Tag Archives: surveys

Teaching Students to Use iPads for Survey Data Collection (2 of 2)

In my last post, I wrote about a Comm Research project where students use iPads for survey data collection.This is my favorite of the 3 projects we do in my Communication Research Class (see all posts on Comm 435; see syllabus).

This week, I want to follow up by discussing how to program the surveys to work on the iPads. I’ll talk through how I teach all of this in class and through activities.

Lastly, I’ll explain how I prepare the data for use in SPSS.

Once students have created their surveys, we need to get them onto ONA.io

Programming surveys to work on ONA.io – the free, open-source tool used by my class and researchers around the world – is a little tricky. It follows XLS formatting. Once you get the hang of it, it is super easy. And it is quick to teach and learn.

I go over this online Lab Guide (http://bit.ly/435_lab_digitalsurvey) that I created on how to program XLS forms in class. I then provide students with a practice activity to create a survey in Excel or Google Spreadsheets. The activity asks students to create:

1) A question of how many years they are in school

2) A check all that apply question – I usually pick something fun like their favorite movies from a list

3) A likert-style question. Ex: How much they like binge-watching on Netflix.

In sum, they practice creating an integer, select_multiple, and select_one question.

Once students get the hang of it, they log into an ONA.io account I create for the class. Next, they upload their practice survey to test in class using our department’s iPads. But, this could be done on a phone or even a computer itself (Instructions on how to do this are in the lab guide).

The #1 thing, is that things have to be done exactly in this formatting. So, little errors like forgetting to put an _ (and putting a space instead) for “list_name” will result in ONA.io kicking the survey back and telling you there is an error. If a mistake is made, no problem. Just fix your form and re-upload.

I check to make sure everything is done correctly. This saves time when they program their own surveys. If everything is good, I give students lab time to work on formatting their surveys and help out as needed.

After everything has been uploaded successfully – this usually takes time outside of class, so I make it due the following class – students are ready to go out into the field. This is where the fun happens!

Students always get great feedback when they use iPads to collect survey data. People tend to be interested in what they’re doing and happy to participate. Some students this year told me that people came up to them around campus and asked if they could participate. That is much different than the usual online survey where we often struggle to get respondents! I can’t express how rewarding it is to see students go out into the field, collect data, and come back having gathered data no one else has before. For most of them, this is their first time doing data collection of any kind. And so while the class is tough and a lot of work, it is rewarding. You can see the ‘aha’ moments the students have when they start drawing inferences from their data.

Preparing Data for Analysis in SPSS

If you only want to look at summaries of responses, you can check that out in ONA.io. But, if you want to analyze the data you’ve got to get it from the way students labeled it to the #s for SPSS.

For example, in the below example where the question asks the participant their favorite ice cream, if the ‘choices’ in our XLS code is:

Lab_Guide_-_FormHub_-_Google_Docs

And the participant answers “Vanilla” the data collected would be icecream2.

But, SPSS can’t analyze “incecream2.” It can only analyze a number. So, we need every instance when a participant selected Vanilla to be recorded as simply “2” in SPSS.

Here’s how to quickly do this:

Download the data Excel file of the completed surveys. Open in Excel. Replace “icecream” with “” (that is, with nothing – no spaces. Just leave the replace section blank). Excel will remove “icecream” from the Excel file and you’re left with the number for responses such that “icecream2” now is “2”. Repeat this step for each question. For check all that apply questions, ONA.io records “FALSE” for answer choices left blank, and “TRUE” for instances when the participant checked the answer choice. For example, if the question was “Check all your favorite ice cream flavors” and the participant checked “Vanilla,” ONA would record a “TRUE” and if they left it blank, ONA would record “FALSE.” These can be easily prepared for SPSS by replacing FALSE with “0” and TRUE with “1”.

Admittedly, this step is the drawback of using XLS forms. While a little tedious, it is quick and easy to do. Considering the advantages, I don’t mind taking 20 minutes of my time cleaning the data for my students.

When done, I send the student teams their data and we work on analyzing them in class.

 

Well that’s all for now! I hope you enjoyed this tutorial and consider using iPads for survey data collection in your research class, or other classes where surveys could prove valuable!

Here at Shepherd, finals week starts this week. I hope everyone has a great end to the semester!

Using iPads for Survey Data Collection in the Communication Research Class

Surveys are a common method uses in communication research class projects. Since I started teaching this class at Shepherd University, I’ve added a fun, cool feature that really brings the survey data collection process to life!

Students in my Comm 435 Communication Research class (see all posts on Comm 435; see syllabus) now use iPads for data collection in the field. My students grab a department iPad and go around campus to recruit participants. The participants complete the surveys on the iPads, and the data is synched to the cloud where it can be downloaded and analyzed.

ipadsurveys

Overview

For the final of three hands-on projects in my class, student teams identify a problem or question they have pertaining to Shepherd University or the local community. They design a study to research that problem. In my first two hands-on projects, students don’t design the methods or the measurements. They are based on scenarios I set up and materials I provide. For example, here’s a discussion of my computer-assisted content analysis assignment.

As a part of the assignment for today’s post, students are required to conduct 1) surveys, and 2) either focus groups or interviews. Let’s talk about the surveys:

After discussing surveys as a method, with a particular focus on survey design and considerations, each team designs a brief survey.

In the lecture before they create the survey, I lecture on important considerations in survey design. And then students do an in class activity to practice putting these concepts into motion using a mock scenario. I then provide feedback on their survey design, and help them make improvements.

The class the following time we meet is dedicated to helping students design measurements that meet the research objective and research questions they’ve developed that will help them get the answers to the questions they want to know. The day is also dedicated to helping them write effective survey questions (as well as interview or focus group questions, for that part of the assignment). I started dedicating an entire class period to measurement design after spotting this as a major weakness in the projects last semester.

Next, rather than using paper & pen, or surveymonkey.com (which limits students to only 10 questions), teams program their surveys into ONA.io. It is a free, open access web survey tool designed by folks at Columbia University. So, we spend the 3rd day learning how to use ONA.io to program their surveys. I’ll talk in detail about that in the next post.

During data collection week, students check out department iPads, load the survey onto their iPad, and go out into the field to collect data. A group of students will check out several iPads and hit up the student union, library, or campus quads and collect data fairly quickly. The data syncs automatically over our campus-wide wifi! That means, when all students get back to the computer lab, their data – from each iPad used – is already synced to ONA.io where it could be downloaded and analyzed.

Pretty cool, huh? It is my favorite project that we do in my communication research class and the students seem to really enjoy using the iPads for surveys.

There are a few caveats.

  1. After the data is collected, in order for it to be analyzed in SPSS it has to be cleaned. If you do formhub, you’ll notice that the data you get doesn’t quite fit in with the format SPSS needs. So, I spend a few hours before we meet as a class to look at the data that was collected and analyze it.
  2. This year, Formhub.org seems to be moving painfully slow. I’ve had trouble last week getting the website to work. And am still having trouble this week. With data collection set to start tomorrow, I am stressing that it may not work! – update: I’ve read in several places about ongoing stability issues with Formhub. I’m now using ONA.io instead which works the exact same way! I’ve updated verbiage above to reflect that.

I’ve provided a copy of the assignment below. Enjoy!

On my next post, I will provide info on programming surveys into the XLS forms format, which is a bit tricky. I spend a day in class teaching this. I’ll also show you how to load the surveys onto the iPads and get them synced up to the computer if you aren’t on WiFi when you collect the data.

photo: CC by Sean MacEntee

Here Are My Spring 2014 Syllabi: Writing and Research

The snow is coming down here in West Virginia! Classes are canceled today so I will be catching up on research and some other things. But let’s talk classes and syllabi!

In addition to the applied Communication Research class I am teaching this semester (discussed in the previous post) I’m also teaching a few other classes. 🙂 I want to quickly share some of my syllabi for the semester. I’ve uploaded syllabi for these classes to my Scribd account, which is where I host past syllabi and class assignments. Click the link below to see the syllabus. (You can also see all the below-described syllabi as well as past syllabi via the menu on the left, by mousing over “syllabi.”)

Comm 435: Communication Research – This class is discussed in depth in my previous post. Please read it to learn more about that class.

Comm 335: Writing Across Platforms – Changes from Fall 13 include: A lab day for greater access to press release examples and working with peers on the first press release assignment, I’ve re-organized and updated the related social media and blog writing assignments, and have shifted a few lectures around to more effectively deliver material. Other minor changes to make sure content is up to date. I’m also super excited that for our PitchEngine assignment this semester, all of our students will be temporarily upgraded from the free version of PitchEngine to the paid level thanks to the awesome people at PitchEngine! So, students will get experience with advanced functionality.

Hope you find these new syllabi helpful! If you share your syllabi online, please share in the comments below!

Teaching The Applied Communication Research Class

Metrics, Metrics, Metrics! I hear it everywhere I turn. 🙂 More than ever, we need to be teaching our students research skills.

This Spring 2014 semester I am really excited to be teaching an applied Communication Research class!

For two years at Utah Valley University, I taught communication research with an emphasis on academic research. You can see the syllabus for that class. In that class, student groups planned, wrote up, and executed a semester long academic research study. Though many professors don’t prefer to teach this class, research is one of my favorite classes to teach. I’ve had numerous undergraduate students present their research at undergraduate research conferences and earn travel grants to do so. This is a super valuable experience for those considering grad school. Though it is very time demanding, and some feel teaching others how to conduct research is tedious, I didn’t find it that way at all. Seeing students get that “aha” moment in research and seeing them succeed makes teaching the class very rewarding.

This semester, I’ll be focusing on the more practical uses of research with an emphasis on using research for strategic purposes. This class emphasizes research across new media, legacy media, and interpersonal and online environments. Students will learn both quantitative and qualitative methods.

Our textbook is Paine’s “Measure what Matters: Online Tools for Understanding Customers, Social Media, Engagement, and Key Relationships.” I considered the Stacks book as well, but liked the emphasis on new media in Paine and felt her book may be more accessible to students, as students can be intimidated by a research class.

This hands on class will emphasize the following research skill sets:

  • How to conduct content analysis using a coding sheet.
  • How to conduct a computer-assisted content analysis
  • How to conduct interviews and focus groups
  • How to conduct quantitative electronic surveys using iPads

Students will work in teams to conduct 3 applied projects. The first 2 projects are real-world problems I set up and the students have to solve, and in the 3rd project they have to identify a problem, write a proposal, and execute:

  • Media placement evaluation – Answering questions such as, placement, share of voice, and whether key messages are included in media coverage and to what extent. Done via content analysis of media clippings.
  • Sentiment analysis of social media content – What are people saying about your brand on social media, and what is sentiment towards it? Done via computer-assisted content analysis of Twitter posts.
  • Audience Research – Focuses on 1 of the 5 key PR variables discussed by Stacks (2011): Confidence, credibility, relationship, reputation (which may include awareness), or trust. Students will choose 2 of the following: interviews, focus groups, and surveys.

Students will be introduced to the following software:

  • Computer-assisted content analysis (Yoshikoder will be used as it is free and easy to learn)
  • Digital Survey programming with XLS Forms
  • Open Data Kit Collector – field data survey collection software (we will be using this with the XLS forms on the free FormHub.com online form tool).
  • SPSS – We won’t get too far into SPSS due the other demands on the students time, but students will learn data entry, descriptive statistics, and correlation analysis.

I’ll be posting the syllabus for the class soon! As the semester goes along, I hope to get up a number of blog posts expanding on the class, assignments, and so forth. So check back!

Have you taught research – what do you emphasize in your class? How can I improve my class? What key skill sets should we be teaching  future practitioners?

-Cheers!

-Matt

– top photo CC by IntelFreePress