Evidence-Based Survey Design: The Use of Continuous Rating Scales in Surveys

Chyung, Seung Youn; Swanson, Ieva; Roberts, Katherine; Hankinson, Andrea

doi:10.1002/pfi.21763

Cited by 63 publications

(50 citation statements)

References 24 publications

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“…Finally, the survey results may have been influenced by the choice to use continuous (VAS-like) sliders over discrete scales (Likert scale) for term assessment. Studies comparing continuous (VAS-like) sliders with discrete evaluation scales, such as the Likert scale, show positives and negatives for both options [2] . While discrete evaluation scales may evoke data inconsistencies due to the effect of response-order, continuous sliders may suffer from functionality issues leading to low response rates.…”

Section: Discussionmentioning

confidence: 99%

In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

2022

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The social distancing measures implemented world-wide in the wake of the novel Coronavirus (COVID-19) crisis have forced voice pedagogues to alter their teaching habits, likely shifting from customary in-person teaching to virtual teaching. An online survey, distributed world-wide in April/May 2020, investigated how singing voice pedagogues were impacted by the COVID-19 crisis. The collected responses from 387 survey participants suggest that, overall, voice teachers were only moderately satisfied with having to teach virtually, indicating that virtual voice teaching is not a sufficient replacement for in-person teaching. The participants indicated that during virtual teaching the singing voice can be assessed relatively well through features which provide both acoustic and visual clues. In contrast, depending on utilized technology, it may be harder to judge those aspects of the singing voice that are solely defined acoustically, such as dynamic range and spectral composition. This may be explained by limitations imposed by “out of the box” technology for online communication, which is typically optimized for speech instead of singing. This calls for better information on technological solutions for virtual voice teaching.

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Section: Discussionmentioning

confidence: 99%

In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

2022

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“…The feedback was gathered via questionnaires, including freeresponse questions and Visual Analogue Scale (VAS) statements about the courses. VAS questions are an alternative to Likert scales and allow for a more fine-grained analysis (Chyung, Swanson, Roberts, & Hankinson, 2018). Students were asked after each course to mark on a line where 0 is "not at all" and 100 "very much" how connected they felt to the teachers and their classmates (Figure 2).…”

Section: Data Collectionmentioning

confidence: 99%

Comparing Face-to-face and Online Teaching of Written and Spoken Chinese to Adult Learners: An Edinburgh-Sheffield Case Study

Zhao

Blankinship

Duan

et al. 2020

International Journal of Chinese Language Teaching

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We report a study comparing teaching written and spoken Chinese separately to adult learners without prior knowledge of Chinese in the traditional classroom setting and in the online format. The best way of introducing Chinese characters remains one of the major challenges in teaching Chinese as a foreign language: different methods have been used in practice and more empirical evidence is needed to identify their advantages and limitations. In a crossover design, we compared groups which received either four-week tuition in Chinese characters only (without teaching the sound or pinyin spelling) or the same period of tuition in spoken Chinese (without any writing, neither characters nor pinyin). After a two-week break, the groups were swapped, such that the writing class received tuition in spoken Chinese and vice versa. The first four-week block was delivered in the traditional classroom format, while the remaining tuition took place online, due to the Covid-19-related lockdown. The idea of teaching spoken and written Chinese entirely separately, although initially unfamiliar to teachers, proved to be feasible. The transition to online teaching worked Article

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“…There are many variations in surveys as to what type of answers respondents can give, in terms of the number of answer categories, the symbolic language of the answers (pictorial, verbal, numerical), and the recording method (i.e., clicking an answer or having respondents move a sliding scale). Chyung et al (2018) provide a comprehensive review on these matters, going back almost a century to find the first studies that considered how to record opinions. Their general conclusion is that three to five answer possibilities are too few because one loses a lot of potential information, but after 11 there is not much information gain in more answer categories.…”

Section: The Logic Of Conversations and How To Design Those Conversatmentioning

confidence: 99%

Measuring Subjective Wellbeing

Frijters¹

2020

Handbook of Labor, Human Resources and Population Economics

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There are two main different views on what subjective wellbeing is, reflected in two different types of measures: the idea that humans experience a flow of "utility" and the idea that individuals now and then evaluate how they are going in life. The first idea is associated with measures of how individuals experience moments or episodes, while the second is associated with evaluative questions about how an individual views their life or some aspect of life. It used to be thought that the two measures would lead to the same advice for individuals and policy makers as to what to do, but it now turns out that the correlation between them is low. In terms of external uses, major life decisions fit the found determinants of evaluations better, but the experience of moments is more useful for predicting immediate reactions. The chapter describes both principles and the

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Evidence-Based Survey Design: The Use of Continuous Rating Scales in Surveys

Cited by 63 publications

References 24 publications

In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

In-Person or Virtual? – Assessing the Impact of COVID-19 on the Teaching Habits of Voice Pedagogues

Comparing Face-to-face and Online Teaching of Written and Spoken Chinese to Adult Learners: An Edinburgh-Sheffield Case Study

Measuring Subjective Wellbeing

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