scholarly journals Smartphone-based evaluations of clinical placements—a useful complement to web-based evaluation tools

2015 ◽  
Vol 12 ◽  
pp. 55 ◽  
Author(s):  
Jesper Hessius ◽  
Jakob Johansson
Keyword(s):  
Evaluation System ◽  
Course Evaluation ◽  
Course Evaluations ◽  
High Rate ◽  
Free Text ◽  
Web Based ◽  
Clinical Placements ◽  
Advantages And Disadvantages ◽  
Evaluation Scores ◽  
The Web

Purpose: Web-based questionnaires are currently the standard method for course evaluations. The high rate of smartphone adoption in Sweden makes possible a range of new uses, including course evaluation. This study examines the potential advantages and disadvantages of using a smartphone app as a complement to web-based course evaluationsystems.Methods: An iPhone app for course evaluations was developed and interfaced to an existing web-based tool. Evaluations submitted using the app were compared with those submitted using the web between August 2012 and June 2013, at the Faculty of Medicine at Uppsala University, Sweden. Results: At the time of the study, 49% of the students were judged to own iPhones. Over the course of the study, 3,340 evaluations were submitted, of which 22.8% were submitted using the app. The median of mean scores in the submitted evaluations was 4.50 for the app (with an interquartile range of 3.70-5.20) and 4.60 (3.70-5.20) for the web (P= 0.24). The proportion of evaluations that included a free-text comment was 50.5% for the app and 49.9% for the web (P= 0.80).Conclusion: An app introduced as a complement to a web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations. web-based course evaluation system met with rapid adoption. We found no difference in the frequency of free-text comments or in the evaluation scores. Apps appear to be promising tools for course evaluations.

scholarly journals The Online Evaluation of Courses: Impact on Participation Rates and Evaluation Scores

2017 ◽  
Vol 47 (2) ◽  
pp. 106-120
Author(s):  
Jovan F Groen ◽  
Yves Herry
Keyword(s):  
Evaluation System ◽  
Participation Rate ◽  
Course Evaluation ◽  
Course Evaluations ◽  
Participation Rates ◽  
Online System ◽  
Staff Members ◽  
Average Decrease ◽  
Evaluation Scores ◽  
The Impact

At one of Ontario’s largest universities, the University of Ottawa, course evaluations involve about 6,000 course sections and over 43,000 students every year. This paper-based format requires over 1,000,000 sheets of paper, 20,000 envelopes, and the support of dozens of administrative staff members. To examine the impact of a shift to an online system for the evaluation of courses, the following study sought to compare participation rates and evaluation scores of an online and paper-based course evaluation system. Results from a pilot group of 10,417 students registered in 318 courses suggest an average decrease in participation rate of 12–15% when using an online system. No significant differences in evaluation scores were observed. Instructors and students alike shared positive reviews about the online system; however, they suggested that an in-class period be maintained for the electronic completion of course evaluations.  

scholarly journals Can a Floral Design Lab Course Be Taught Effectively Using Web-Based Delivery?

HortScience ◽  
2004 ◽  
Vol 39 (4) ◽  
pp. 809A-809
Author(s):  
Sharon Henss* ◽  
Jayne Zajicek ◽  
R. Daniel Lineberger
Keyword(s):  
Survey Design ◽  
Course Evaluations ◽  
Traditional Teaching ◽  
Delivery Method ◽  
Teaching Techniques ◽  
Web Based ◽  
Course Grades ◽  
Demographic Survey ◽  
Distance Learning Environment ◽  
The Web

The performance and satisfaction of students enrolled in a traditionally structured lecture/lab floral design course and a Web-based version of the same course were compared. Students were assigned randomly to course sections by available seating. Data collected included a demographic survey, design and course evaluations, and test grades. Significant differences were noted in class grades, with students in the traditionally taught course outperforming the Web-based students in both lecture and lab grades. Results from a survey instrument designed to determine whether students were suited to the distance learning environment (given only to the Web-based students) indicated a direct correlation between distance preparedness and course grades. A higher level of distance course preparedness correlated with a higher grade in the course. There was also a direct correlation between grades and whether the student was in the course with the delivery method they preferred. Students who were assigned to the course they preferred had significantly higher grades than students who did not. These results indicate that overall, a course such as floral design may be more effectively taught through traditional teaching techniques. However, certain students with adequate computer skills and a preference for Web-based courses may be successful in courses such as floral design.

scholarly journals Design and Implementation of an Anonymous and Secure Online Evaluation Protocol

Electronics ◽  
2020 ◽  
Vol 9 (9) ◽  
pp. 1415
Author(s):  
Nikolaos Petrakos ◽  
Stefanos Monachos ◽  
Emmanouil Magkos ◽  
Panayiotis Kotzanikolaou
Keyword(s):  
Evaluation System ◽  
State Of The Art ◽  
Course Evaluations ◽  
Cryptographic Protocol ◽  
Web Based ◽  
Academic Environments ◽  
Design And Implementation ◽  
Online Evaluation ◽  
Evaluation Protocol ◽  
Security Properties

Course evaluations have become a common practice in most academic environments. To enhance participation, evaluations should be private and ensure a fair result. Related privacy-preserving method and technologies (e.g., anonymous credentials, Privacy Attribute-Based Credentials, and domain signatures) fail to address, at least in an obvious way, the minimal security and practicality requirements. In this paper, we propose, evaluate, and implement an efficient, anonymous evaluation protocol for academic environments. The protocol borrows ideas from well-known and efficient cryptographic approaches for anonymously submitting ballots in Internet elections for issuing one-time credentials and for anonymously broadcasting information. The proposed protocol extends the above approaches in order to provably satisfy properties such as the eligibility, privacy, fairness and verifiability of the evaluation system. Compared to the state of the art, our approach is less complex and more effective, while security properties of the proposed protocol are verified using the ProVerif cryptographic protocol verifier. A web-based implementation of the protocol has been developed and compared to other approaches and systems.

Web-Based versus Paper-and-Pencil Course Evaluations

2007 ◽  
Vol 34 (4) ◽  
pp. 259-261 ◽  
Author(s):  
Nicole M. Heath ◽  
Steven R. Lawyer ◽  
Erin B. Rasmussen
Keyword(s):  
Course Evaluations ◽  
The Internet ◽  
Web Based ◽  
Student Responses ◽  
Qualitative Feedback ◽  
Significant Difference ◽  
Administration Method ◽  
Paper And Pencil ◽  
The Web

Our study compared the quantitative and qualitative outcomes associated with course evaluations collected over the Internet with those collected using a paper-and-pencil method. We randomly assigned students to 1 of the 2 different formats. There was no significant difference in quantitative student responses based on administration method, but students who completed evaluations over the Internet were more likely to give qualitative feedback compared to students who completed their evaluations in the classroom. Moreover, students in the Web-based condition provided longer qualitative comments than students in the paper-and-pencil group. We discuss the implications of these findings.

scholarly journals The Impact of a Web-Based Course Concerning Patient Education for Mental Health Care Professionals: Quasi-Experimental Study (Preprint)

2018 ◽  
Author(s):  
Anna Laine ◽  
Maritta Välimäki ◽  
Eliisa Löyttyniemi ◽  
Virve Pekurinen ◽  
Mauri Marttunen ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Self Efficacy ◽  
Self Esteem ◽  
Team Climate ◽  
Post Intervention ◽  
Web Based ◽  
Advantages And Disadvantages ◽  
The Impact ◽  
The Web

BACKGROUND Continuing education has an important role in supporting the competence of health care professionals. Although Web-based education is a growing business in various health sectors, few studies have been conducted in psychiatric settings to show its suitability in demanding work environments. OBJECTIVE We aimed to describe the impact of a Web-based educational course to increase self-efficacy, self-esteem, and team climate of health care professionals. Possible advantages and disadvantages of the Web-based course are also described. METHODS The study used nonrandomized, pre-post intervention design in 1 psychiatric hospital (3 wards). Health care professionals (n=33) were recruited. Self-efficacy, self-esteem, and team climate were measured at 3 assessment points (baseline, 8 weeks, and 6 months). Possible advantages and disadvantages were gathered with open-ended questions at the end of the course. RESULTS Our results of this nonrandomized, pre-post intervention study showed that health care professionals (n=33) had higher self-efficacy after the course, and the difference was statistically significant (mean 30.16, SD 3.31 vs mean 31.77, SD 3.35; P=.02). On the other hand, no differences were found in the self-esteem or team climate of the health care professionals before and after the course. Health care professionals found the Web-based course useful in supporting their work and relationships with patients. The tight schedule of the Web-based course and challenges in recruiting patients to use the patient education program with health care professionals were found to be the disadvantages. CONCLUSIONS Web-based education might be a useful tool to improve the self-efficacy of health care professionals even in demanding work environments such as psychiatric hospitals. However, more studies with robust and sufficiently powered data are still needed.

Assessment of Community Internet Intensity (CII) in Sakhalin Island

2021 ◽  
Author(s):  
Alexey Konovalov ◽  
Yuliya Stepnova ◽  
Andrey Stepnov
Keyword(s):  
Social Networks ◽  
Sakhalin Island ◽  
High Rate ◽  
Internet Resource ◽  
Origin Time ◽  
Web Based ◽  
Ground Shaking ◽  
Macroseismic Observations ◽  
Macroseismic Observation ◽  
The Web

<p>Sakhalin Island is a region with high rate of seismic activity. Tens of felt earthquakes occur within the studied area every year. Rapid macroseismic observation through the web questionaries, social networks etc. gives reliable information about ground shaking intensities and today is processed by major seismological agencies (Bossu et al., 2018; Quitoriano and Wald, 2020).</p><p>The recent development of the methodology began with the web-based macroseismic observations following Dengler and Deweey (1998) and Wald et al. (1999). Widespread global use of Community Internet Intensity (CII) was routinely applied by the U.S. Geological Survey (USGS) through the USGS DYFI questionaries. Over 5 millions felt reports were collected during last 15 years (Quitoriano and Wald, 2020).</p><p>During last 5 years the methodology was tested in Sakhalin Island (Konovalov et al., 2018). For the collection of felt reports we used regional internet resource (https://eqalert.ru/#/). The DYFI USGS questionnaires translated into Russian were used for processing the macroseismic information. The felt reports of the respondents from each settlement were transformed to the Community Weighted Sum (CWS) which takes into account various indicators of ground shaking: human sensations, position of objects, visible damages of the building. The CII was calculated using the equation (Wald et al., 1999):</p><p>CII = 3.4 ln (CWS) – 4.38.</p><p>The obtained values were rounded to the first number after the comma. In general CII should be similar to the MM intensity.</p><p>During the period from 2016 to 2020 we have got about 400 felt reports. Most of the responses came in the first minutes after the origin time of seismic event. Data with only one report or incorrectly submitted questionnaires were excluded in further calculations. The small number of the felt reports may be explained by low population density of the central and northern districts of Sakhalin Island. Finally we have found correlation between the CII and PGA (cm/s/s) which is given by the equation:</p><p>CII = 2.5 log (PGA) + 2.32.</p><p>It is suggested that given approach can be used as a robust tool for express analysis of ground shaking. It is also a good way to involve the population and bring them closer to understanding the scientific process in the era of the growth of computer technology and social networks.</p>

scholarly journals A multivariate analysis of students' experience of web based learning

2001 ◽  
Vol 17 (1) ◽  
Author(s):  
Uschi Felix
Keyword(s):  
Student Perceptions ◽  
Learning Strategies ◽  
Large Scale ◽  
Mode Of Delivery ◽  
Language Instruction ◽  
Web Based ◽  
Face To Face ◽  
Advantages And Disadvantages ◽  
Web Based Learning ◽  
The Web

<span>This paper reports on a large scale study carried out in four settings that investigates the potential of the web as a medium of language instruction, both to complement face to face teaching and as a stand alone course. Data was collected by questionnaires and observational procedures to ascertain student perceptions of the usefulness of web based learning, their views on its advantages and disadvantages, their personal comfort and enjoyment when working with the web, their preferred mode of delivery, their evaluation of the quality of resources used, and their learning strategies and study preference.</span><p>Results showed that students were on the whole positively inclined to working with the web and found it useful, with the majority preferring to use the web as an add on to face to face teaching. Reported advantages fell into the broad categories of time flexibility, reinforced learning, privacy and wealth of information; disadvantages into distraction, absence of teacher and personal interaction and lack of speaking practice. Significant differences for age and gender were found relating to clarity of objectives, number of hours worked, mode of delivery, perception of comfort and appreciation of graphics. Very few significant findings relating to strategy strength emerged.</p>

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