Journal articles: 'Educational surveys'

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Sabelnikova, Elena V., and Natalia L. Khmeleva. "International Educational Surveys: The Review of School Assessment Surveys." Journal of Siberian Federal University. Humanities & Social Sciences 9, no. 2 (February 2016): 491–99. http://dx.doi.org/10.17516/1997-1370-2016-9-2-491-499.

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Bakla, Arif, Ahmet Çekiç, and Onur Köksal. "Web-based surveys in educational research." International Journal of Academic Research 5, no. 1 (December 4, 2012): 5–13. http://dx.doi.org/10.7813/2075-4124.2013/5-1/b.1.

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Gritsuk, Yu V., and O. V. Gritsuk. "Online surveys as an element feedback in building cloud educational environment." CTE Workshop Proceedings 2 (March 20, 2014): 50–53. http://dx.doi.org/10.55056/cte.186.

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The aim of this study is an analysis of questionnaires benefits over other means of feedback in learning. Objectives of the study is to determine differences between surveys and tests, review of cloud services to create polls. The object of research is the organization of surveys in the educational process. The subject of research is the use of cloud-based tools for creating surveys in the educational process.The differences in the usage of tests and surveys in the study process is shown. A cloud services to create polls are supposed. The basic directions of the online survey are given.

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Zormanová, Lucie. "Gender in Educational Communication." Lifelong Learning 4, no. 3 (2014): 26–41. http://dx.doi.org/10.11118/lifele2014040326.

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The article deals with gender-stereotyped patterns of behaviour in educational communication at lower secondary schools in the Czech Republic. Theoretical background of the issue of pedagogical communication and gender stereotypes was followed by the presentation of findings of quantitative research based on audio record analysis. Research focuses on observations and evaluation of communication in a class and its aim is to find out whether there exists a relation between the pupil’s gender and his communication in the lesson. Results of the pedagogical survey are further compared to the results of previously realised Czech and foreign surveys.

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Zhu, Kaixiang, Lily D. Li, and Michael Li. "A Survey of Computational Intelligence in Educational Timetabling." International Journal of Machine Learning and Computing 11, no. 1 (January 2021): 40–47. http://dx.doi.org/10.18178/ijmlc.2021.11.1.1012.

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Timetabling problems have been widely studied, of which Educational Timetabling Problem (ETP) is the biggest section. Generally, ETP can be divided into three modules, namely, course timetabling, school timetabling, and examination timetabling. For solving ETP, many techniques have been developed including conventional algorithms and computational intelligence approaches. Several surveys have been conducted focusing on those methods. Some surveys target on particular categories; some tend to cover all types of approaches. However, there are lack of reviews specifically focusing on computational intelligence in ETP. Therefore, this paper aims at providing a reference of selecting a method for the applications of ETP by reviewing popular computational intelligent algorithms, such as meta-heuristics, hyper-heuristics, hybrid methods, fuzzy logic, and multi-agent systems. The application would be categorised and described into the three types of ETP respectively.

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Грицук, Юрій Валерійович, and Оксана Вікторівна Грицук. "Онлайн-анкетування як елемент зворотного зв’язку при побудові хмарного освітнього середовища." New computer technology 12 (December 25, 2014): 50–53. http://dx.doi.org/10.55056/nocote.v12i0.692.

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The aim of this study is an analysis of questionnaires benefits over other means of feedback in learning. Objectives of the study is to determine differences between surveys and tests, review of cloud services to create polls. The object of research is the organization of surveys in the educational process. The subject of research is the use of cloud-based tools for creating surveys in the educational process. The differences in the usage of tests and surveys in the study process is shown. A cloud services to create polls are supposed. The basic directions of the online survey are given.

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Park, Kunsoon, Narang Park, Wookjae Heo, and Kim Gustafson. "What Prompts College Students to Participate in Online Surveys?" International Education Studies 12, no. 1 (December 28, 2018): 69. http://dx.doi.org/10.5539/ies.v12n1p69.

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Online surveys are frequently used in higher education to collect students’ opinions. This study investigated the factors associated with students’ willingness to respond to online surveys. Using 540 samples from undergraduate and graduate students in the United States, this study conducted a factor analysis to categorize the reasons that students willingly participate in online surveys. Four factors were identified: Format, Affiliation, Content, and Contact. The regression analysis revealed format was significantly associated with the undergraduate students’ online survey participation, while content was significantly related to the graduate students’ online survey participation. These findings indicate the behavior of responding to online surveys may vary depending on the participants’ educational level. They also suggest a need to develop different strategies when designing online surveys for educational purposes to enhance response rates.

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Vasilev, Yurii, Polina Vasileva, Olga Batova, and Anna Tsvetkova. "Assessment of Factors Influencing Educational Effectiveness in Higher Educational Institutions." Sustainability 16, no. 12 (June 7, 2024): 4886. http://dx.doi.org/10.3390/su16124886.

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This paper discusses the results of the study of educational effectiveness at the tertiary level. It contains an overview of the research considering the quality and effectiveness of higher education development, the issues of creating criteria for their assessment and measurement. The four groups of factors (“Man”, “Milieu”, “Material”, “Method”) for evaluating educational effectiveness were determined, totally including 65 points. The results of the students’ surveys revealed the most significant factors as well as the least crucial ones influencing educational effectiveness in higher educational institutions. The total number of respondents was 279. It was found that the subgroup of factors “Teacher’s competence” is the most important from the viewpoint of the respondents, while the subgroup “Infrastructure facilities” is the least valuable one. The priority measures list was given, the implementation of which will make it possible to increase educational effectiveness in higher educational institutions. Methods such as Ishikawa diagram building, brainstorming and the survey of students were used for achieving the objectives of this research.

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Brennan, Robert L., and Barbara S. Plake. "Surveys of Programs and Employment in Educational Measurement." Educational Measurement: Issues and Practice 10, no. 2 (June 1991): 32. http://dx.doi.org/10.1111/j.1745-3992.1991.tb00194.x.

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North, Gemma, Shardae Osuna, and Ghazal Dezfuli. "478 You liked it, but did you learn anything? A process for redesigning follow-up surveys in attempts to measure success beyond satisfaction." Journal of Clinical and Translational Science 6, s1 (April 2022): 95–96. http://dx.doi.org/10.1017/cts.2022.281.

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OBJECTIVES/GOALS: Project objectives: Collect, analyze, redesign, and redeploy the follow-up surveys sent after services rendered or educational offerings attended to improve outcome measurement. Presentation objectives: Provide a process for others to optimize their assessment surveys. METHODS/STUDY POPULATION: A team of interdisciplinary experts from Evaluation and Improvement, Workforce Development, and Administration took a systematic and collaborative approach to optimizing service and educational offering assessment. The team collected all 35 existing surveys currently in use at the CTSA, developed a matrix table to organize findings, cross-analyzed/normed to recognize and reduce bias, engaged other staff and faculty at specific intervals to encourage buy-in, and responded to feedback. The team then updated both surveys and format, programmed revised surveys into a centralized platform, and provided instructions and training for implementation. RESULTS/ANTICIPATED RESULTS: This effort resulted in streamlining both the assessment process and the surveys used by the Southern California Clinical and Translational Science Institute (SC CTSI). Instead of using different versions of surveys or none at all, now SC CTSI commits to using the same follow-up survey for events and for educational offerings institute-wide, and agrees to store and access that data via a single platform, REDCap, allowing any member to see data in real time. This will allow SC CTSI to monitor and evaluate its short-term outcomes at an institutional level, and determine areas for improvement or best practices. Future plans include training on survey data interpretation for decision making. DISCUSSION/SIGNIFICANCE: Presenters will share lessons learned and considerations when embarking on streamlining assessment practices institute-wide, highlighting the importance of leveraging educational methodology to go beyond measuring satisfaction and into measuring learning. Presenters will share revised surveys.

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Nelson, Lauri H., Bridget Poole, and Karen Muñoz. "Preschool Teachers' Perception and Use of Hearing Assistive Technology in Educational Settings." Language, Speech, and Hearing Services in Schools 44, no. 3 (July 2013): 239–51. http://dx.doi.org/10.1044/0161-1461(2013/12-0038).

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Purpose This study explored how often sound-field amplification and personal frequency-modulated (FM) systems are used in preschool classrooms, teacher perceptions of advantages and disadvantages of using hearing assistive technology, and teacher recommendations for hearing assistive technology use. Method The study used a cross-sectional survey design. Participants were professionals who provided services to preschool-age children who are deaf or hard of hearing in public or private schools. A total of 306 surveys were sent to 162 deaf education programs throughout the United States; 99 surveys were returned (32%). Simple statistics were used to describe the quantitative survey results; content analysis was completed on open-ended survey comments. Results Surveys were received from teachers working at listening and spoken language preschool programs (65%) and at bilingual–bicultural and total communication preschool programs (35%). Most respondents perceived that hearing assistive technology improved students' academic performance, speech and language development, behavior, and attention in the classroom. The majority of respondents also reported that they definitely would or probably would recommend a sound-field system (77%) or personal FM system (71%) to other educators. Conclusion Hearing assistive technology is frequently used in preschool classrooms of children who are deaf or hard of hearing, with generally positive teacher perceptions of the benefits of using such technology.

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Obholz, Kevin, Eric Van Cutsem, Michael F. Press, Andrew Bowser, Jim A. Mortimer, June Wasserstrom, and Axel Grothey. "Effect of online education on use of molecular markers to guide treatment selection for advanced gastric or gastroesophageal (GE) cancer." Journal of Clinical Oncology 30, no. 4_suppl (February 1, 2012): 111. http://dx.doi.org/10.1200/jco.2012.30.4_suppl.111.

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111 Background: Trastuzumab in combination with chemotherapy is recommended for advanced gastric cancer positive for human epidermal growth factor receptor 2 (HER2) overexpression. Despite this recommendation, an informal pilot survey suggested that many oncologists do not include HER2 testing as part of routine practice to identify patients most likely to benefit from adding trastuzumab to chemotherapy. Methods: An interactive online educational activity was developed to provide expert guidance on HER2 testing and use of HER2-targeted agents in gastric or GE cancer. Pre- and post-education surveys were administered as part of the activity to measure changes in participant competence. In addition, 3 months after completing the educational activity, participants were sent another follow-up survey by email to assess changes in practice. Results: To date, pre-and post-education surveys have been obtained for 122 oncologists and 3-month follow-up surveys obtained from 14 oncologists. In the pre-education survey, only 46% said they were testing all of their patients with advanced gastric or GE cancer for HER2 overexpression. However, immediately after participating in the educational intervention, this proportion increased to 93%. Importantly, a follow-up survey indicated that HER2 testing of all patients with advanced gastric or GE cancer was now part of routine practice for 79% of those surveyed. A final analysis of pre- and post-education and 3-month follow-up surveys will be presented. Conclusions: Expert guidance on HER2 testing and use of HER2-targeted agents in gastric or GE cancer provided through an interactive online educational intervention substantially improved oncologist competence and practice patterns.

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Shcherbak, Olena, Hanna Truba, Nina Filippova, Valentyna Romanets, and Serhii Bordeniuk. "Educational and film discourse of COVID-19 pandemic period." International journal of health sciences 6, no. 1 (February 18, 2022): 322–35. http://dx.doi.org/10.53730/ijhs.v6n1.4277.

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The study aimed to examine the educational and cinematic discourse in the context of the worldwide pandemic. Methodology reflected two sets of participants with given quantitative primary research and qualitative secondary research. Research expressed surveys results to acquire a clear understanding of the impact of the pandemic on the education and film industries. The surveys clearly showed that the pandemic did have an impact on the researched industries. Around 56% of participants feel that the pandemic's long-term impact was significant, just 2% said that the impact was not obvious, and 4% were unsure of this particular circumstance. 24% of the participants feel that online education cannot adequately satisfy the needs of pupils, while 20% are uncertain. Around 40% of the participants supported the offline style of education, whereas 6% felt that the offline mode of education is becoming obsolete by the day and that one must develop to keep up. A detailed survey has also occurred based on the effect of COVID-19 on the film industry. According to this survey, it has been revealed that a huge negative condition has been generated in the film industry as well as in film discourse.

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Oranje, Andreas, David Freund, Mei-jang Lin, and Yuxin Tang. "DISCLOSURE RISK IN EDUCATIONAL SURVEYS: AN APPLICATION TO THE NATIONAL ASSESSMENT OF EDUCATIONAL PROGRESS." ETS Research Report Series 2007, no. 2 (December 2007): i—24. http://dx.doi.org/10.1002/j.2333-8504.2007.tb02066.x.

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Townley, Arthur J., and Dwight P. Sweeney. "Who is Teaching California School Administrators? A Profile of California Professors of Educational Administration." Journal of School Leadership 3, no. 3 (May 1993): 329–43. http://dx.doi.org/10.1177/105268469300300310.

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This study reports findings of a survey of California Professors of Educational Administration. Surveys were mailed to 160 California Professors of Educational Administration. The survey was intended to establish a profile of current Professors of Educational Administration to assist in determining the number of new faculty positions needed over the next five years. The survey sought information concerning age, gender, ethnicity, education, employment status, rank, amount and type of prior public school administrative experience, number of new faculty positions anticipated over the next five years, and the need for a differential pay scale to attract new Educational Administration faculty.

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Saleh, Amany, and Krishna Bista. "Examining Factors Impacting Online Survey Response Rates in Educational Research: Perceptions of Graduate Students." Journal of MultiDisciplinary Evaluation 13, no. 29 (September 26, 2017): 63–74. http://dx.doi.org/10.56645/jmde.v13i29.487.

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Background: In educational research, online survey has become one of the most popular methods of data collection. Academic researchers, including faculty and students, expect and require a good response rate to their research projects for reliable results. Purpose: In this paper, the authors examine a wide range of factors related to survey response rates in academic research. Examples include email checking habits, survey design, and attitudes toward research. Setting: An online survey environment Intervention: Not applicable. Research Design: A cross-sectional quantitative research method was used to analyze the factors that influence participants’ email survey response rate. Data were collected at a single point in time. The authors did not directly measure changes that come over time in this study. Data Collection and Analysis: After receiving the Institutional Research Board’s approval, the researchers distributed the survey via the American Educational Research Association (AERA) Graduate Student Discussion List subscribers. A sample of 454 responses was used in the final analysis-- with a 78.9 % response rate. The authors used descriptive statistics (percentage, average mean) and inferential statistics (chi-square and correlations) to report the data analysis and findings. Findings: Results indicated that research survey response rate was highly influenced by interests of participants, survey structure, communication methods, and assurance of privacy and confidentiality. The findings also suggested that male participants were more likely to respond to surveys if they received a reminder, and older participants were more likely to respond if they were promised a reward. Keywords: academic research; education graduate students; online surveys; postal surveys; survey response rate

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Shrivastava, SaurabhRamBihariLal, and PrateekSaurabh Shrivastava. "Enhancing participants' response rate in online medical educational surveys." Medical Journal of Babylon 18, no. 2 (2021): 66. http://dx.doi.org/10.4103/mjbl.mjbl_84_20.

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Wang, Lixin, Jianhua Yang, and Peng-Jun Wan. "Educational modules and research surveys on critical cybersecurity topics." International Journal of Distributed Sensor Networks 16, no. 9 (September 2020): 155014772095467. http://dx.doi.org/10.1177/1550147720954678.

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Cybersecurity comprised all the technologies and practices that protect data as well as computer and network systems. In this article, we develop four course modules on critical cybersecurity topics that can be adopted in college-level cybersecurity courses in which these topics are covered. Our goal for developing these course modules with the hands-on labs is to increase students’ understanding and hands-on experiences on these critical topics that support cyber skills development for college students. The hands-on labs are designed to enhance students’ engagement and provide them hands-on experiences with real-world cyber activities to augment their cyber education of both foundational and advanced skills. We also conduct research surveys on the most-recent significant research in these critical cybersecurity fields. These cybersecurity course modules with the labs are also designed to help college/university professors enhance and update their cybersecurity course content, activities, hands-on lab exercises, and pedagogical methods, as well as emphasize the cyber skills to meet today’s pressing cybersecurity education needs for college students. Our proposed cybersecurity modules with hands-on labs will also help building the nation’s cybersecurity workforce.

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Doschanov, Tangirbergan, Sanat Chuponov, Jasur Ataev, Gulnara Aliyeva, and Nilufar Sapayeva. "Role of educational services in innovative and sustainable development of region." E3S Web of Conferences 449 (2023): 07002. http://dx.doi.org/10.1051/e3sconf/202344907002.

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The aim of the paper is to learn about the problems of innovative development in higher education, effects of government authority engagement in education, the influence of education quality to export of educational services, as well as the role of innovative educational services on the socio-economic development. To achieve the result, statistical data were analyzed and surveys were conducted among teaching staff and foreign students of three higher educational institutions in the region. For the research developed a questionnaire and conducted surveys among foreign students who studying in Uzbek universities. The survey aimed at estimating qualification and evaluating experience of university staff. As mentioned respondents were foreign students, who can make a comparison with other countries university staff and make an evaluation. Used econometric tools to analyze developed database based on the results of survey. According results export of educational services are depending on X3 factors, which shows possibilities of teachers and students participating in remote training and distance learning. As well, as X4 factors estimating role and responsibilities of pedagogical staff in teaching foreign students.

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Hopkins, Kenneth D., B. R. Hopkins, and Isabel Schon. "Mail Surveys of Professional Populations." Journal of Experimental Education 56, no. 4 (July 1988): 173–75. http://dx.doi.org/10.1080/00220973.1988.10806483.

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Gopwani, Sumeet R., Erin Adams, Alexandra Rooney, Eleni Tousimis, Katherine Ramsey, and Sohan Warusha. "Impact of a Workflow-Integrated Web Tool on Resource Utilization and Information-Seeking Behavior in an Academic Anesthesiology Department: Longitudinal Cohort Survey Study." JMIR Medical Education 7, no. 3 (July 26, 2021): e26325. http://dx.doi.org/10.2196/26325.

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Background Medical resident reading and information-seeking behavior is limited by time constraints as well as comfort in accessing and assessing evidence-based resources. Educational technology interventions, as the preferred method for millennial leaners, can reduce these barriers. We implemented an educational web tool, consisting of peer-reviewed articles as well as local and national protocols and policies, built into the daily workflow of a university-based anesthesiology department. We hypothesized that this web tool would increase resource utilization and overall perceptions of the educational environment. Objective The goal of this study was to demonstrate that an educational web tool designed and built into the daily workflow of an academic anesthesia department for trainees could significantly decrease barriers to resource utilization, improve faculty-trainee teaching interactions, and improve the perceptions of the educational environment. Methods Following Institutional Review Board approval, a longitudinal cohort survey study was conducted to assess trainee resource utilization, faculty evaluation of trainees’ resource utilization, and trainee and faculty perceptions about the educational environment. The survey study was conducted in a pre-post fashion 3 months prior to web tool implementation and 3 months following implementation. Data were deidentified and analyzed unpaired using Student t tests for continuous data and chi-square tests for ordinal data. Results Survey response rates were greater than 50% in all groups: of the 43 trainees, we obtained 27 (63%) preimplementation surveys and 22 (51%) postimplementation surveys; of the 46 faculty members, we obtained 25 (54%) preimplementation surveys and 23 (50%) postimplementation surveys. Trainees showed a significant improvement in utilization of peer-reviewed articles (preimplementation mean 8.67, SD 6.45; postimplementation mean 18.27, SD 12.23; P=.02), national guidelines (preimplementation mean 2.3, SD 2.40; postimplementation mean 6.14, SD 5.01; P<.001), and local policies and protocols (preimplementation mean 2.23, SD 2.72; postimplementation mean 6.95, SD 6.09; P=.02). There was significant improvement in faculty-trainee educational interactions (preimplementation mean 1.67, SD 1.33; postimplementation mean 6.05, SD 8.74; P=.01). Faculty assessment of trainee resource utilization also demonstrated statistically significant improvements across all resource categories. Subgroups among trainees and faculty showed similar trends toward improvement. Conclusions Learning technology interventions significantly decrease the barriers to resource utilization, particularly among millennial learners. Further investigation has been undertaken to assess how this may impact learning, knowledge retention, and patient outcomes.

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Downing, Kimberly, and Linda L. Jones. "Designing an Educational Strategy for Increasing Organ Donor Registration among Older Adults." Progress in Transplantation 18, no. 4 (December 2008): 290–96. http://dx.doi.org/10.1177/152692480801800412.

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Context Older adults (50–70 years of age) have lower organ donor registration rates than younger adults. Despite recent increases in organ donation registration of adults 18 to 49 years of age, the increase in older adult registrations is less. Objective To use research results from surveys and focus groups to inform an educational strategy and design for the older adult population. Design Pooled survey data from 3 statewide random-digit dial telephone interview surveys of 6230 adults, including 2631 respondents age 50 or older, were used to identify barriers to organ donor registration and information needs of older adults compared with younger adults. Two focus groups with older adults were used to further identify barriers and to pilot test messages for an educational strategy for older adults. Setting and Participants Surveys were conducted with adults in Ohio. Focus groups were conducted in 2 major cities in Ohio with older adults, 50 to 70 years of age. Results Survey results indicate that older adults and younger adults differ on several factors regarding their beliefs, attitudes, and behavior concerning organ donation. Although older adults express positive attitudes toward donation, they often “opt out” from registering to be organ donors for age and health reasons. Focus groups show similar barriers to organ donor registration and indicate that brochures are a preferred way to educate older adults about organ donation. Conclusion Using research results to identify barriers and information needs of specific demographic groups is very important in designing a targeted educational strategy. An educational campaign addressing the concerns and information needs of this age group could increase organ donor registration.

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Syrymbetova, Gulzat, Zhazira Mukatayeva, Bakdolot Kosobaeva, Assem Uzakova, and Meldebek Zhaxibayev. "Educational program for teaching chemistry with regional component in higher educational institutions." Scientific Herald of Uzhhorod University Series Physics, no. 56 (April 20, 2024): 1936–45. http://dx.doi.org/10.54919/physics/56.2024.193sl6.

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Relevance. The research explores the implementation of a regional component in chemistry education programs at higher education institutions in Kazakhstan. Its relevance stems from the need to improve and update university chemical education by incorporating regional specificities. Purpose. The purpose of the scientific work is to investigate these problems and to propose specific ways of improving and updating the system of university chemical education based on the idea of regionalization. Methodology. The methodology involved a three-stage experimental study conducted at Abai Kazakh National Pedagogical University, with 60 second-year bioorganic majors divided into experimental and control groups. The study utilized surveys, assessments of student skills, and implementation of a modeled program with problem tasks and independent research. Results. Results showed that incorporating a regional component in chemistry education expanded students' knowledge about their region, increased motivation and interest, and fostered patriotism. The experimental group demonstrated significant improvement in research skills compared to the control group. Conclusions. The study concludes that regionalizing chemistry education can enhance learning effectiveness and material mastery. It recommends implementing regional components in chemistry programs to increase subject relevance and student engagement. The research also highlighted the importance of selecting appropriate teaching methods and organizational forms when incorporating regional material into curricula. Keywords: natural sciences; territorial principle; method of teaching; experimental work; student survey

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Brown, Giorgina, John Micklewright, Sylke V. Schnepf, and Robert Waldmann. "International surveys of educational achievement: how robust are the findings?" Journal of the Royal Statistical Society: Series A (Statistics in Society) 170, no. 3 (July 2007): 623–46. http://dx.doi.org/10.1111/j.1467-985x.2006.00439.x.

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Howard, John C. "The United Kingdom Conference of Educational Advisers (UKCEA) Workforce Surveys." Education for Primary Care 21, no. 1 (January 2010): 2–5. http://dx.doi.org/10.1080/14739879.2010.11493868.

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Kopcha, Theodore J., and Howard Sullivan. "Self-presentation bias in surveys of teachers’ educational technology practices." Educational Technology Research and Development 55, no. 6 (September 20, 2006): 627–46. http://dx.doi.org/10.1007/s11423-006-9011-8.

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Kempton, Jim, Amir Alani, and Keith Chapman. "Surveyor variability in educational stock surveys – a lens model study." Facilities 20, no. 5/6 (May 2002): 190–97. http://dx.doi.org/10.1108/02632770210426675.

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Nikitina, Eleonora, Marina Mikhailovna Borisova, Aleksey Valerievich Kudryashov, Elena Begunova, and Buyandalger Banzragch. "Educational Project Management and Competitive Advantages of Educational Programs." SHS Web of Conferences 79 (2020): 02017. http://dx.doi.org/10.1051/shsconf/20207902017.

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The article presents the study results of students’ involvement in the transformation and development of intra-group interaction in the process of mastering an educational program. The key tool is students’ project work aimed at solving significant educational problems. Project management in the educational program is based on distributed leadership. However, based on the results of surveys, interviews, and product analysis of students ’project activities, the problem of students’ unwillingness to interact in the project group is revealed. The study purpose is to identify the impact of student engagement on the development of intra-group interaction in project groups. The correlation analysis has shown that students’ lack of readiness for interaction correlates with a low level of their involvement in project activity, which leads to the process formalisation and project activity results. The solution to this problem gives the educational program competitive advantages due to the formation of students’ competencies of interaction in project groups and distributed leadership.

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Ferguson, J. J., C. L. Taylor, and G. D. Israel. "Citrus Management Surveys as Tools for Extension Programming." HortTechnology 5, no. 1 (January 1995): 67–71. http://dx.doi.org/10.21273/horttech.5.1.67.

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Six comprehensive surveys of the Florida citrus industry (345,645 ha), published from 1989 to 1993 as extension bulletins, provide information essential for long-range research and extension program planning and evaluation. These surveys documented changes in production practices, regional priorities for extension programming, marketing trends, and grower ranking of information sources. While formal, comprehensive surveys may be a valuable tool in long-range extension programming for large horticultural industries, more rapid, creative survey methods and educational programs may be needed for more timely programs and for specialized industry groups.

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Neuss, Michael N., Yu Shyr, Anne Washburn, Stephanie L. Elliott, Kristin Carson, Kate Carson, and Debra L. Friedman. "Determining needs for nonmedical support during cancer care." Journal of Clinical Oncology 35, no. 8_suppl (March 10, 2017): 82. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.82.

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82 Background: The need for supportive care services during cancer treatment appears obvious but ranges from 7 to 100% are reported. (McMurray 2001) (Soothill K, 2001). The Commission on Cancer (CoC) requires programs to assess these needs. We report on the rates of identified needs and our survey methodology. Methods: VICC members developed a 41 element survey to assess financial, emotional, and educational needs. Surveys were made available to patients with instructions, but no facilitators (Method 1). Then the same surveys were personally given to patients by two trained research coordinators who randomly selected, instructed and helped patients to complete the survey (Method 2). We report the responses using the two study methodologies. The difference between the two studies was examined using the two-sided chi-square test. Results: Results are presented in Table below. Conclusions: The rate of self-reported need for supportive and educational services in our study was small, but a meaningful minority of patients require assistance with supportive care. Simple unsupervised surveys led to results which were very similar to those supported by more complex and expensive methodologies. These data will inform the design of future survey methodology as well as intervention targets for patient navigators. [Table: see text]

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Baugher, Tara, Montserrat Fonseca Estrada, Kelly Lowery, and Héctor Núñez Contreras. "Learning Preferences of Next Generation Hispanic/Latino Specialty Crop Growers." HortTechnology 27, no. 2 (April 2017): 263–68. http://dx.doi.org/10.21273/horttech03581-16.

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A bicultural team of Penn State Extension professionals assessed educational method and learning style preferences of Hispanic/Latino stakeholders who aspire to be next generation specialty crop growers and specialized horticultural managers. During 2014–16, team members conducted and evaluated bilingual programs in various formats, including in-depth workshops, model demonstration plots, on-farm trainings and tours, fact sheets and field guides, and videos. Postprogram surveys indicated formats that provided opportunities for active learning of research-based information applicable to participant operations were most successful. Purposive surveys and interviews identified further ways to adapt extension outreach and education for next generation growers. The top-rated methods of learning for Hispanic/Latino growers were on-farm demonstrations and study circles, tours of other growers’ farms, self-paced on-line courses and videos, and interactive workshops. Factors Hispanic/Latino grower survey respondents felt limited them from participating in educational activities or using extension resources were timing of program, cost, and location. Survey participants suggested extension might improve education and engagement with Hispanic/Latino growers by increasing the use of social media in Spanish, holding educational programs specifically for Latino farmers to increase networking opportunities, and holding educational events at the farms of Latino growers.

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Foulds, Jessica L., and Karen L. Forbes. "The paediatrician as a leader: A resident educational intervention for high-value care." Paediatrics & Child Health 25, no. 7 (November 19, 2019): 409–13. http://dx.doi.org/10.1093/pch/pxz146.

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Abstract The American College of Physicians defines high-value care (HVC) as health care that balances clinical benefit with costs and harms with the goal of improving patient outcomes. We present a novel 2-hour workshop developed for general paediatric residents designed to promote reflective practice on resource stewardship and raise awareness of costs of medical care in hospitalized children. The workshop impact was assessed quantitatively and qualitatively. Preworkshop, 2-week postworkshop, and 6-month postworkshop electronic surveys were completed by 18 of 43 workshop participants (42% survey participation rate, 100% follow-up in postworkshop surveys) revealing increased knowledge and retention. Thematic analysis performed on ‘lessons learned’ and ‘action plans’ provided by participants at the end of the workshop yielded rich data with key findings from learners that included critical thinking about their management and reflecting on nonmonetary costs. Future directions include faculty development and assessment of impact on patient care.

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Marjoribanks, Kevin. "Family Background, Academic Achievement, and Educational Aspirations as Predictors of Australian Young Adults' Educational Attainment." Psychological Reports 96, no. 3 (June 2005): 751–54. http://dx.doi.org/10.2466/pr0.96.3.751-754.

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Relations were examined between family background, adolescents' academic achievement, aspirations, and young adults' educational attainment. Data were analyzed from the Longitudinal Surveys of Australian Youth (4,500 men, 4,804 women; M age = 20.1 yr., SD = 0.4). Multistage regression analyses indicated that, while family background and academic achievement measures had medium associations with attainment, adolescents' educational aspirations made a large independent contribution to explaining differences in young adults' education attainment.

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Nikolova, Mariyana, and Tanya Evtimova. "Digital Educational Tools – Potential, Application, and Perspectives." Mathematics, Computer Science and Education 5, no. 1 (December 20, 2022): 64–83. http://dx.doi.org/10.54664/malf1684.

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The paper examines the technologies for creating digital educational resources from the point of view of necessity, implementation, and techniques for their creation. Various digital educational tools and their capabilities according to their application are described: learning and learning management programmes, tools for creating online tests and surveys, tools for creating online quizzes and educational games, interactive worksheets, tools for video lessons, OneNote electronic notebook. A study was conducted on the opinion and attitude of teachers and students about the electronic resources used in different academic disciplines, both for teaching learning content and for control and self-control. The results of two surveys are presented – one aimed at students and the other at teachers. The opinions of 155 teachers and 180 students from four regions in Bulgaria are summarized. The two main aspects of an application – for teaching learning content and for control and self-control – have been analyzed.

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Гнездилова, Л., L. Gnezdilova, М. Гнездилов, and M. Gnezdilov. "LEARNING MOTIVATION AS A BASIS FOR EFFECTIVE EDUCATIONAL PROCESS AT HIGHER EDUCATIONAL INSTITUTES." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2017, no. 2 (June 25, 2017): 4–11. http://dx.doi.org/10.21603/2542-1840-2017-2-4-11.

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<p>The article features the role of motivation for higher education. The authors state that learning motivation is one of the decisive factors of educational process efficiency at higher educational institutes, presenting a set of motives that cause students’ activity in the educational process. The knowledge available in the psycho-pedagogical science about the issues of learning motivation is synthesized. The article presents the results of the survey conducted among the first-year students of Kuzbass State Technical University named after T. F. Gorbachev to explore meaningful aspects of their learning motivation. It is noted that a group of material motives, in which students perceive learning as the basis for their future decent material life, and a group of civil motives, in which students perceive learning as preparation for future social life, are their main leaning motives. Cognitive motive, such as a desire for new knowledge, are also revealed in the student survey. A group of prestige motives, such as a desire for a high social status, is also revealed. Most of the students' learning motives are attributed to the group of external motives. The results obtained, according to the authors, are a signal for teachers to search for approaches that are aimed at developing their students' internal motivation. Internal motives of learning can be considered as semantic motives for learning activity. Identified motives are also referred by the authors to a group of conscious motives. The importance of conducting such surveys is emphasized; on the one hand, for students themselves and the process of comprehension of their desires and needs; on the other hand, for planning and development of learning motivation and searching for effective motivationally-oriented approaches to teaching.</p>

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Tosato, Paolo, Beatriz Carramolino Arranz, and Bartolomé Rubia Avi. "Sharing Resources in Open Educational Communities." Qualitative Research in Education 3, no. 2 (June 28, 2014): 206–31. http://dx.doi.org/10.4471/qre.2014.45.

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The spread of Internet and the latest Web developments have facilitated the connection between teachers, learners and institutions, as well as the creation and sharing of new open educational resources (OERs). Despite this, many projects and researches paid more attention on content distribution, focusing on their format and description, omitting the relationship between these materials and the collaborative environments.In this article we sustain that is more important to share resources in open educational communities (OEC) than in open educational repositories, establishing a relationship between OERs and collaborative environments, promoting the qualification of social activities and the creation of networks among users. Notwithstanding, a couple of surveys that involved more than 300 teachers at European level have highlighted how stimulating collaboration among teachers, both online and in presence, is not simple; even if, when this happens, it seems to be a good way to promote formal and informal learning, and innovation in professional practices. As it is possible to infer from the surveys’ data, users can significantly improve the efficiency of their learning if they take active part in a network, which can act as a support to help teachers to address the new challenges of the digital era.

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Neuzorava, A. B., and N. S. Goroshko. "Choosing a Web Service for Creating a Digital Educational Event." Digital Transformation, no. 4 (January 7, 2021): 34–43. http://dx.doi.org/10.38086/2522-9613-2020-4-34-43.

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The analysis of features and usability of online services of four platforms Simpoll, Survio, Mentometer and Google Forms that can be taken into account by teachers when choosing them for creating an educational resource. The most significant differences between these services and the factors that contribute to the rapid content filling of online surveys for any educational activities, taking into account their features, are identified. The main features of each of the presented services are described. The paper presents the results of designing a digital event using an open survey form on the example of an ecological and mathematical interactive rapid test for students of all forms and types of education. The survey on the quality of the event showed a high 85% level of satisfaction and interest of respondents in this testing format.

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Desimone, Laura M., and Kerstin Carlson Le Floch. "Are We Asking the Right Questions? Using Cognitive Interviews to Improve Surveys in Education Research." Educational Evaluation and Policy Analysis 26, no. 1 (March 2004): 1–22. http://dx.doi.org/10.3102/01623737026001001.

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Improving the validity and reliability of surveys is a critical part of the response to the call for improved rigor of education research, policy analysis and evaluation. Too often we create inquiry tools without validating our measures against how respondents interpret our questions, and therefore collect data of questionable quality. The purpose of this article is to demonstrate how cognitive interviews can be a useful method for improving the reliability and validity of surveys used in education research. The cognitive interviews described in this article reveal the complex thought processes in which our respondents engaged as they discussed their responses to questions concerning standards, assessments and professional development, and the unanticipated interpretations of seemingly straightforward constructs. We present a number of examples to illustrate complexities that education researchers face in trying to design large-scale surveys to answer critical educational policy questions, and the substantive insights that can be gained from the use of cognitive interviews. The use of cognitive interviews in the development of surveys has been for the most part neglected by the educational research community, and we suggest that more attention be paid to this methodology as a way of improving survey research.

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Woosley, Sherry A. "Survey Response and its Relationship to Educational Outcomes among First-Year College Students." Journal of College Student Retention: Research, Theory & Practice 6, no. 4 (February 2005): 413–23. http://dx.doi.org/10.2190/61b3-ktkc-wcre-rh1n.

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This study focused on survey response, which was defined simply as the completion of a survey. It examined connections between survey response and college student characteristics. It also investigated whether survey response predicted educational outcomes, including retention. The study focused on a cohort of first-year students at a mid-size, 4-year public university. Eighty percent of the students responded to a survey administered during their first semester. Survey response was linked with high school percentile rank and sex. Survey response was also a significant predictor of first semester grade point average and retention to the second year. The findings suggest that survey non-response may be an early warning indicator for first-year students. Also, the findings suggest that research based on surveys may be overlooking a sub-population (non-responders) that could affect the validity of those models.

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Ju, Connie, and Devra B. Becker. "Faculty Preferences in Clinical Education Recognition: A Survey of Faculty at 3 Institutions." FACE 1, no. 1 (July 2020): 6–10. http://dx.doi.org/10.1177/2732501620949189.

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Purpose: Innovative studies have created proposals for measuring productivity using Relative Value Unit (RVU) or Educational Value Unit (EVU) systems, but little attention has been given to faculty preferences for rewarding educational activity. This study assesses perceptions of educational value and reward preferences for educational involvement of faculty at 3 different hospital systems affiliated with 1 medical school. Method: A 25-question electronic survey was sent to clinical faculty across 3 distinct hospital systems affiliated with a Midwestern medical school in spring 2015. Results were analyzed using the Kruskal-Wallis test and free text comments were reviewed for common themes. Results: A total of 4325 surveys were distributed and 361/467 (77%) of the surveys opened were completed for an overall response rate of 8%. Of the respondents 55% were employed by the primary affiliate hospital. Most respondents believed some method of recognition for educational activities should be in place at their institution. Overall, clinical faculty believed their own hospital systems valued education less than the school of medicine and their departments did. Most faculty gave highest preference for academic recognition, reduction in RVU requirements, or an adoption of an EVU system. Conclusion: Most faculty preferred reduced RVU requirements, adoption of an EVU system, or some method of academic recognition to reward educational activity. Differences in results between hospital systems suggest institutional climate may influence faculty preferences.

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McKenna, Gary, Gavin Baxter, and Thomas Hainey. "E-portfolios and personal development: a higher educational perspective." Journal of Applied Research in Higher Education 9, no. 1 (February 6, 2017): 147–71. http://dx.doi.org/10.1108/jarhe-05-2016-0035.

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Purpose The purpose of this paper is to investigate the attitudes of staff and students towards adopting the use of e-portfolios for the purposes of supporting the concept of personal development planning (PDP). The study compares and contrasts the views and opinions of staff and students at one UK Higher Education Institution (HEI) about whether e-portfolios can support PDP. Design/methodology/approach Adopting a case study approach, this study presents empirical data gathered from two surveys involving 460 students and 182 lecturers from one UK HEI, collected from four different campuses across the West of Scotland. Findings The results of the surveys showed that the framework the authors used in the research to collect information about students and staffs attitudes was effective and that further research is merited for a more extensive investigation into PDP e-portfolio usage within HEI. Research limitations/implications The research was conducted at only one UK HEI so at this stage of the research, it is difficult to assess how generalisable the findings are. Practical implications This study provides useful empirical evidence to educators who may be considering employing e-portfolios within an educational context. For example, the views of students and staff identified in this paper can aid towards informing educators about some of the issues that might impact on using e-portfolios for supporting PDP in higher education. Originality/value To the best of the authors’ knowledge, this is the first work that presents survey data on both students’ and lecturers’ attitudes towards e-portfolio use to support and facilitate PDP.

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AL-Momani, Mohammad Omar, and Elham Mahmoud Rababa. "Counseling And Social Psychological And Educational Guidance In Jordanian Educational Institutions." Jurnal Pendidikan Ilmu Sosial 32, no. 1 (July 8, 2023): 9–22. http://dx.doi.org/10.17509/jpis.v32i1.55431.

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Social psychological helps us understand social interactions, conflict, communication, and group dynamics. Research in this field is often carried out through scientific methods such as experiments, surveys, observations, and statistical data analysis to reveal patterns of behavior and social influence in various contexts of daily life. The study aimed to identify reality Social Psychological and educational counseling and guidance in Jordanian educational institutions. To achieve the purpose of the study, the theoretical analytical qualitative approach was used, through an attempt to evaluate and examine the reality of the counseling process in Jordan. Based on results found that in the second semester of the academic year (2022/2023); Where the study concluded that the reality of counseling and social psychological and educational guidance in Jordanian educational institutions is applied and activated in a somewhat positive way, but the weakness of capabilities and resources prevents the realization of all the goals set correctly.

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Weiermair, K. "Estimation of Educational Requirements in Occupations and Occupational Groups." Relations industrielles 29, no. 1 (April 12, 2005): 128–59. http://dx.doi.org/10.7202/028482ar.

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Aw, Ai Tee, and Vicki Drury. "Identification of the educational needs and feasible educational modalities for specialist nurses working with ophthalmic patients in a tertiary eye centre in Singapore." Proceedings of Singapore Healthcare 25, no. 4 (July 31, 2016): 215–21. http://dx.doi.org/10.1177/2010105816647743.

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Aims: We aim to identify the educational needs and feasible educational modalities for specialist nurses working with ophthalmic patients in a tertiary eye centre in Singapore. Design: This was a mixed-method study utilising paper-based surveys and focus groups with nurses working at a tertiary eye centre in Singapore. Participants: One hundred nurses were invited to respond to the survey, with a response rate of 91%. Two focus groups with a total of 19 nurses were facilitated. Methods: Participants completed a modified Hennessy–Hicks survey. Among these participants 19 were invited to participate in a focus group. Descriptive statistical analysis was performed on the survey results. Focus groups were analysed using the inductive thematic analysis procedure described by Braun and Clarke. Findings: The participants in this study reported a need for ophthalmic-specific education programmes, more training in patient education and a need to broaden clinical exposure and experience. Conclusion: For ophthalmic nursing, where the workforce and patient population are considered relatively small, and postgraduate programmes are limited, the need to develop local education strategies to meet workforce needs has emerged.

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Gilman, Margaret, and Peter B. March. "Bridging the gap: Differences in hand hygiene compliance between parents and observers." Journal of Patient Safety and Infection Control 11, no. 1 (January 2023): 15–17. http://dx.doi.org/10.4103/jpsic.jpsic_11_23.

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Abstract Hand hygiene is critical in preventing health-care-acquired infections and is an element in patient satisfaction surveys. Programme managers identified discrepancies between compliance documented by hospital observers and parent satisfaction surveys. In 2021, programme managers set out to close the gap. The hand hygiene survey question was too specific. This question was changed to include all staff and methods of performing hand hygiene. Associate education was performed. Within 4 months, the gap between patient survey and observer-reported compliance was approximately 12%. This 12% discrepancy remained steady through 2022. The hand hygiene family engagement educational campaign was minimally successful.

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Makke, Alaa, Abdulwahed Homsi, Montaha Guzaiz, and Abdulrahman Almalki. "Survey of Screw-Retained versus Cement-Retained Implant Restorations in Saudi Arabia." International Journal of Dentistry 2017 (2017): 1–5. http://dx.doi.org/10.1155/2017/5478371.

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Introduction. Implant-supported prostheses are currently the standard treatment for the replacement of missing teeth and deficiencies. Implant restorations can either be screw-retained, cement-retained, or both. The implant retention system type is typically chosen during the treatment plan. The primary purpose of this study is to investigate the frequency of implant restoration retention systems. Materials and Methods. A five-page questionnaire was sent to private institutes, educational institutes, and governmental hospitals that provide dental services. The data were analyzed using descriptive statistics. Results. Prior to distribution, the surveys were proofread and pilot-tested at the Faculty of Dentistry at Umm Al-Qura University. The surveys were mailed to three groups: private institutes, educational institutes, and governmental hospitals. In total, 120 surveys were distributed and 87 surveys were returned, for a response rate of 73%. This included thirty-six surveys (41.4%) from private institutes, twenty-two surveys (25.3%) from educational institutes, and twenty-nine surveys (33.3%) from governmental hospitals. Conclusions. In general, Astra was cited as the most widely used implant system. In addition, cement-retained restorations were more frequently used than screw-retained restorations. However, dental implant failure was more frequently associated with cement-retained restorations than with screw-retained restorations.

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Hartman, Bruce W., Dale R. Fuqua, and Stephen J. Jenkins. "The Problems of and Remedies for Nonresponse Bias in Educational Surveys." Journal of Experimental Education 54, no. 2 (January 1986): 85–90. http://dx.doi.org/10.1080/00220973.1986.10806402.

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Roberts, Lynne D., and Peter J. Allen. "Exploring ethical issues associated with using online surveys in educational research." Educational Research and Evaluation 21, no. 2 (February 17, 2015): 95–108. http://dx.doi.org/10.1080/13803611.2015.1024421.

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He, Jia, Fons J. R. Van de Vijver, and Alena Kulikova. "Country-level correlates of educational achievement: evidence from large-scale surveys." Educational Research and Evaluation 23, no. 5-6 (August 18, 2017): 163–79. http://dx.doi.org/10.1080/13803611.2017.1455288.

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Schnepf, Sylke Viola. "Immigrants’ educational disadvantage: an examination across ten countries and three surveys." Journal of Population Economics 20, no. 3 (October 21, 2006): 527–45. http://dx.doi.org/10.1007/s00148-006-0102-y.

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Journal articles on the topic 'Educational surveys'

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