Search results

1 – 2 of 2
Per page
102050
Citations:
Loading...
Access Restricted. View access options
Article
Publication date: 21 July 2023

Andrew Asher, Kristin Briney and Abigail Goben

This article describes the development processes, sampling and analysis practices and the assessment of reliability and validity of a new 0survey that sought to evaluate…

250

Abstract

Purpose

This article describes the development processes, sampling and analysis practices and the assessment of reliability and validity of a new 0survey that sought to evaluate undergraduate students' perceptions and expectations related to privacy and library participation in learning analytics studies. This article provides other researchers with information required to independently evaluate the survey's efficacy, as well as guidance for designing other surveys.

Design/methodology/approach

Following question development, pre-survey validity assessments were made using subject matter expert panel review and cognitive interviews. Post-hoc analysis of survey construct reliability was evaluated using the Omega coefficient, while exploratory factor analysis was utilized to assess construct validity. Survey design limitations and potential bias effects are also examined.

Findings

The survey exhibited a high level of reliability among research constructs, while the exploratory factor analysis results suggested that survey constructs contained multiple conceptual elements that should be measured separately for more nuanced analysis.

Practical implications

This article provides a model for other researchers wishing to re-use the survey described or develop similar surveys.

Social implications

As learning analytics interest continues to expand, engaging with the subjects, in this case students, of analysis is critical. Researchers need to ensure that captured measurements are appropriately valid in order to accurately represent the findings.

Originality/value

This survey is one of very few addressing library learning analytics that has undergone extensive validity analysis of the conceptual constructs.

Details

Performance Measurement and Metrics, vol. 24 no. 2
Type: Research Article
ISSN: 1467-8047

Keywords

Available. Open Access. Open Access
Article
Publication date: 24 August 2022

Neema Florence Mosha and Patrick Ngulube

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their…

1517

Abstract

Purpose

The study investigated teaching research data management (RDM) courses in higher learning institutions (HLIs) in Tanzania to enable postgraduate students to work with their research data.

Design/methodology/approach

The study triangulated research methods. Postgraduate students were investigated using survey questionnaires to learn about their needs and perceptions of the teaching RDM courses in HLIs. Key informants (academicians, information and communication technologists and library staff) were also investigated using in-depth interviews to explore their experiences and knowledge of teaching RDM courses. SPSS statistical software was used for analysing quantitative data; qualitative data were analysed thematically.

Findings

A total of 70 questionnaires were distributed to postgraduate students with a returning rate of 44 (69%). On the other hand, 12 key informants were interviewed. A low level of RDM literacy was revealed among 38 (86%) respondents. Most respondents 40 (91%) reported the need for HLIs to start teaching RDM courses. A lack of skills and knowledge in teaching RDM courses was revealed among key informants. The competency-based, adaptive and constructive teaching techniques were selected for teaching RDM courses, whereas intensive training and online tutorials were revealed as teaching formats.

Research limitations/implications

This study focused on teaching RDM courses in HLIs. The survey questionnaires were distributed to all 2nd year postgraduate students, however, the findings cannot be generalised to all postgraduate students due to the response rate obtained. The findings obtained from key informants can also not be used as a basis for generalization across HLIs.

Practical implications

This study concluded that postgraduate students need to be well equipped with skills and knowledge on RDM and its related concepts; teaching RDM courses should be regarded as a continuous programme for benefit of students, researchers and the community at large.

Social implications

Appropriate teaching of RDM courses among students not only ensures that students meet the funders’ and publishers’ requirements, but also encourages students to store and share their research among researchers worldwide; thus increasing collaboration and visibility of the datasets and data owners through data citations and acknowledgements.

Originality/value

This is a comprehensive study that provides findings for HLIs to teach RDM courses in HLIs, especially for postgraduate students. The findings revealed the need for teaching RDM courses in HLIs. The study provides the basis for further RDM research in HLIs and research institutions.

1 – 2 of 2
Per page
102050