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How to maximise your survey response rates webinar 4 march 2020 vr3



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How to maximise your survey response rates webinar 4 march 2020 vr3

  1. 1. ‘How to maximise your survey response rates’ webinar - 4 March 2020 4 March 2020
  2. 2. Agenda 2 •11am - Introduction - Mark Langer-Crame (Jisc) •11.05 - Dave Monk - Harlow College - Harlow College: a cultural approach •11.15 - Keely Flather - PETROC College - Online Learning @ Petroc •11.25 - Drew McConnell - University of Glasgow - Timing, timing, timing •11.35 - Laura Hollinshead – University of Derby - Comparing student and staff engagement •11.45 - Further tips and any final questions – Mark Langer-Crame (Jisc)
  3. 3. Harlow College: a cultural approach Dave Monk – Harlow College
  4. 4. HARLOW COLLEGE: A CULTURAL APPROACH Dave Monk E-Learning Development Co-ordinator
  5. 5. WHY IS DIGITAL INSIGHTS SURVEY IMPORTANT TO US?  One-to-one deployment of iPads over 5 years  Digital Insights survey since pilot  Evidence for college – executive, governors  Underpinning of strategy  Evidence for others – Apple Distinguished School (twice!)  Benchmarking
  6. 6. WE GET GOOD RESPONSES – HOW?  Timing of survey – Spring Term – students/Summer Term – staff  Annual event – one month duration  Chivvying – competitive spirit! Curriculum Managers  Team Harlow – curriculum led – buy-in  Frequent updates – league table!  2018/19 – 1,270 responses – 3,000 students approx.  Digital Leaders & Digital Ambassadors  VLE link & Showbie class – college wide
  7. 7. WHAT HAVE WE DONE/WHAT DO WE LEARN?  Core Apps/learning tools well supported – Showbie, Kahoot! Even Qube (Moodle VLE)  Rated above benchmark for Digital Teaching & Infrastructure  Students want more video – we gave them Planet e-stream!  Link surveys to our own internal surveys – annual reviews – Quality team New Project  Focus Groups  Key questions from Digital Insights – employment/digital workplace  What else can we learn?
  8. 8. Online Learning @ Petroc Keely Flather - PETROC College
  9. 9. Digital Academy & Digital Academy+ Core Online Learning Keely Flather: Senior Learning Technologies & Library Services Coordinator
  10. 10. Digital Academy aims and objectives ★ The aims of the Digital Academy is to help our students develop the digital literacy skills they require to Live, Learn and Work in our digital society. ★ Digital Academy students will complete a number of digital challenges that focus on the five key digital skills set. ★ On completion of the digital challenges students will be awarded a Digital Literacy Certificate of Achievement. ★ Learners will attend every other week (=17 hours of content)
  11. 11. Digital Academy & Digital Academy+ Both the Digital Academy and the Digital Academy+ will be delivered via Google classroom. All new students starting a level 2 course or level 3 course will join the Digital Academy. ★ Students returning to start a new level 2 course will join the Digital Academy. All returning second year level 3 students will join the Digital Academy+
  12. 12. Digital Academy will use Google Applied Digital Skills lessons Digital Academy+ will use the Future Learn Accenture Digital Skills courses
  13. 13. Core Online Learning: All level 2 and level 3 learners also have to complete at least 1 hour per week of Core (Subject) Online Learning. Content is created by teachers, the learning space is facilitated by the Learning Technologies team.
  14. 14. We do not offer any incentives, learners complete this as part of their timetabled lesson. 646 learners completed the survey in 2 week period Q16: 150 responses Q23: 415 responses Q28: 350 responses Q23:Please give an example of a digital tool or app you find really useful for learning:​ Quizlet Massolit Youtube Kahoot Google Apps Moodle E-books
  15. 15. A follow up survey was added to the classroom, exploring the feedback from the learners. I will present this to the College Management Team and the Senior Management team
  16. 16. Keely Flather: Senior Learning Technologies & Library Services Coordinator @KeelyFlather
  17. 17. Timing, timing, timing Drew McConnell University of Glasgow
  18. 18. Student s L&T staff Pro staff Researchers 2018 1639 363 (13%) pilot - 2019 2296 232 (8%) - 2020 3489 (8%) April 687 (17%) 106 (8%) pilot still live Jisc Digital Experience Insights survey responses
  19. 19. Comparing student and staff engagement Laura Hollinshead University of Derby
  20. 20. Comparing students and staff engagement Laura Hollinshead
  21. 21. 2017/18 613 2018/19 802 (5% of local student population) 2019/20 1,226 (8% of local student population) Student: Response Rates 31% more people responded 35% more people responded
  22. 22. Approach to engaging students
  23. 23. Staff : Response rates Academic Staff 2018/19 121 (7% of academic staff) 2019/20 73 responses (5% of academic staff) Professional Services staff 96 responses 40% response rate
  24. 24. Approach to engaging staff
  25. 25. Importance of the data
  26. 26. Next Time
  27. 27. Further tips and any final questions Mark Langer-Crame Jisc
  28. 28. Tips to boost response rates for your surveys - 1 28 • Emphasise its an opportunity to improve their digital experience at your institution, ie the VLE, access to support, delivery of course content • Emphasise benefits to students and staff of enhanced digital skills, ie employability, lifelong learning • Make survey easy to access, links to institutional apps, VLEs, staff portals • Offer drop-in sessions to complete the survey in open access areas, ie staff rooms or student union cafes • Use reminders, ie make note of response rates by different departments so can craft messages like ’60% of department x have already responded to the survey…we want to hear your voice as well..’
  29. 29. Tips to boost response rates for your surveys - 2 29 • Let staff and students know the survey is coming in advance, create a buzz, raise awareness • Communication snappy and positive – (student generated?) • Embed survey into an ongoing process, ie induction, course feedback, staff reviews • Encourage tutors to make time to complete in class • Incentives, ie prize draws, free refreshments • Find out more about engaging your respondents on our official guidance pages (
  30. 30. Digital experience insights (putting ‘insights surveys’ in subject title) Mark Langer-Crame #digitalstudent Except where otherwise noted, this work is licensed under CC-BY Digital experience insights

Editor's Notes

  • I have been running the student insights survey at the university since 2017 and have recently started to pilot the staff surveys.
    Interesting to compare engagement across the two surveys,
  • Working around survey embargo due to NSS and internal feedback survey for students
    December for 3 weeks (2-20 December)
    Removed NSS population from the direct email advertising
  • Incentive to win iPad and Amazon vouchers
    Direct email sent to non-NSS population
    Social media for our central student engagement team
    Screen in open areas of the university
    Via academic staff with communications which are quick and easy for them to copy and paste
    Biggest difference this year was the advert within the VLE which appeared on login page and within every module
  • Extended the period the survey was open (Dec and Jan)
  • Direct email to academic staff and email from managers for professional services
    Advert on intranet
    Incentives for staff not seen as a good use of money
    Many of the staff have bigger things to be concerned about
    With workloads often a problem
  • Useful to be able to relate staff and student responses together
    Data used to demonstrate improvements to infrastructure (wi-fi, learning spaces, lecture recording) and business case for new tools (Polling, Accessibility)
    Also use with academic staff to make them more aware of the student digital experience in relation to learning and teaching – collaborating online, teaching online
    Make sure the students understand their voice has helped to shape these improvements
  • Take the same approaches with students
    More lead in time for preparation of communications for students
    Timing for staff trying to target a different point in the academic year
    Thinking about incentives for staff
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