ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Ikuo Shimizu - PhD Project data for study 4
No full textTitle
Perceived positive social interdependence in online versus face-to-face team-based learning styles of collaborative learning: a randomized, controlled, mixed-methods study
Background
Collaborative learning is a group learning approach in which positive social interdependence within a group is key to better learning performance and future attitudes toward team practice. Recent attempts to replace a face-to-face environment with an online one have been developed using information communication technology. However, this raises the concern that online collaborative learning (OCL) may reduce positive social interdependence. Therefore, this study aimed to compare the degree of social interdependence in OCL with face-to-face environments and clarify aspects that affect social interdependence in OCL.Methods We conducted a crossover study comparing online and face-to-face collaborative learning environments in a clinical reasoning class using team-based learning for medical students (n = 124) in 2021. The participants were randomly assigned to two cohorts: Cohort A began in an online environment, while Cohort B began in a face-to-face environment. At the study’s midpoint, the two cohorts exchanged the environments as a washout. The participants completed surveys using the social interdependence in collaborative learning scale (SOCS) to measure their perceived positive social interdependence before and after the class. Changes in the mean SOCS scores were compared using paired t-tests. Qualitative data related to the characteristics of the online environment were obtained from the focus groups and coded using thematic analysis. Results The matched-pair tests of SOCS showed significant progression between pre- and post-program scores in the online and face-to-face groups. There were no significant differences in overall SOCS scores between the two groups. Sub-analysis by subcategory showed significant improvement in boundary (discontinuities among individuals) and means interdependence (resources, roles, and tasks) in both groups, but outcome interdependence (goals and rewards) improved significantly only in the online group. Qualitative analysis revealed four major themes affecting social interdependence in OCL: communication, task-sharing process, perception of other groups, and working facilities.ConclusionsThere is a difference in the communication styles of students in face-to-face and online environments, and these various influences equalize the social interdependence in a face-to-face and online environment.Data
The files include quantitative and qualitative data of the research
Jeroen van der Linden - PhD project data for study 1
No full textAbstract
Recent studies show that students applying appropriate self-regulated learning strategies (SRL) are more successful in their academic achievements (AA). However, the relation between SRL and AA is complex. There is evidence that not all SRL strategies contribute equally to AA. A greater understanding of the relationship between students’ SRL strategies and AA can help indicate differences between students. Interviews were conducted to study the relationship between the SRL strategies students use when learning for an achievement test and the resulting AA. Two main aspects that influence this relationship were identified: students’ goal approach, and with this approach, the amount of effort they put into learning, and the deliberateness of using SRL strategies. These aspects address the complex relationship between SRL and AA. From these results we present different student types, based on these aspects found. Suggestions for future research are done to utilise and further explore these student types.
Data
The quantative dataset comprises the responses to the Motivated Strategies for Learning Questionnaire (MSLQ) and the grades from the Educational Sciences exams in the first and second year of teacher training. In addition, the (qualitative) estimates for awareness status, control and goal orientation, as used in the two articles, are provided. These responses and scores come from the 18 participants in the two articles. The data are provided in an Excel file with separate sheets: 1) article information, 2) grades, 3) MSLQ scores, and 4) the raw data from the MSLQ questionnaire.
The qualitative dataset consists of 18 transcripts of approximately one-hour interviews with students. These transcripts are in Dutch, the native language of the students.
18 students from different teacher training programmes at a University of Applied Sciences in the Netherlands participated in this study. All students are given aliases that correspond to the file names of the transcripts and quantitative data in the spreadsheet.<BR
Hypersensitivity to Noise and Light: A Multifactorial Framework of Attention, Personality and Mood.
No full textSensory hypersensitivity (SHS) has been associated with mental health problems and difficulties in daily life. To better understand the concept of SHS, we studied the association between sensitivity to noise (NS) and light (LS) in the general population and factors of attention, personality, and mood. We also studied the effect of SHS and related factors on life satisfaction. This cross-sectional observational study included 236 adults who completed a series of online questionnaires on NS and LS, attention, personality, mood, and life satisfaction. Thereafter, they completed the Attentional Network Test (ANT). Prevalence of NS and LS were 11% and 8%, respectively. Factors significantly associated with NS and LS included longer mean reaction times on the ANT, higher self-reported ADHD-symptoms, less extraversion, more conscientiousness, more approach coping, and more anxiety. No associations between NS, LS, NS x LS, and life satisfaction were found after correcting for the other associated factors. Identifying a multifactorial framework of SHS promotes our understanding of SHS and allows for hypotheses on underlying mechanisms. Being aware of vulnerabilities in cognitive functions, personality and/or mood could potentially prevent health- and quality of life implications resulting from aspects of SHS
Janneke van der Steen - PhD Project data for study 1
No full textTitle
Supporting Teachers in Improving Formative Decision-Making: Design Principles for Formative Assessment Plans
Abstract
Formative assessment is considered as one of the most effective interventions to support teacher decision-making and improve education and student learning. However, formative assessment does not always meet these expectations. In order to be effective, formative assessment activities should be consciously and coherently planned aligned with other aspects of the curriculum and the decisions teachers wish to make based on these activities. While there is sufficient support for teachers to design formative assessment activities, no guidelines exist to help them tie these different activities together in an effective way. To support teachers in designing formative assessment plans informing formative decision-making, this study focused on the creation of a set of design principles. These design principles for formative assessment plans were formulated based on expert interviews and subsequently evaluated by future users. The result is a set of eight design principles that can be used and validated in educational practice.
Description of the data included
1. Four lists of clustered critical aspects for a formative assessment plan mentioned by the participants during the expert interviews. In total, twenty participants were experts from both research and practice, all involved with formative assessment. Table 1 shows the combination of experts in each expert group:
Table 1. Participant expert interviews
Groups - Participants
Group 1 - Three educational researchers, one teacher-educator, and one school policy maker
Group 2 - Two educational reseachers, three teachers from one school for secondary education
Group 3 - Nine teachers from two schools for secondary education, one teacher-educator
The purpose of these expert interviews was to reach agreement among the participants of each group about what they thought were critical aspects a formative assessment plan should have to be effective. These critical aspects will be clustered, first within groups and then across groups, and used in a later stage as a starting point to formulate design principles. To promote consensus, the interviews were organized as group decision rooms where the discussion was supported by a digital group support system (Fjermestad and Hiltz, 2000; Pyrko et al., 2019). This support system offers participants the possibility to answer questions individually and digitally through a device followed by a group discussion about how to cluster all given answers. By clustering their own answers during the interview within the group, participants were directly involved in the first phase of data-analysis. All subsequent steps that were taken in the expert interviews are presented in Table 2:
Table 2. Activities and questions expert interviews
Activity - Question
1. Participants answer individually - "Can you name three critical aspects of a formative assessment plan?"
2. Group discussion - "How can we cluster the given aspects? What name should the different clusters have?"
3. Participants answer individually - "Which two critical aspects a formative assessment plan should have are still missing in the composed list?"
4. Group discussion - "Can we add these extra aspects to existing clusters or do we need to create new ones?"
5. Participants answer individually - "If you still think that there are critical aspects missing in the composed list, can you please add them now?"
6. Group discussion - "Can we add these extra aspects to existing clusters or do we need to create new ones?"
7. Participants answer individually - "How would you arrange all clustered critical aspects that are the result of this expert interview, in order of importance?"
2. Anonymized Transcripts of four group interviews with future users originating from four schools for secondary education set up to evaluate the draft version of the design principles for formative assessment plans. Each group consisted of five to eight teachers from the same school. In two cases, a school leader also joined the interview, see Table 3:
Table 3. Participants group interviews
Groups - Participants
School 1 - Five teachers
School 2 - Seven teachers and two school leaders
School 3 - Five teachers and two school leaders
School 4 - Six teachers and one school policy maker
The teachers and school leaders were questioned about recommendations regarding transparency, usability, completeness, and suitability of the design principles for school practice. The participants had received the design principles in advance. First, the participants were asked to write down all recommendations they could think of to improve the design principles. Secondly, they were asked to decide what facet of the design principles would improve if this recommendation was followed. Facets they could choose from were transparency, usability, completeness, or suitability. Subsequently, they were asked to give explanations of their recommendations and the improvements they would expect the transcripts consist of this discussion of the explanations and recommendations
Supplementen bij De Staat van Groningen: een inventarisatie van het Noord-Nederlandse monitor- en onderzoekslandschap
No full textOnline supplementen bij het rapport van het Kennisplatform Leefbaar en Kansrijk Groningen: De Staat van Groningen: een inventarisatie van het Noord-Nederlandse monitor- en onderzoekslandschap.
Online supplement 1 bestaat uit een lijst van (mogelijke) indicatoren en lopend kwalitatief onderzoek geordend aan de hand van de zes pijlers uit Nij begun.
Online supplement 2 bevat de uitkomsten van de consultatieronde. Hierin wordt het lopend onderzoek- en monitoringslandschap uiteengezet en welke indicatoren binnen de zes pijlers als relevant worden beschouwd en door wie.
Online supplement 3 bevat de verwerking van de feedback uit de consultatieronde. Dit resulteerde in een gedetailleerd overzicht van bestaande en gewenste indicatoren en van het monitor- en onderzoekslandschap.
Op de website IndicatorenOverzicht zijn de online supplementen gevisualiseerd (https://public.tableau.com/views/IndicatorenOverzicht/Overzicht).<br
Changes in loneliness status within a short period of time
No full textThis dataset contains quantitative data of adults (N = 45) collected between November 2022 and August 2023 using Experience Sampling Method Software (PIEL Survey). Variables are age, gender, occupation, living situation, loneliness (DJG-scale), and satisfaction with relationships. The questionnaire and SPSS syntax are included
A behavioural description of meaningful moments of interaction between people with profound intellectual disabilities and support staff
No full textThese files contain the supplemental materials of an observation study on the interactions between people with profound intellectual disabilities and support staff.
The data can not be shared due to the privacy of the participants
Database intellectual books on the internet 1994-2006
No full textExcel file shows a database of intellectual books about the internet published between 1994-2006, sampled from 10 different academic publishers and using the keywords: internet; web; virtual; digital. The columns include: title; author(s)/editor(s); year of publication; publisher (house); amount of editions and type; amount of translation and languages; amount of pages; amount of citations (at time of sampling - June and July 2023); Google Books urlevoege
Re-labeled PTSS dataset
No full textThis re-labeled dataset builds upon the initial systematic review by van de Schoot et al. (2018; DOI: 10.1080/00273171.2017.1412293), which included studies on post-traumatic stress symptom (PTSS) trajectories up to 2016, sourced from the Open Science Framework (https://osf.io/vk4be/). Originally consisting of 7,511 records, additional de-duplication, and stricter inclusion criteria—such as the requirement for a persistent identifier (e.g., DOI, PubMed ID)—reduced the dataset to 4,544 records and was added to the SYNERGY collection and published at DataverseNL (De Bruin et al., 2023; doi:10.34894/HE6NAQ0).
We revisited the labeling decisions as part of the FORAS project (funded by the Dutch Research Council and pre-registered at PROSPERO ID; under no. CRD42023494027). We comprehensively reviewed and re-applied inclusion criteria, incorporating updates such as stricter definitions of PTSS, acceptance of treatment studies, inclusion of PTSD cluster subscores, allowance for overlapping datasets, and the correction of a few labeling errors. The detailed screening logbook is available at OSF (https://osf.io/b9gd3/).
The re-labeled dataset is available under a permissive license. Full methodological details, including updates and modifications, are documented in the accompanying codebook