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‘How to maximise your survey
response rates’ webinar - 4 March 2020
4 March 2020
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)
Harlow College: a cultural approach
Dave Monk – Harlow College
HARLOW COLLEGE: A CULTURAL APPROACH
Dave Monk
E-Learning Development Co-ordinator
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
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
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?
Online Learning @ Petroc
Keely Flather - PETROC College
Digital Academy & Digital Academy+
Core Online Learning
Keely Flather: Senior Learning Technologies & Library
Services Coordinator
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)
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+
Digital Academy will use Google
Applied Digital Skills lessons
Digital Academy+ will use the Future
Learn Accenture Digital Skills courses
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.
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
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
Keely Flather: Senior Learning
Technologies & Library Services
Coordinator
keely.flather@petroc.ac.uk
@KeelyFlather
linkedin.com/in/keelyflather
Timing, timing, timing
Drew McConnell
University of Glasgow
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
Comparing student and staff engagement
Laura Hollinshead
University of Derby
Comparing students
and staff
engagement
Laura Hollinshead
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
Approach to engaging students
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
Approach to engaging staff
Importance of the data
Next Time
Further tips and any final questions
Mark Langer-Crame
Jisc
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..’
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
(https://digitalinsights.jisc.ac.uk/our-service/advice-and-guidance/)
Digital experience insights
help@jisc.ac.uk (putting ‘insights
surveys’ in subject title)
Mark Langer-Crame
mark.langer-crame@jisc.ac.uk
https://digitalinsights.jisc.ac.uk
#digitalstudent
Except where otherwise noted,
this work is licensed under CC-BY
Digital experience insights https://digitalinsights.jisc.ac.uk

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

  • 1. ‘How to maximise your survey response rates’ webinar - 4 March 2020 4 March 2020
  • 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. Harlow College: a cultural approach Dave Monk – Harlow College
  • 4. HARLOW COLLEGE: A CULTURAL APPROACH Dave Monk E-Learning Development Co-ordinator
  • 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. 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. 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. Online Learning @ Petroc Keely Flather - PETROC College
  • 9. Digital Academy & Digital Academy+ Core Online Learning Keely Flather: Senior Learning Technologies & Library Services Coordinator
  • 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. 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. Digital Academy will use Google Applied Digital Skills lessons Digital Academy+ will use the Future Learn Accenture Digital Skills courses
  • 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. 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. 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. Keely Flather: Senior Learning Technologies & Library Services Coordinator keely.flather@petroc.ac.uk @KeelyFlather linkedin.com/in/keelyflather
  • 17. Timing, timing, timing Drew McConnell University of Glasgow
  • 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. Comparing student and staff engagement Laura Hollinshead University of Derby
  • 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
  • 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
  • 27. Further tips and any final questions Mark Langer-Crame Jisc
  • 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. 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 (https://digitalinsights.jisc.ac.uk/our-service/advice-and-guidance/)
  • 30. Digital experience insights help@jisc.ac.uk (putting ‘insights surveys’ in subject title) Mark Langer-Crame mark.langer-crame@jisc.ac.uk https://digitalinsights.jisc.ac.uk #digitalstudent Except where otherwise noted, this work is licensed under CC-BY Digital experience insights https://digitalinsights.jisc.ac.uk

Editor's Notes

  1. 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,
  2. 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
  3. 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
  4. Extended the period the survey was open (Dec and Jan)
  5. 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
  6. 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
  7. 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