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Carini, Robert M.; Hayek, John C.; Kuh, George D.; Kennedy, John M.; Ouimet, Judith A.

doi:10.1023/a:1021363527731

Cited by 148 publications

(27 citation statements)

References 19 publications

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“…Other predictors varied by group, but these were few in number, and did not yield enough evidence to conclude that nonrespondents to online surveys were substantially different than were those to paper surveys. Relatedly, Carini, Hayek, Kuh, Kennedy, and Ouimet (2003) observed that survey format (online versus paper) did not appreciably impact responses among a national sample of college students, although subjects tended to respond more favorably to some questions when completing the questionnaire online.…”

Section: Online Surveysmentioning

confidence: 95%

“…However, the appeal of online surveys is indisputable: completing a questionnaire on the Internet is more cost-efficient for many institutions and more convenient for many "computer savvy" subjects like college students (Carini, Hayek, Kuh, Kennedy, & Ouimet, 2003).…”

Section: Online Surveysmentioning

confidence: 99%

“…Building on the work of Sax, Gilmartin, and Bryant (forthcoming), Carini, Hayek, Kuh, Kennedy, and Ouimet (2003) and others, the present study is designed to compare community college students who received a follow-up survey of their college experiences via email to community college students who received this survey via standard mail. The study addresses three questions: In Spring 2001, the TRUCCS baseline survey was administered to a stratified sample of 5,001 students at nine LACCD campuses.…”

Section: Objectivesmentioning

confidence: 99%

See 2 more Smart Citations

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias

Sax

Gilmartin²,

Lee

et al. 2008

Community College Journal of Research and Practice

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IntroductionAs online surveys continue to capture the attention of institutional researchers, several questions about this new medium of data collection invariably surface, especially when online instruments are compared to traditional paper instruments. First is the issue of response rates. Do online surveys yield higher rates of response than do paper surveys?By which method can institutional researchers collect the most data? Second is the issue of nonresponse bias, or differences between survey respondents and nonrespondents (demographically, attitudinally, or otherwise). Is the nonresponse bias characteristic of online surveys similar to or different from that of paper surveys? Do online surveys steer data collection toward new (and possibly less skewed) respondent pools, or do they reproduce the respondent bias found in paper surveys? Still a third issue is response bias.That is, are there differences between online survey responses and paper survey responses, despite identical survey items? Close analysis of response bias is particularly critical when surveys are distributed as paper and electronic forms within a single administration, and clarifies further the methodological implications of data collection via the Internet.With these issues in mind, the present study is designed to examine response rates, nonresponse bias, and response bias across two groups of community college students: those who received a district-wide follow-up survey of their college experiences via email, and those who received this survey by standard mail. The results of this study not only paint a clearer picture of differences and similarities between online surveys and paper surveys, but also inform efforts to equate online survey data with paper survey data in a single, mixed-mode administration. Further, by focusing this study on community 2 college students, we stand to learn more about a group of students who are notoriously difficult to locate and who historically have had lower-than-average survey participation rates.

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Section: Online Surveysmentioning

confidence: 95%

Section: Online Surveysmentioning

confidence: 99%

Section: Objectivesmentioning

confidence: 99%

See 1 more Smart Citation

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias

Sax

Gilmartin²,

Lee

et al. 2008

Community College Journal of Research and Practice

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“…It is clear from the literature that , differences in web and paper based delivery mode do not usually alter responses enough to affect research hypotheses (Carini et al, 2003;Layne et al, 1999). Client side or server side scripting can be used to validate the responses to ensure that the data quality is high (Couper, 2000).…”

Section: Introductionmentioning

confidence: 99%

How Demographic Characteristics Affect Mode Preference in a Postal/Web Mixed-Mode Survey of Australian Researchers

Diment

Garrett-Jones

2007

Social Science Computer Review

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Early promise for the Internet as a tool to make social research questionnaires easier and cheaper to deliver is not fully realized. This study reports a mixed-mode survey of 1,100 Australian researchers. When respondents were given the choice to complete either web-or paper-based versions of a questionnaire, the majority chose the paper-based mode. Web respondents were more likely to be young, male, middle ranking, and working in information technology-related sectors. The authors highlight the need to determine how far alternate delivery modes increase response rates. For mixed-mode surveys to be financially and methodologically worthwhile, the authors propose that the initial sample size be at least 1,000 individuals, this figure depending on the demographic characteristics of the sample. AbstractEarly promise for the internet as a tool to make social research questionnaires easier and cheaper to deliver is not fully realized. This study reports a mixed-mode survey of 1100 Australian researchers. When respondents were given the choice to complete either web or paper-based versions of a questionnaire the majority chose the paperbased mode. Web respondents were more likely to be young, male, middle ranking and working in information technology related sectors. We highlight the need to determine how far alternate delivery modes increase response rates. For mixed-mode surveys to be financially and methodologically worthwhile we propose that the initial sample size be at least 1000 individuals, this figure depending on the demographic characteristics of the sample.

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“…Many studies reported mixed findings on this issue, some of which indicate statistically significant differences between manual and online feedback, while others do not report significant differences between the two types of evaluation (Carini, Hayek, Kuh, Kennedy, & Ouimet, 2003;Johnson, 2003;Keeley, 2012). In cases where there were statistically significant differences, the authors noted that the source of these differences was often due to the effect of sample size.…”

Section: Literature Reviewmentioning

confidence: 99%

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

Salman

2017

JITE:IIP

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Aim/Purpose: This study aimed to examine whether there is a difference between manual feedback and online feedback with regard to feedback quality, respondents’ percentage, reliability and the amount of verbal comments written by students. Background: The quality of teaching is an important component of academic work. There are various methods for testing the quality of teaching; one of these methods is through students’ feedback. Methodology: This study used a quantitative approach, including the quantification of qualitative verbal data collected through an open question in the questionnaire. A sample of 180 courses was randomly chosen, 90 courses were evaluated manually and 90 were evaluated online. The number of students ranges from 7 to 60 students per course. In total 4678 students participated in the study. Contribution: The findings show that there is almost an identical pattern of feedback of manual and online course teaching evaluation. These findings encourage a continued use of this evaluation method. Findings: No significant differences were found between manual feedback and online feedback in the students’ evaluation of the lecturer/course. The percentage of respondents was significantly higher in the manual feedback than in the online feedback. The number of qualitative comments was significantly greater in the online feedback than in the manual feedback. Impact on Society: The findings of this study refute the claims with regard to the unreliability of an online teaching evaluation. These findings reflect the advantages of using online feedback, such as cost savings, granting more time to students in order to provide feedback, and reducing disturbance during lectures. Future Research: The gender aspect was not taken into account in the study. Therefore, we recommend conducting a follow-up study that will examine gender differences in directions of- difference between male and female lecturers, and differences between male and female students in teaching evaluation.

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Untitled

Cited by 148 publications

References 19 publications

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias

Using Web Surveys to Reach Community College Students: An Analysis of Response Rates and Response Bias

How Demographic Characteristics Affect Mode Preference in a Postal/Web Mixed-Mode Survey of Australian Researchers

Teaching Quality Evaluation: Online vs. Manually, Facts and Myths

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