. Bowker and Dillman (2000) recommend that pre-tests of a poll's Hyper coding should apply the "least compliant browser" principle.…”

Section: Disadvantages Of Web Pollingmentioning

confidence: 99%

“…Simpler questionnaires also demand less of the computer's random access memory or RAM (Dillman and Christian, 2002). Carbonaro, Bainbridge, and Wolodko (2002) recommend that pilot respondents should use a "think aloud" procedure allowing their verbal reactions to be audio taped.…”

Section: Disadvantages Of Web Pollingmentioning

confidence: 99%

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IRRODL Volume 4, Number 2

Authors

2003

IRRODL

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Pointing to the "objectivised, rationalized, technologically-based interaction," Peters (1973) referred to the then prevailing correspondence forms of distance education as "the most industrialized form of education" (p. 313). With such features as assembly line methods; division of labor; centralized processes of teaching materials development, production and dispatching; student admissions enrollment systems; automated registration, course allocation, and student support, and personnel management systems, distance education institutions demonstrated management structures and practices utilized in industrial and business organizations. Large numbers of courses and students were thus "processed" in correspondence, radio, and televisionbased distance education systems.Over the past decade or so, there has been a major worldwide expansion of distance education systems, particularly online, Web-based systems. Unlike prior distance education systems, however, network-based distance education models do not so readily accommodate industrialized forms of education. Indeed, the interaction that network-based models enable between students and course content, teachers and peers, sets practical and attenuates the extent to which such teaching-learning transactions may be regarded a form of industrialization.This divergence from industrial patterns of mass production is further reinforced by, currently in vogue, psychological approaches to learning that encourage abandonment of traditional teacherdirected exposition and passive student assimilation of the structures of objective reality. Constructivism calls for teaching that encourages students' active engagement in the construction of their own cognitive structures and perceptions of reality. To encourage constructivist thinking in the context of network-based distance education, teachers encourage active teacher-student and student-peer dialogue. However, there are practical limits to the number of students with whom an instructor can teach. The finite capacity of teachers to conduct and monitor these different forms of student interaction imposes limits on the capacity of institutions to match the massive numbers of students served by correspondence and mass media-based distance education systems.Notwithstanding these logistical and practical limits to applications of industrial mass production methods to online distance education at the stage of implementation, such applications continue to be relevant for other stages of distance education design and development. When reliant on print-based course materials, large distance education providers, for example, usually maintain large stockpiles of course materials to be shipped as needed to enrolled students. Production of such materials incurs costs of printing, stockpiling, and warehousing. Printing presses and warehouse facilities occupy space. Materials need to be stored, moved, and processed; sometimes Cookson, Vol. 4, No. 2, Editorial: Does "lean thinking" relate to network-based distance education? 2 they become ou...

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Evaluation of the aesthetics of products and integration of the findings in a proposed intelligent design system

Rashid

Donald

Hashmi

2004

Journal of Materials Processing Technology

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Using Internet surveys to gather research data from teachers: Trials and tribulations

Cited by 11 publications

References 15 publications

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

The effect of assessment on the outcomes of asynchronous online discussion as perceived by instructors

IRRODL Volume 4, Number 2

Evaluation of the aesthetics of products and integration of the findings in a proposed intelligent design system

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