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Scholarship of Teaching and Learning - Data Analysis
The document outlines the scholarship of teaching and learning (SoTL) process, detailing its goals of enhancing student learning through reflective research practices. It presents a five-step methodology for conducting SoTL, emphasizing data collection methods, tools like Qualtrics for surveys, and the analysis of qualitative and quantitative data. Additionally, it provides resources for further research, publishing opportunities, and collaborative support in the SoTL community.
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Scholarship of Teaching and Learning - Data Analysis
- 1. SoTL: Scholarship of Teachingand Learning Data Collection and Analysis Dr. Staci Trekles, atrekles@pnw.edu
- 2. Review: SoTL Basics •Reflective process, similar to research in any disciplinary field • Goals typically relate to improving student learning and experiences • Five primary steps (Bishop-Clark & Dietz-Uhler, 2012): 1. Generate the research question and do literature review 2. Design the study 3. Collect data 4. Analyze data 5. Present and publish
- 3. Types of Datato Collect • Mainly you will have either qualitative or quantitative data, or both (in mixed methods) • Quantitative data usually involves some statistical work (such as results from surveys) • Qualitative data will involve looking through and finding commonalities or themes
- 4. Tools for DataCollection • Qualtrics: Great choice as it gathers data anonymously and does common statistics on surveys • Cameras/microphones/iPad/smartphone: Great for interviews or focus groups, recordings are easy to transfer or listen to again and transcribe • BlackBoard: good place to get assessment data from within your courses, can do basic statistics on test scores, rubrics • SPSS: University has a site license available to use SPSS to run statistical analysis on quantitative data • NVIVO and HyperRESEARCH: Common tools in qualitative analysis (not free) but there are others – see https://en.wikipedia.org/wiki/Computer-assisted_qualitative_data_analysis_software • University Institutional Research Office: http://www.pnw.edu/institutional-research/
- 5. Qualtrics Overview • http://purdue.qualtrics.com •Log in with your Purdue career account • They just updated their interface! You now have a choice between classic and new views • Detailed and helpful tutorials: • New “Insight Platform”: http://support.qualtrics.com/explore-the-new-qualtrics • Classic platform: http://www.qualtrics.com/university/
- 6.
- 7. Let’s Explore Qualtrics •Great for anonymous surveys, research, feedback, and voting • A link is provided that you can send to anyone to complete the survey • Reports are detailed and can be analyzed in a number of ways • More help and manuals: http://centers.pnw.edu/teaching/qualtrics/
- 8. The Basics • Usethe Create Project button at the top right to create a new survey • Once you’re editing a survey you have a toolbar of options • Survey: Content and design • Distribution: Get your link and other settings • Data & Analysis: Analyze your data collected • Reports: Download reports of results
- 9. Qualtrics Survey Questions •Qualtrics offers many different types of questions, everything from basic multiple choice to matrixes, ranking, and more • Additional options are available for timing, custom validation, and skip logic
- 10. Coding and Categorizing •Your data will start to line up into categories based on repetition, comparisons • Some people like tools like NVIVO which help with coding digitally • Others will use colors (markers or digital) to show where themes intersect visually, or make a table • Use the method that makes sense for you, and realize that it may take several passes through the data • Resources for coding methods: • https://researchrundowns.com/qual/ qualitative-coding-analysis/ • http://programeval.ucdavis.edu/docu ments/Tips_Tools_18_2012.pdf • http://onlineqda.hud.ac.uk/Intro_Q DA/how_what_to_code.php
- 11. Analyzing Data andMaking Conclusions • You’ll never be able to say with 100% certainty that you proved something in research • But, you can usually say that there is good evidence for a conclusion or recommendation based on what you see so far • If it’s still unclear, get more data from other sources and triangulate the findings
- 12. Digging Deeper • Rememberthat it’s difficult to generalize most SoTL research conclusions • Recommendations, though, can lead to further research or to new literature out there to review • Often the process is cyclical and you’ll find yourself going back, adding new data sets, and confirming or altering your conclusions over and over again
- 13. Your Turn! • Whereare you at so far with your project? • Where do you need more help (more advice, more data, more questions)? • What’s confounding you so far in the process? • What questions do you have about analyzing data, getting tools to help, and so on?
- 14. Places to Publish •Annual SoTL Conferences: http://www.washington.edu/teaching/sotl- annual-conferences/ • Great list of interdisciplinary and teaching journals: http://www.fctl.ucf.edu/researchandscholarship/sotl/journals/ • Directory of Teaching Journals: http://cetl.kennesaw.edu/teaching-journals- directory • Directory of Teaching Conferences: http://cetl.kennesaw.edu/teaching- conferences-directory
- 15. More Resources • VanderbiltSOTL “getting started” guide: https://my.vanderbilt.edu/sotl/doing-sotl/getting-started/ • Guidebook to SOTL – thinking of a problem and the questions: https://my.vanderbilt.edu/sotl/files/2013/09/1SoTLProblem4.pdf • Faculty Center for Teaching and Learning at Univ. of Central Florida: http://www.fctl.ucf.edu/ResearchAndScholarship/SoTL/ • Center for Engaged Learning at Elon University videos: https://www.youtube.com/channel/UCNIm8Apo1feU73SPyxEXXgg
- 16. References • Bishop-Clark, C,& Dietz-Uhler, B (2012). Engaging in the scholarship of teaching and learning. Sterling, VA: Stylus. • Boyer, E.L. (1990). Scholarship reconsidered: Priorities of the professorate. San Francisco, CA: Jossey-Bass. • Felten, P. (2013). Principles of good practice in SoTL. Teaching and Learning Inquiry: The ISSOTL Journal, 1(1), 121-125. • Hutchings, P. (2000). Opening lines: Approaches to the scholarship of teaching and learning. Menlo Park, CA: Carnegie. • Nelson, C. (2003). Doing it: Examples of several of the different genres of the scholarship of teaching and learning. Journal of Excellence in College Teaching, 14(2), 85-94.
Editor's Notes
- #6 Qualtrics recently went through an interface change, which actually streamlined a lot of operations. We’ll take a quick look at both views, though I would encourage you to try the new version when you’re prompted upon login. It’s pretty nice! Log in at purdue.qualtrics.com, with your Purdue career account username and password.
- #7 You can see some differences between how Qualtrics displays information on the old and new views. There are fewer ”clicks” to do things in the new interface, and you can see basic results and other information right on the front page about your surveys. This can be very helpful for monitoring how many responses have come in and what the respondents are saying. There are, of course, deeper reporting capabilities available within Qualtrics once you enter your survey and choose Reports.
- #8 Take some time to explore Qualtrics in creating a new survey,
- #9 Use the Create Project button at the top right to create a new survey. You can create as many new surveys as you wish and they will stay with your account forever. Once you’re editing a survey you have a toolbar of options available. Survey: Content and design of the survey, including your questions and what the survey looks like Distribution: Get your link and other settings, including sending directly to known email addresses Data & Analysis: Analyze your data collected, including analysis of text and cross-tabulations Reports: Download reports of results in various formats
- #10 Qualtrics offers many different types of questions, everything from basic multiple choice to matrixes, ranking, and more. There is almost no shortage to what Qualtrics can provide for your research needs. Additional options are available for timing, custom validation, and skip logic. For example, you can create a survey with various if-then statements built into it so that if a respondent answers in a particular way, they can be directed to questions that would be different if they responded in another way. There is also a Question Library with many pre-created questions that you can use. An example would be an already-prepared list of the 50 states to allow respondents to pick from the list if they are recording where they live.