The Fallacy of Online Surveys: No Data Are Better Than Bad Data

Duda, Mark; Nobile, Joanne L.

doi:10.1080/10871200903244250

Cited by 96 publications

(78 citation statements)

References 2 publications

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“…More importantly, the general public does not understand the scientific method and the difference between a convenience and random sample. Duda and Nobile (2010) provided a comprehensive overview on this topic, highlighted several examples of the importance of random data collection, and noted extreme spreads based on collection method. Mixed-mode surveys show some promise in that participants are given a choice between responding via more than one method (e.g., .…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Assessing Deer Hunter Attitudes Toward Regulatory Change Using Self-Selected Respondents

Cornicelli

Grund

2011

Human Dimensions of Wildlife

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State wildlife agencies are charged with managing wildlife populations of harvestable species. Opinions regarding how species should be managed differ dramatically and decisions are often made without comprehensive data. There is interest among deer hunters in Minnesota to change harvest regulations that benefit mature bucks. Beginning in 2005, research focused on the biological and social implications of changing deer regulations. We used data collected via random surveys, public input meetings, and an Internet survey to assist with the decision-making process. We observed demographic differences among respondents for the three data collection methods; however, the attitudinal differences were "minimal" (i.e., Cramér's V ≈ .1). We believe that a structured public input process, even if self-selected, can help inform decision-makers. Agencies that use public input meetings should reevaluate their public input process to include an Internet component if there are adequate baseline data available to make comparisons.

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Section: Conceptual Backgroundmentioning

confidence: 99%

Assessing Deer Hunter Attitudes Toward Regulatory Change Using Self-Selected Respondents

Cornicelli

Grund

2011

Human Dimensions of Wildlife

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“…In the context of exploring student views on the use of social networking technologies, this represents a limitation of the research. Similarly, those with a strong interest in the topic (which is likely to be those already using social media) would have been more drawn to completing the survey (Duda and Nobile, 2010), again skewing findings towards a positive reaction from students.…”

Section: Methodsmentioning

confidence: 99%

Exploring the views of students on the use of Facebook in university teaching and learning

Donlan

2012

Journal of Further and Higher Education

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Abstract:Facebook use among students is almost ubiquitous; however, its use for formal academic purposes remains contested. Through an online survey, monitoring student use of module Facebook pages and focus groups, this study explores students' current academic uses of Facebook and their views on using Facebook within university modules. Students reported using Facebook for academic purposes, notably peer-peer communication around group work and assessment; a use not always conceptualised by students as learning. Focus groups revealed that students are not ready or equipped for the collaborative style of learning envisaged by the tutor and see Facebook as their personal domain, within which they will discuss academic topics where they see a strong relevance and purpose, notably in connection with assessment. Students use Facebook for their own mutually-defined purposes and a change in student mind-and skillsets is required to appropriate the collaborative learning benefits of Facebook in formal educational contexts. Keywords:Social networking; teaching; higher education; Facebook; collaboration Word count: 6319Exploring the views of students on the use of Facebook in university teaching and learning IntroductionThe infiltration of social media into our everyday lives has transformed the way in which people communicate, do business and is even beginning to change the way in which higher education institutions teach their students. The new generation of students have been termed 'digital natives' (Prensky, 2001), having grown up with an array of new technologies and as such they expect the use of multiple information media (Aragon, 2007). However, such a view has been more recently criticised for taking an overly-optimistic view of students' technological capabilities (Oblinger and Oblinger, 2005) and generalising across what remains a diverse group of individuals with differing levels of technological interest and experience (Bennett, Maton and Kervin, 2008). As such, this paper contributes to the on-going debate by further exploring both students' use of and views on social networking sites in an educational context. Previous studies also suggest the pervasiveness of Facebook use among student populations (Hoyer et al, 2010;Smith and Caruso, 2010;Connell, 2009) and while there has been some exploration of the use of social networking sites in an academic context (Estus, 2010;Madge et al, 2009;Selwyn, 2009), given their prevalence in wider society, there is still much to explore in relation to the use of social networking sites such as Facebook in a higher education academic context. Therefore, the purpose of this paper is to explore the views of students at a UK university, regarding the use of Facebook for teaching and learning purposes. Isolated studies have examined students' use of Facebook in the UK (Madge et al, 2009); however much of the research has been based around students in the USA (Gray, Annabell and Kennedy, 2010;Pempek, Yermolayeva and Calvert, 2009). Therefore, there is a need to explore in mor...

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“…Our study suffered from limitations common across many online survey studies, such as volunteer bias and social desirability bias. Additionally, online surveys can only provide information given by unverified respondents, and thus the quality of data depends entirely on the participant; we cannot assume that all information disclosed is credible (Duda & Nobile, 2010). However, the equivalency of the datasets suggests that this problem is not greater in MTurk or SL samples than in conventional undergraduate samples.…”

Section: Limitations and Future Directionsmentioning

confidence: 99%

An examination of the equivalency of self-report measures obtained from crowdsourced versus undergraduate student samples

Briones

Benham

2016

Behav Res

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Increasingly, researchers have begun to explore the potential of the Internet to reach beyond the traditional undergraduate sample. In the present study, we sought to compare the data obtained from a conventional undergraduate collegestudent sample to data collected via two online survey recruitment platforms. In order to examine whether the data sampled from the three populations were equivalent, we conducted a test of equivalency using inferential confidence intervals-an approach that differs from the more traditional null hypothesis significance testing. The results showed that the data obtained via the two online recruitment platforms, the Amazon Mechanical Turk crowdsourcing site and the virtual environment of Second Life, were statistically equivalent to the data obtained from the college sample, on the basis of means of standardized measures of psychological stress and sleep quality. Additionally, correlations between the sleep and stress measures were not statistically different between the groups. These results, along with practical considerations for the use of these recruitment platforms, are discussed, and recommendations for other researchers who may be considering the use of these platforms are provided.

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The Fallacy of Online Surveys: No Data Are Better Than Bad Data

Cited by 96 publications

References 2 publications

Assessing Deer Hunter Attitudes Toward Regulatory Change Using Self-Selected Respondents

Assessing Deer Hunter Attitudes Toward Regulatory Change Using Self-Selected Respondents

Exploring the views of students on the use of Facebook in university teaching and learning

An examination of the equivalency of self-report measures obtained from crowdsourced versus undergraduate student samples

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