Factors Affecting Interview Duration in Web-Based Travel Surveys

2018 ◽  
Vol 2672 (42) ◽  
pp. 33-44
Author(s):  
Pierre-Léo Bourbonnais ◽  
Catherine Morency
Keyword(s):  
Poor Response ◽  
Multiple Regression Model ◽  
Web Surveys ◽  
Web Based ◽  
Factors Affecting ◽  
Face To Face ◽  
Precise Evaluation ◽  
Collection Phase ◽  
Small Screen ◽  
The Web

Historically, travel surveys have been conducted face-to-face, by mail, or by phone. With the increasing share of households having access to the Internet, other survey modes have been deployed. This paper focuses on web surveys. Among other advantages, using the web to conduct surveys reduces costs and helps mitigate poor response rates among young households. Very few studies have been conducted on interview duration and its determinant using paradata from web travel surveys. Such knowledge is necessary to validate the context in which travel data are gathered and can be used to understand sample and data quality. Interview duration modeling is also essential for allocating survey servers and monitoring interviews during the data collection phase. This paper models interview duration using paradata from nine web surveys conducted in the Quebec province from 2010 to 2014. The main objectives of the model are to assist the monitoring of interviews by detecting outliers, provide a better estimate of the interview duration to respondents and survey managers during the interview, and allow a more precise evaluation of the server performance needed before conducting web travel surveys. Using a multiple regression model, we observed that the most important variables in explaining interview duration were number of car and transit trips as well as number of unique places visited during a day. Conducting the interview on a small-screen device also increased interview duration. The model also provides a baseline estimate of interview duration on the basis of demographic features and questionnaire design.

scholarly journals Concordance studies of a web based system in teledermatology.

1969 ◽  
Vol 40 (3) ◽  
pp. 259-270
Author(s):  
Carlos Ruiz ◽  
Claudia Gaviria ◽  
Miguel Gaitán ◽  
Rubén Manrique ◽  
Ángela Zuluaga ◽  
...  
Keyword(s):  
Primary Care ◽  
Health Information ◽  
User Satisfaction ◽  
Diagnostic Reliability ◽  
Web Based ◽  
Face To Face ◽  
A Priority ◽  
Web Based System ◽  
The Web

Introduction: Implementation of teledermatology in primary care offers the possibility of treating patients using specific dermatologic knowledge in far away places with infrequent availability to these services. It is a priority to implement teledermatology services which demonstrate diagnostic reliability and satisfaction among users. Objectives and methods: To measure the diagnostic reliability of an asynchronous teledermatology web based application by means of intraobserver and interobserver concordance during teleconsultation and traditional presential («face to face») consultation. Furthermore, to evaluate user satisfaction regarding the teleconsultation and the web application.Results: A sample of 82 patients with 172 dermatologic diagnoses was obtained, in which an intraobserver concordance between 80.8% and 86.6%, and an interobserver concordance between 77.3% and 79.6% were found. Satisfaction was evaluated to be on an average of 92.5%.Conclusions: The teleconsultation reliability in teledermatology is evidenced to be high, and is susceptible of improvement through the implementation of health information standards and digital dermatologic photography protocols.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 379-393
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a webbased, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

An Empirical Investigation of Factors Affecting Web-Based and Face-to-Face Student Satisfactions with Course Website

2012 ◽  
Vol 4 (2) ◽  
pp. 19-32
Author(s):  
Qidong Cao ◽  
Xue Bai ◽  
Thomas E. Griffin
Keyword(s):  
Student Satisfaction ◽  
Correlation Coefficients ◽  
Online Students ◽  
Web Based ◽  
Factors Affecting ◽  
Face To Face ◽  
Education Delivery ◽  
Website Features ◽  
Z Transformation

Course Websites have been considered an increasingly important part of online as well as face-to-face education delivery formats. While a vast body of literature has been devoted to comparison of the online and traditional face-to-face courses, little research of student satisfaction with respect to course Websites differentiated between the online and face-to-face students. In order to improve quality of course Websites, the effort was aimed at identifying important predictors of the satisfaction of online students and face-to-face students. This study conducted Fisher’s z transformation and test to compare correlation coefficients of each of Website features and the student satisfaction between two groups of student. Williams’ T-test was performed to compare correlation coefficients, with the student satisfaction, of different Website features within one group, online or face-to-face students. The results showed that online students and face-to-face students had different focuses on Website features. Educational administrators, instructors and system developers might accordingly apply limited resources on improvement of most important features to efficiently increase student satisfaction.

scholarly journals ACCEPTANCE OF WEB-BASED TRAINING SYSTEM AMONG PUBLIC SECTOR EMPLOYEES

2014 ◽  
Author(s):  
Huda Ibrahim ◽  
Thamer Ahmad AL-Rawashdeh
Keyword(s):  
Public Sector ◽  
New Technology ◽  
Training System ◽  
Intention To Use ◽  
Web Based ◽  
Face To Face ◽  
Public Sector Employees ◽  
Important Barrier ◽  
The Face ◽  
The Web

Applying web-based training system is highly preferable in meeting time constraints, however, its success is subject to users’ acceptance. Previous studies highlight human challenge as the most important barrier in the implementation of an ICT-based training system. Users tend to show resistance in using new technology and online approaches. They favour the traditional way such as the face-to-face method of training. This paper presents the results of a study conducted to assess the acceptance of a web-based training by public sector employees. The study applied the Unifi ed Theory of Acceptance and Use Technology (UTAUT) with the focus on three system characteristics; system flexibility, system enjoyment, and system interactivity. A total of 290 employees from the Jordanian Public Sector participated in the study. The fi ndings revealed that system fl exibility and system enjoyment have direct effects while system interactivity has an indirect effect on the employees’ intention to use the web-based training system. In addition, system flexibility is proven to have the strongest relationship to users’ intention to use the web-based training system.  

scholarly journals Difficulties Encountered by People With Depression and Anxiety on the Web: Qualitative Study and Web-Based Expert Survey

10.2196/12514 ◽  
2019 ◽  
Vol 21 (10) ◽  
pp. e12514 ◽  
Author(s):  
Renaldo Bernard ◽  
Carla Sabariego ◽  
Alarcos Cieza
Keyword(s):  
Mental Health ◽  
Online Survey ◽  
Comparison Group ◽  
Depression And Anxiety ◽  
Framework Analysis ◽  
Web Based ◽  
Anxiety Group ◽  
Face To Face ◽  
Group Experiences ◽  
The Web

Background Depression and anxiety are the most common mental health conditions, and they were identified as leading contributors to global disability in 2016. People with these conditions rely on Web-based resources as a source of accurate health information, convenient and effective treatment, and essential social support. However, a recent systematic review revealed several potentially limiting difficulties that this group experiences online and also suggested that there is a partial understanding of these difficulties as only difficulties associated with neurocognitive, but not sociocognitive, deficits were identified. Therefore, this study fills this knowledge gap and contributes to a more robust and fuller understanding of the difficulties this group experiences online. Objective The objective of this study was to identify the difficulties people with depression and anxiety experience when using the Web and the Web activities that are most associated with the experience of difficulties. Methods The study employed data triangulation using face-to-face semistructured interviews with 21 participants affected by depression and anxiety and a comparison group (7 participants) without mental disorders (study 1) as well as a persona-based expert online survey with 21 mental health practitioners (MHPs) who treated people with depression and anxiety (study 2). Framework analysis for both studies proceeded through 5 stages: (1) familiarization, (2) identifying a thematic framework, (3) indexing, (4) charting, and (5) mapping and interpretation. Results In study 1, 167 difficulties were identified from the experiences of participants in the depression and anxiety group were discussed within the context of 81 Web activities, services, and features. From these, 4 themes and 12 subthemes describing the difficulties people with depression and anxiety experienced online were identified. Difficulties relating to the subtheme lack of control over access and usage were the most common difficulties experienced by participants in the depression and anxiety group (19/21). Sixteen difficulties identified from the experiences of participants in the comparison group were discussed within the context of 11 Web activities, services, and features. Most participants in the comparison group (6/7) contributed to the subtheme describing difficulties with unexpected and irrelevant content. In study 2, researchers identified 3 themes and 10 subthemes that described the perceived difficulties people with depression and anxiety might experience online as reported by MHPs. Practitioners linked these difficulties with 22 common impairments, limitations in activities of daily life, and diagnostic criteria associated with depression and anxiety. Conclusions People with depression and anxiety also experience difficulties when using the Web that are related to the sociocognitive deficits associated with their conditions. MHPs have a good awareness of the difficulties that people with depression and anxiety are likely to experience when using the Web. This investigation has contributed to a fuller understanding of these difficulties and provides innovative guidance on how to remove and reduce them for people with depression and anxiety when using the Web. International Registered Report Identifier (IRRID) RR2-10.1007/978-3-319-21006-3_3

scholarly journals Improving Students’ vocabulary Mastery By Using Blended Learning Model in State Polytechnic Padang

2017 ◽  
Vol 2 (1) ◽  
pp. 101
Author(s):  
Muthia Damaiyanti ◽  
Indah Sari
Keyword(s):  
Blended Learning ◽  
Qualitative Data ◽  
Learning Model ◽  
Web Based ◽  
Factors Affecting ◽  
Face To Face ◽  
Web Based Learning ◽  
Field Note ◽  
Academic Year ◽  
Test Result

<p class="IJSSEAAbtract">The research aims at improving the vocabulary mastery of students at Padang’s State Polytechnics for the 2015/2016 academic year by applying a blended learning model. Blended learning is an interactive learning model which combines face-to-face  with web-based learning. Vocabulary is a vital sub-skill in mastering a language and thus a suitable topic for a classroom action research (CAR). . The CAR theory applied is by Kemmis, <span style="text-decoration: line-through;">S</span> and McTaggart (2005) and the Blended Learning theory used is by Bersin (2004). The instruments are test, observation, field note and interview. Quantitative data are collected by a test result in which it is used to see how the student’s vocabulary mastery progresses after applying the blended learning model. Qualitative data gathered included observation, field note and interview analyzed descriptively in order to find out the factors affecting student’s vocabulary mastery by implementing blended</p><p> </p><p class="IJSSEAAbtract"> </p>

scholarly journals Analysis of Clinical Characteristics and Prognosis of Patients With Stages I-III Colon Cancer Based on Seer Data

2021 ◽  
Author(s):  
Fuqiang Zhao ◽  
Ying Sun ◽  
Jie Ge ◽  
Chunlei Zheng ◽  
Kepeng Ning ◽  
...  
Keyword(s):  
Colon Cancer ◽  
Marital Status ◽  
Tumor Grade ◽  
The United States ◽  
Related Factors ◽  
Web Based ◽  
Factors Affecting ◽  
T Stage ◽  
N Stage ◽  
The Web

Abstract Objective: This study analyzes the clinical features and prognosis of stages Ⅰ-Ⅲ colon cancer, and constructs a nomogram to predict the prognosis of patients. Methods: We included data from patients with stages Ⅰ-Ⅲ colon cancer confirmed by pathology after surgical treatment in the United States SEER (Surveillance, Epidemiology, and End Results) database from 2010-2015. The included patients are randomly divided into training cohorts and validation cohorts (ratio 1:1).The independent related factors of the prognosis of colon cancer patients were used to construct the nomogram and the web-based probability calculator.Concordance index (C-index) and calibration curve are used to evaluate the accuracy of the model. Results: After univariate and multivariate analysis, it was indicated that age, marital status, tumor grade, t-stage and n-stage were independent factors affecting prognosis of patients with stages Ⅰ-Ⅲ colon cancer. We built a nomogram and the web-based probability calculator based on this, and its C-index was 0.781 (95% CI: 0.77414–0.78786), and were superior to that of AJCC TNM Stage (C-index: 0.734, 95%CI: 0.72616–0.74184). The consistency test showed that the nomogram can effectively predict the prognosis of patients. The validation cohort confirms the reliability of the model. Conclusion: Age, marital status, tumor grade, t-stage and n-stage are independent factors affecting the prognosis of patients with stages Ⅰ-Ⅲ colon cancer. The nomogram we constructed in this way can better predict the prognosis of patients with stages Ⅰ-Ⅲ colon cancer.

The Effectiveness of Scaffolding in a Web-Based, Adaptive Learning System

2011 ◽  
pp. 1-15
Author(s):  
Mei-Yu Chang ◽  
Wernhuar Tarng ◽  
Fu-Yu Shin
Keyword(s):  
Adaptive Learning ◽  
Learning System ◽  
Control Group ◽  
School Students ◽  
Web Based ◽  
Face To Face ◽  
Adaptive Learning System ◽  
Group B ◽  
Experimental Group ◽  
The Web

This study combined ideas from learning hierarchy and scaffolding theory to design a web-based, adaptive learning system to investigate the effectiveness of scaffolding for elementary school students having different levels of learning achievement. The topic chosen for learning was the Three States of Water. A quasi-experiment was conducted. In this experiment, students were divided into three groups: control group (without scaffolds), experimental group A (scaffolds providing by on-line conversation) and experimental group B (scaffolds providing by face-to-face conversation). The experimental results showed significant improvement for students after they had studied using the web-based, adaptive learning system. Specifically, scaffolds in the form of face-to-face conversations greatly enhanced the learning of high-achievement students. However, there were no significant differences between the low-achievement students with or without the provision of scaffolds. It was also discovered that the web-based, adaptive learning system could help students develop their learning responsibility.

Factors Affecting Portal Design

2011 ◽  
pp. 402-407
Author(s):  
Xiuzhen Feng
Keyword(s):  
Single Point ◽  
Considerable Degree ◽  
End User ◽  
Multiple Sources ◽  
Web Browser ◽  
Web Based ◽  
Factors Affecting ◽  
Google Search ◽  
Client Device ◽  
The Web

The word portal has been citied in the literature as one of the most popular terms. A Google search on the Web for the word revealed 25.6 million entries in December2003. Due to a considerable degree of overuse and overlap, portals are seen everywhere and it would be difficult to make any use of the Web without encountering one (Tatnall, 2004). According to White (2000), a portal provides user-customizable access to information and applications through a Web browser. Tatnall (2004) specifies that a portal aggregates information from multiple sources and makes that information available to various users. In other words, a portal can be defined as an integrated and personalized Web-based application that provides the end user with a single point of access to a wide variety of aggregated content anytime and from anywhere using any Web-enabled client device.

Web-Based Data Collection for Educational Research

2020 ◽  
pp. 152-172
Author(s):  
Erkan Tekinarslan ◽  
Melih Derya Gürer ◽  
Sedat Akayoğlu
Keyword(s):  
Data Collection ◽  
Educational Research ◽  
Selection Criteria ◽  
Web Mining ◽  
Online Survey ◽  
Web Based ◽  
Face To Face ◽  
The Face ◽  
The Web

Web-based surveys and web-based interviews are useful techniques to collect data through the web in educational research. In addition, web activities such as blogging, searching, and web mining have become quite convenient to collect and extract data from the web for research purposes. The purposes of this chapter are to describe and discuss techniques and tools for collecting and extracting data from the web for educational research purposes. First, a survey and a web-based or online survey are described and explained with examples. Second, web-based or online interviews, which are often similar to the face-to-face interview protocols are discussed and exemplified. After presenting the synchronous and asynchronous online interview tools, the selection criteria of the online interviewing tools are discussed. Lastly, this chapter describes and discusses web activities such as blogging, searching, and web mining to collect and extract data from the web.

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