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Introduction
A five-point scale is a small sheet with five statements, among which the student should mark the one that fits their case. This sheet will be given online, and offline to students after their support request has been processed and answered. The scale will have 5 degrees of satisfaction with the support results, ranging from “very helpful” to “not helpful at all.” Thus, students’ overall attitude toward asking for help will be assessed. This scale will be offered to all individuals whose requests will be investigated.
Discussion
The questionnaire will consist of several questions, which will include: the type of study (offline or online), frequency of request (2, up to 5, up to 10), and type of request (social, legal help, or other). In addition, the questionnaire will need to fill in fields about how much support was received. The questionnaires will be offered to study participants of any study, and their completion will be online: this will demonstrate how students feel about online documentation.
For the case study analysis, the same criteria will be used. A definition of the request will be formed: for example, advising on the possibility of taking additional courses. The rate of primary response and secondary response will then be recorded (Chyr et al., 2017). In addition, material with the accuracy of the response received will be included: answers such as “Yes it is possible to take an additional course” will be considered inaccurate and unclear. Such solutions are insufficient to understand the situation of additional courses.
Conclusion
The input-output analysis method will be the final method: the number of requests received and completed will be evaluated at this stage. It will also assess the quality of the response based on specific cases and questionnaires. It will also include statistical tools (Student’s t-test) to determine the frequency of request satisfaction. In addition, this method will demonstrate the dependence on the successful resolution of requests in the case of online or offline training.
Reference
Chyr, W.-L., Shen, P.-D., Chiang, Y.-C., Lin, J.-B., & Tsai, C.-W. (2017). Exploring the effects of online academic help-seeking and flipped learning on improving students’ learning. Journal of Educational Technology & Society, 20(3), 11–23.
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