Interviewer–respondent Interactions in Conversational and Standardized Interviewing

Field Methods ◽  
2017 ◽  
Vol 30 (1) ◽  
pp. 3-21 ◽  
Author(s):  
Felicitas Mittereder ◽  
Jen Durow ◽  
Brady T. West ◽  
Frauke Kreuter ◽  
Frederick G. Conrad
Keyword(s):  
Experimental Study ◽  
Data Collection ◽  
Survey Data ◽  
High Rate ◽  
Future Research ◽  
Response Accuracy ◽  
Main Study ◽  
Face To Face ◽  
Administration Time ◽  
The Face

Standardized interviewing (SI) and conversational interviewing are two approaches to collect survey data that differ in how interviewers address respondent confusion. This article examines interviewer–respondent interactions that occur during these two techniques, focusing on requests for and provisions of clarification. The data derive from an experimental study in Germany, where the face-to-face interviews were audio-recorded. A sample of 111 interviews was coded in detail. We find that conversational interviewers do make use of the ability to clarify respondent confusion. Although the technique improved response accuracy in the main study compared to SI, conversational interviewers seem to provide clarifications even when there is no evidence of respondent confusion. This may lengthen administration time and potentially increase data collection costs. Conversational interviewers also employ neutral probes, which are generally associated with standardized interviews, at an unexpectedly high rate. We conclude with suggestions for practice and directions for future research.

scholarly journals Participatory Surveillance of COVID-19 in Lesotho via Weekly Calls: Protocol for Cell Phone Data Collection (Preprint)

2021 ◽  
Author(s):  
Abigail R Greenleaf ◽  
Gerald Mwima ◽  
Molibeli Lethoko ◽  
Martha Conkling ◽  
George Keefer ◽  
...  
Keyword(s):  
Data Collection ◽  
Surveillance System ◽  
Cell Phone ◽  
Diarrheal Disease ◽  
Cell Phones ◽  
Population Based ◽  
Noncommunicable Diseases ◽  
Future Research ◽  
Face To Face ◽  
Participatory Surveillance

BACKGROUND The increase in cell phone ownership in low- and middle-income countries (LMIC) has created an opportunity for low-cost, rapid data collection by calling participants on their cell phones. Cell phones can be mobilized for a myriad of data collection purposes, including surveillance. In LMIC, cell phone–based surveillance has been used to track Ebola, measles, acute flaccid paralysis, and diarrheal disease, as well as noncommunicable diseases. Phone-based surveillance in LMIC is a particularly pertinent, burgeoning approach in the context of the COVID-19 pandemic. Participatory surveillance via cell phone could allow governments to assess burden of disease and complements existing surveillance systems. OBJECTIVE We describe the protocol for the LeCellPHIA (Lesotho Cell Phone PHIA) project, a cell phone surveillance system that collects weekly population-based data on influenza-like illness (ILI) in Lesotho by calling a representative sample of a recent face-to-face survey. METHODS We established a phone-based surveillance system to collect ILI symptoms from approximately 1700 participants who had participated in a recent face-to-face survey in Lesotho, the Population-based HIV Impact Assessment (PHIA) Survey. Of the 15,267 PHIA participants who were over 18 years old, 11,975 (78.44%) consented to future research and provided a valid phone number. We followed the PHIA sample design and included 342 primary sampling units from 10 districts. We randomly selected 5 households from each primary sampling unit that had an eligible participant and sampled 1 person per household. We oversampled the elderly, as they are more likely to be affected by COVID-19. A 3-day Zoom training was conducted in June 2020 to train LeCellPHIA interviewers. RESULTS The surveillance system launched July 1, 2020, beginning with a 2-week enrollment period followed by weekly calls that will continue until September 30, 2022. Of the 11,975 phone numbers that were in the sample frame, 3020 were sampled, and 1778 were enrolled. CONCLUSIONS The surveillance system will track COVID-19 in a resource-limited setting. The novel approach of a weekly cell phone–based surveillance system can be used to track other health outcomes, and this protocol provides information about how to implement such a system. INTERNATIONAL REGISTERED REPORT DERR1-10.2196/31236

Adoption of PBL to Online Environments

2012 ◽  
pp. 170-184
Author(s):  
Fatih Gursul ◽  
Hafize Keser ◽  
Sevinc Gulsecen
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Problem Based Learning ◽  
Statistical Technique ◽  
Learning Approaches ◽  
Instructional Technologies ◽  
Face To Face ◽  
Learning Group ◽  
The Face ◽  
Faculty Of Education

This study’s aim is to find out student’s perspectives on online and face-to-face problem-based learning approaches. The study was conducted at the Department of Computer Education and Instructional Technologies, Faculty of Education, Hacettepe University. Participants were 42 freshman students attending the department during fall of 2006-2007. These students were put into two groups—the online problem-based learning group and the face-to-face problem-based learning group. The research was conducted on Mathematics-I while implementing the topic of ‘derivation’. The content analysis statistical technique is used, as well as a questionnaire consisting of open-ended questions, which perform as a data collection tool to find out the views of the students in context to the process.

Case Studies of ICT-Enhanced Blended Learning and Implications for Professional Development

2011 ◽  
pp. 239-258
Author(s):  
Gail Wilson
Keyword(s):  
Professional Development ◽  
Blended Learning ◽  
Learning Environments ◽  
Faculty Members ◽  
Future Research ◽  
Collective Case Study ◽  
Face To Face ◽  
Regional University ◽  
Professional Development For Teachers ◽  
The Face

This chapter draws on a collective case study of six faculty members working in ICT-enhanced blended learning environments at a large regional university in Australia. The chapter identifies seven dimensions of the blended learning environments created by each teacher, with a particular focus on four of these dimensions – the teacher, the online, the resource-based learning and the institutional support dimension. The research showed how individual faculty members worked to blend their courses through their overall approaches to course planning, their focus on combining the strengths of both the face-toface and the online learning environments, and their eagerness to shift their pedagogical approaches to accommodate the best features of both the face-to-face and the online environments. The chapter makes recommendations for professional development for teachers that is effective in preparing them for creating and working in blended learning environments and suggests areas for future research in the area of blended learning.

Audit roles and the review process: workpaper preparers’ and reviewers’ differing perspectives

2019 ◽  
Vol 34 (4) ◽  
pp. 438-461 ◽  
Author(s):  
Brandon Ater ◽  
Christine Gimbar ◽  
J. Gregory Jenkins ◽  
Gabriel Saucedo ◽  
Nicole S. Wright
Keyword(s):  
Review Process ◽  
Future Research ◽  
Senior Managers ◽  
Data Set ◽  
Accounting Firms ◽  
Content Type ◽  
Face To Face ◽  
Process Characteristics ◽  
Workpaper Review ◽  
The Face

Purpose This paper aims to examine the perceptions of auditor roles on the workpaper review process in current audit practice. Specifically, the paper investigates how an auditor’s defined role leads to perceived differences in what initiates the workpaper review process, the preferred methods for performing reviews and the stylization or framing of communicated review comments. Design/methodology/approach A survey was administered in which practicing auditors were asked about workpaper review process prompts, methods and preferences. The survey was completed by 215 auditors from each of the Big 4 accounting firms and one additional international firm. The final data set consists of quantitative and qualitative responses from 25 audit partners, 33 senior managers, 30 managers, 75 in-charge auditors/seniors and 52 staff auditors. Findings Findings indicate reviewers and preparers differ in their perceptions of the review process based on their defined roles. First, reviewers and preparers differ in their perspectives on which factors initiate the review process. Second, the majority of reviewers and preparers prefer face-to-face communication when discussing review notes. Reviewers, however, are more likely to believe the face-to-face method is an effective way to discuss review notes and to facilitate learning, whereas preparers prefer the method primarily because it reduces back-and-forth communication. Finally, reviewers believe they predominantly provide conclusion-based review notes, whereas preparers perceive review notes as having both conclusion- and documentation-based messages. Research limitations/implications This paper advances the academic literature by providing a unique perspective on the review process. Instead of investigating a single staff level, it examines the workpaper review process on a broader scale. By obtaining views from professionals across all levels, this work intends to inspire future research directed at reconciling differences and filling gaps in the review process literature. The finding that reviewers and preparers engage in role conformity that leads to incongruent perceptions of the review process should encourage the consideration of mechanisms, with the potential to be tested experimentally, by which to reconcile the incongruities. Practical implications Results support recent regulator concerns that there are breakdowns in the workpaper review process, and the findings provide some insight into why these breakdowns are occurring. Incongruent perceptions of review process characteristics may be the drivers of these identified regulatory concerns. Originality/value This is the first study to examine current workpaper review processes at the largest accounting firms from the perspective of both preparers and reviewers. From this unique data set, one key interpretation of the findings is that workpaper preparers do not appear to recognize a primary goal of the review process: to ensure that subordinates receive appropriate coaching, learning and development. However, workpaper reviewers do, in fact, attempt to support preparers and work to create a supportive team environment.

scholarly journals EVALUASI PELAKSANAAN TUTORIAL TATAP MUKA PENDIDIKAN DASAR DI KABUPATEN SERAM BAGIAN BARAT PADA UPBJJ-UT AMBON

2014 ◽  
Vol 15 (1) ◽  
pp. 54-61
Author(s):  
Wildoms Sahusilawane
Keyword(s):  
Data Collection ◽  
Human Resources ◽  
Field Data ◽  
Open University ◽  
Face To Face ◽  
Inhibiting Factors ◽  
Field Data Collection ◽  
The Face

This article presents the results of the evaluation of the implementation of Face to Face Tutorial in the District of West Seram, Maluku province on the implementation and the factors inhibiting the implementation of Face to Face Tutorial. Field data collection was done by using interviews and questionnaires. Data were analyzed descriptively that gives meaning to any data collected and presented in the form of percentages and graphs. The results obtained showed that the Face to Face Tutorial implementation consisting of initial activities, core activities and activities performing well late in accordance with the conditions set by the Open University. Meanwhile. inhibiting factors in the implementation of the tutorial, is the distance, transportation, human resources (tutors), and the limited means of communication. Artikel ini menyajikan hasil evaluasi pelaksanaan Tutorial Tatap Muka (TTM) di Kabupaten Seram Bagian Barat, Provinsi Maluku mengenai pelaksanaan dan faktor-faktor penghambat pelaksanaan TTM. Pengumpulan data di lapangan dilakukan dengan menggunakan teknik wawancara dan kuesioner. Data dianalisis secara deskriptif yaitu memberikan makna pada setiap data yang dikumpulkan, serta disajikan dalam bentuk persentase dan grafik. Hasil yang diperoleh menunjukkan bahwa pelaksanaan kegiatan TTM yang terdiri atas kegiatan awal, kegiatan inti dan kegiatan akhir terlaksana dengan baik sesuai dengan ketentuan yang ditetapkan oleh UT. Sedangkan faktor-faktor penghambat dalam pelaksanaan tutorial, adalah jarak, transportasi, sumber daya manusia (tutor), dan keterbatasan sarana komunikasi.

The Technological Revolution in Survey Data Collection

2009 ◽  
pp. 1373-1378
Author(s):  
Vasja Vehovar
Keyword(s):  
Data Collection ◽  
Survey Data ◽  
Research Work ◽  
Codes Of Conduct ◽  
Measurement Instrument ◽  
Sample Survey ◽  
The Internet ◽  
Computer Assisted ◽  
Face To Face ◽  
The Usa

Surveys—data collection based on standardized questionnaires— started with censuses thousands of years ago. However, it was only in the 1930s, following some breakthrough developments in applied statistics, that the sample survey data collection approach was widely acknowledged. The possibility of inferring about the total population from samples of 300 or 1,000 units radically expanded the potential of survey data collection. In addition to sampling, survey data collection procedures also rely on a proper measurement instrument (i.e., a survey questionnaire) as well as effective administrative and managerial activities. Since the 1930s, opinion polling has become a major tool of democratic development (Gallup & Rae, 1968). Official statistics have recognized the enormous potential of survey data collection for the fast estimation of crops, industry outputs, unemployment, and so forth. Further, the marketing and media industries obtained a tool to effectively measure the characteristics of their target groups. The survey industry has therefore become an established activity with its own associations (e.g., ESOMAR, AAPOR), codes of conduct, publications, conferences, professional profiles, and large multinational companies generating annual revenues worth billions of dollars (e.g., A.C. Nielsen). Surveys were traditionally performed as personal interviews, over the telephone or in the form of selfadministrated questionnaires. Information-communication technology (ICT) developments introduced radical changes to the survey data collection processes, particularly because the core of this activity is manipulation with the information itself. The early implementations of ICT in survey data collection are linked to computer developments. Mass computerization started with the emerging PC in the 1980s and enabled computer-assisted survey information collection (CASIC), firstly with the introductionn of computer-assisted telephone interviewing (CATI). In the late 1980s, portable computers started to be used with face-to-face interview data collection, leading to computer-assisted personal interviewing (CAPI). When personal computers started to become the mainstream, computerized self-administered questionnaires (CSAQ) were implemented in various forms. The last crucial milestone came in the 1990s with the rise of the Internet, which enabled e-mail and Web-based types of CSAQ. This started a new stream of ICT development which is radically transforming the entire survey industry. Internet-based data collection will soon become the mainstream survey mode. Studies for 2005 projected that market research organizations worldwide would generate over a billion dollars in revenue on the basis of Internet surveys (Terhanian & Bremer, 2005). In addition, about 40% of research work in the USA in 2003-2004 was conducted on the Internet (E-consultancy, 2004).

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.

Out of Site, Still in Mind? A Case Study in Video Mediated Communication

1992 ◽  
Vol 36 (3) ◽  
pp. 242-246
Author(s):  
Beverly L. Harrison ◽  
Mark H. Chignell ◽  
Ronald M. Baecker
Keyword(s):  
Video Conferencing ◽  
Field Trials ◽  
Video Communication ◽  
Future Research ◽  
Systematic Research ◽  
Mediated Communication ◽  
Face To Face ◽  
Floor Control ◽  
The Face

Video mediated communication alters our perception of the way in which we interact and communicate. In contrast to face to face or audio only (e.g., telephone) communication, there is relatively little systematic research on the effect of video conferencing on communication within groups of people at dispersed locations (Harrison, 1991b; Harrison et al, 1992b; Sellen, 1992; Wolf, 1988; Cohen, 1982; Short, Williams, and Christie, 1976). In this paper we describe a study of how participants at three distant locations perceived differences between face to face (within site) and video mediated (between site) communication. Results indicate that participants perceived between site, mediated communication to be unnatural and uncomfortable. They felt there were problems with gaining floor control and with conversation flow. Additionally, participants perceived the between site, mediated communication to be less interactive, less social, and less enjoyable than the face to face, within site communication. The insights gained through this and other case studies, summarized here, will be used to guide our future research. This study is one in a series of field trials and controlled experiments aimed at understanding the human factors issues associated with video communication and the design of such systems.

scholarly journals Impact of Socio-Economic Status on Accessibility of Dog Training Classes

Animals ◽  
2019 ◽  
Vol 9 (10) ◽  
pp. 849
Author(s):  
Lauren Harris ◽  
Tamsin Durston ◽  
Jake Flatman ◽  
Denise Kelly ◽  
Michelle Moat ◽  
...  
Keyword(s):  
Economic Status ◽  
Working Hours ◽  
Dropout Rate ◽  
Future Research ◽  
Behaviour Problems ◽  
Face To Face ◽  
Dog Training ◽  
Socio Economic Status ◽  
The Face ◽  
Household Incomes

Behaviour problems are amongst the most common reasons given for relinquishing dogs to rehoming centres. Some behaviour problems may be amenable to being tackled pre-emptively with classes educating owners on basic dog training and understanding behaviour; however, it is recognised that people with low socio-economic status (SES) may face barriers to attending classes such as affordability, variable working hours, and limited access to transport and childcare. The current study piloted free-to-use dog training and owner education classes in areas with high levels of economic deprivation, both in the traditional face-to-face format and online. It was hypothesised that providing an online dog training course may help people overcome practical barriers by allowing them to complete training modules in their own time. High dropout rates were observed in both formats (online: 100%, face-to-face: 43% dropout). A course of paid dog training classes running in the same area saw a comparatively low dropout rate (24%). Participants who completed the face-to-face classes had significantly higher household incomes and were less likely to receive means-tested benefits than participants who dropped out (household income p = 0.049; benefits status p = 0.017). This evidence suggests that people with low SES may face non-course fee-related barriers to attending dog training classes. Future research should include a qualitative investigation of people’s reasons for not continuing with dog training courses. Study findings can support the development of training and behaviour advice delivery that is accessible to people with varied socio-economic backgrounds.

scholarly journals E-learning and Blended Learning in Orthodontic Education

2017 ◽  
Vol 7 ◽  
pp. 188-198 ◽  
Author(s):  
Avinash Kumar
Keyword(s):  
Blended Learning ◽  
Large Scale ◽  
Future Research ◽  
Learning Program ◽  
Face To Face ◽  
The Face ◽  
E Learning ◽  
Manual Skills ◽  
Face To Face Learning ◽  
Better Than

The purpose of this article is to evaluate how effective and efficient e-learning and blended learning is when compared with traditional face-to-face learning in orthodontic education. This article also provides a comparison between face-to-face learning, e-learning, and blended learning. An open PubMed literature search was done from 1980 to 2015, and a total of 23 relevant key articles were reviewed. Information emerging from studies in orthodontic education has indicated that e-learning classes are at least as good as and/or better than face-to-face classroom learning. Till date, only one study stated that the face-to-face conventional learning is better than e-learning. Two studies stated that blended approach using both traditional face-to-face learning and e-learning is the best method. In one study, the advantages of e-learning observed in the theoretical fields of orthodontics were not achieved in learning practical procedures for manual skills. Few studies found improvements in the efficiency of learning with e-learning program. Studies performed through questionnaires showed that student’s attitude and acceptance toward the use of e-learning was positive and favorable; however, blended learning was always rated high. Future research should be based on experiences of both faculty and student on a large scale for implementation of e-learning and blended learning in academic institutions. There is also need to provide professional development for faculty who will be teaching both in the physical and virtual environments.

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