Find research datasets worth reusing
Search datasets from major research repositories and use ShareScore to quickly assess how well each record supports discovery, access, and reuse.
195
datasets available to search
ShareScore release 0.9.0
Dataset results
195 results for “Educational Data”
Additional data to the article "Educational Open Government Data in Germany"
<p>This dataset contains the raw data of the quantitative evaluation of German open government portals, conducted in March 2020 as well as the questions to the interviews we conducted with researchers from educational research.</p>
South African Open Data in Higher Education: Sources, resources and providers
<p>Spreadsheet of data sourced on South African sources, resources and providers of higher education open data. Composed through desk review as principle component of the situational analysis conducted for the 'Use of open data in the governance of South African higher education' research project, in the IDRC/WWWF 'Exploring Emerging Impacts of Open Data in the South' initiative.</p>
Interview data on provision and use of open data in South African higher education
<p>Data from interviews conducted with university planners, higher education studies researchers and the South African Department of Higher Education and Training (DHET). Data sourced for the 'Use of open data in the governance of South African higher education' research project, in the IDRC/WWWF 'Exploring Emerging Impacts of Open Data in the South' initiative.</p>
Data from: Exploring the multi-level impacts of a youth-led comprehensive sexuality education model in Madagascar using human-centered design methods
<p>Comprehensive sexuality education (CSE) is recognized as a critical tool for addressing sexuality and reproductive health challenges among adolescents. However, little is known about the broader impacts of CSE on populations beyond adolescents, such as schools, families, and communities. This study explores multi-level impacts of an innovative CSE program in Madagascar, which employs young adult CSE educators to teach a three-year curriculum in government middle schools across the country. The two-phased study embraced a participatory approach and qualitative Human-centered Design (HCD) methods. In phase 1, 90 school principals and administrators representing 45 schools participated in HCD workshops, which were held in six regional cities. Phase 2 took place one year later, which included 50 principals from partner schools, and focused on expanding and validating findings from phase 1. From the perspective of school principals and administrators, the results indicate several areas in which CSE programming is having spill-over effects, beyond direct adolescent student sexuality knowledge and behaviors. In the case of this youth-led model in Madagascar, the program has impacted the lives of students (e.g., increased academic motivation and confidence), their parents (e.g., strengthened family relationships and increased parental involvement in schools), their<br>schools (e.g., increased perceived value of schools and teacher effectiveness), their communities (e.g., increased community connections), and impacted broader structural issues (e.g., improved equity and access to resources such as menstrual pads). While not all impacts of the CSE program were perceived as positive (e.g., students start experimenting with sex and love), the findings uncovered opportunities for targeting investments and refining CSE programming to maximize positive impacts at family, school, and community levels.</p>
Dataset Scooping review digital platforms and data management in Education
<p>Dataset used for a scoping review about digital platforms and data management in education</p>
DATA BASE Effectiveness of an educational intervention in the integral care of patients with DM2
<p>the database of the article is presented without sensitive data of the participants.</p>
Opening education in the MENA region: In-depth interviews and Focus Group data with experts in open education in Egypt, Jordan, Lebanon, Morocco and Palestine.
<p>The two data sets presented here are part of a study which aimed at identifying cultural barriers in the adoption of open education in higher education in the Middle East, specifically in Egypt, Jordan, Lebanon, Morocco and Palestine. This study was conducted in the context of OpenMed – “Opening up Education in South-Mediterranean countries” (<a href="https://openmedproject.eu/">https://openmedproject.eu/</a>), an international cooperation project co-funded by the <a href="http://eacea.ec.europa.eu/erasmus-plus/actions/key-action-2-cooperation-for-innovation-and-exchange-good-practices/capacity-0_en">Erasmus+ Capacity Building in Higher Education programme</a> of the European Union during the period 15 October 2015 – 14 October 2018.</p> <p>The first document presents the transcripts of in-depth interviews (N=7) conducted in February 2018 through Skype with open education experts, from seven universities: namely: Alexandria University (Egypt), Cairo University (Egypt), German Jordanian University (Jordan), Princess Sumaya University of Technology (Jordan), Notre Dame University (Lebanon), Birzeit University (Palestine) and An-Najah University (Palestine). The second document is a transcript of a focus group which took place in Agadir (Morocco) in May 2018, with open education experts from eight universities: Alexandria University (Egypt), Cadi Ayyad University (Morocco), Cairo University (Egypt), German Jordanian University (Jordan), Ibn Zohr University (Morocco), Princess Sumaya University of Technology (Jordan), and An-Najah University (Palestine). Both the interviews and the focus group were conducted in English, digitally recorded and transcribed verbatim.</p> <p>For a rationale on the cultural factors impacting adoption of open educational practices see:</p> <ul> <li>Maya-Jariego, I. (2017). Localising Open Educational Resources and Massive Open Online Courses. In F. Nascimbeni, D. Burgos, A. Vetrò, E. Bassi, D. Villar-Onrubia, K. Winpenny, I. Maya Jariego, O. Mimi, R. Qasim, & C. Stefanelli (Eds.), <em>Open Education: fundamentals and approaches. A learning journey opening up teaching in higher education</em>. Erasmus+ Programme of the European Union.</li> </ul> <p>Project n.: 561651-EPP-1-2015-1-IT-EPPKA2-CBHE-JP</p>
Data_Assessment of the rabies education lesson among middle secondary school children of southeastern Bhutan
<p>All data that were used for analyzing and writing the manuscripts titled " Assessment of the rabies education lesson among middle secondary school children of southeastern Bhutan" can be found in this dataset. </p>
Data from: Building communities of teaching practice and data-driven open education resources with NEON faculty mentoring networks
<p>With the growing availability and accessibility of big data in ecology, we face an urgent need to train the next generation of scientists in data science practices and tools. One of the biggest barriers for implementing a data-driven curriculum in undergraduate classrooms is the lack of training and support for educators to develop their own skills and time to incorporate these principles into existing courses or develop new ones. Alongside the research goals of the National Ecological Observatory Network (NEON), providing education and training are key components for building a community of scientists and users equipped to utilize large-scale ecological and environmental data. To address this need, the NEON Data Education Fellows program formed as a collaborative Faculty Mentoring Network (FMN) between scientists from NEON and university faculty interested in using NEON data and resources in their ecology classrooms. Like other FMNs, this group has two main goals: 1) to provide tools, resources, and support for faculty interested in developing data-driven curriculum, and (2) to make teaching materials that have been implemented and tested in the classroom available as open educational resources for other educators. We hosted this program using an open education and collaboration platform from the Quantitative Undergraduate Biology Education and Synthesis (QUBES) project. Here, we share lessons learned from facilitating five FMN cohorts and emphasize the successes, pitfalls, and opportunities for developing open education resources through community-driven collaborations.</p>
Data on Abusive Supervision, Organizational Cynicism and Playing Dumb in Higher Education Institutions
<p>This data set include the responses from the faculty and staff of Higher Education Institutions in Pakistan </p>
Eye Tracking Data for Research on the Educational Use of Feynman Diagrams
<p>These data were collected within an eye tracking study as part of the PhD Thesis "The Educational Use of Feynman Diagrams: Opportunities, Challenges, Practices". The data were collected on a learning environment published under <a href="https://doi.org/10.5281/zenodo.11486241">this link</a>.</p> <p>Files including "et-data" are raw eye tracking data, mostly used to create and analyse transition-based metrics, files including "metrics" are metrics calculated by the Tobii Pro Lab software mostly used to calculate gaze durations on certain areas of interest. Files containing "questionnaire" are data from different questionnaires. The file"le-questions-analysis.xlsx" contains an item analysis of the answers within the learning environment. </p> <p>Analysis scripts are published <a href="../records/11519651">here</a>.</p> <p>The thesis with all relevant information is published <a href="http://dx.doi.org/10.53846/goediss-10576">here</a>.</p>
Metagenomics education in a modular CURE format positively affects students' scientific discovery perception and data analytical skills
<p>The targeted metagenomics study performed by Pollock et al. <em>(Pollock 2018)</em> was part of the Global Coral Microbiome Project <em>(Vega Thurber Lab 2014)</em>. Since the original publication of Pollock et al. <em>(Pollock 2018) </em>was written for a highly specialized academic public, we provided Bsc. students with a short introduction of the paper and guided them through the metadata table stored in the <em>gcmp16S_map_r25.txt </em>file under the <em>GCMP Australia sequence data, OTU tables, and metadata</em> folder (<a href="https://doi.org/10.6084/m9.figshare.c.3855466.v2">https://doi.org/10.6084/m9.figshare.c.3855466.v2</a>).</p> <p>In order to process the fastq-files and obtain OTU tables, a custom-made pipeline on a Galaxy instance <em>(Galaxy Community)</em> was used. This pipeline contained data analytical tools obtained from the Naturalis Biodiversity Center GitHub environment (<a href="https://github.com/naturalis">https://github.com/naturalis</a>). In order to align with the newest Galaxy best practices, we updated the tools and links to the original as well as the updated GitHub and toolshed versions are included in the references list.</p> <p>The names of the original raw fastq-files contain many dots which can hamper file-type recognition during downstream analyses in Galaxy. Therefore, prior to distributing the fastq-files to the students, these names were renamed using the ManageZIP tool <em>(The BLFS Development Team 1999-2023)</em>. Dots were replaced with underscores, with an exception made for the last 2 file type extension dots. For example, the file name <em>E1.2.Tur.pelt.1.20140814.M_S71_L001_R1_001.fastq.gz</em> was changed into <em>E1_2_Tur_pelt_1_20140814_M_S71_L001_R1_001_1.fastq.gz</em>. Similarly, the filenames in the metadata table were adjusted accordingly. The total collection of renamed file names is available through this zenodo repository as wel as the accompanying metadata file.</p>
Is there a social life in Open Data? Open datasets exploring practices in Educational Technology Research
<p>In the landscape of Open Science, Open Data [OD] plays a crucial role as data are one of the most basic components of research despite their diverse formats across scientific disciplines. Opening up data is a recent concern for policy makers and researchers as the basis for good open science practices. The common factor underlying these new practices – the relevance of promoting open data circulation and reuse – is mostly a social form of knowledge sharing and construction. However, while data sharing is being strongly promoted by policy making and is becoming a frequent practice in some disciplinary fields, open data sharing is much less developed in social sciences and in educational research.</p> <p>The Open Data hereby introduced is composed of two integrated datasets which collect data relating practices of Open Data publication and sharing in the field of Educational Thecnologies. This data was collected to suport the aim of investigating open data sharing in a selection of open data repositories as well as in the academic social network site ResearchGate.</p> <p>The research questions addressing this study are:</p> <ol> <li>Do researchers in the field of Educational Technology publish Open Datasets [ODs]?</li> <li>To which extent are ODs compliant with the FAIR data principles?</li> <li>What is the social life relating to the ODs in terms of the metrics provided by the OD portals? As a subsidiary question: 3.a- To what extent do open data portals allow researchers to cultivate social practices around OD?</li> </ol> <p> </p> <p>In order to investigate OD presence in ResearchGate, the following research aim guided the second part of the study: Analysis of the presence of the same selected OD in ResearchGate and of the type of social activity OD exhibited by OD according to ResearchGate mètrics.</p> <p>The Open Data here presented is composed by two datasets.</p> <ol> <li>23 datasets extracted out from 82 randomly selected datasets, from an inital total of 633. The data set presents a Codebook explaining the several categories of analysis or variables and the values assigned to the same. Since the analysis was performed in two phases (first selection and screening, second selection and classification) the codebook is divided in two tables. Moreover, the data set contains 6 Worksheets, ordered taking the workflow as reference: Codebook, Dataset_Extraction, Analysis_Workflow, Selected_Analysis. This dataset has been produced and curated by J.E.Raffaghelli</li> <li>The analysis of correspondance for the 23 datasets in ResearchGate. The data set presents a Codebook, and is divided into two worksheets: Codebook, ODT&RG. The last worksheet introduces the comparison between the social mètrics within RG of the found datasets and the relating papers. This dataset has been produced and curated by S. Manca and J.E. Raffaghelli.</li> </ol>
Data for: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education
<p>This is the raw data for the manuscript: To Tweet or Not to Tweet, That is the Question: A Randomized Trial of Twitter Effects in Medical Education. The abstract for the study is as follows: </p> <p>Introduction: Many medical education journals use Twitter to garner attention for their articles. The purpose of this study was to test the effects of tweeting on article page views and downloads.</p> <p>Methods: The authors conducted a randomized trial using <em>Academic Medicine</em> articles published in 2015. Beginning in February through May 2018, one article per day was randomly assigned to a Twitter (case) or control group. Daily, an individual tweet was generated for each article in the Twitter group that included the title, #MedEd, and a link to the article. The link delivered users to the article’s landing page, which included immediate access to the HTML full text and a PDF link. The authors extracted HTML page views and PDF downloads from the publisher. To assess differences in page views and downloads between cases and controls, a time-centered approach was used, with outcomes measured at 1, 7, and 30 days.</p> <p>Results: In total, 189 articles (94 cases, 95 controls) were analyzed. After days 1 and 7, there were no statistically significant differences between cases and controls on any metric. On day 30, HTML page views exhibited a 63% increase for cases (M=14.72, SD=63.68) when compared to controls (M=9.01, SD=14.34; incident rate ratio=1.63, p=0.01). There were no differences between cases and controls for PDF downloads on day 30.</p> <p>Discussion: Contrary to the authors’ hypothesis, only one statistically significant difference in page views between the Twitter and control groups was found. These findings provide preliminary evidence that after 30 days a tweet can have a small positive effect on article page views.</p>
Educational data collected from students - regarding the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The student questionnaire was designed with 20 questions. It was completed by 1,088 respondents and focuses on students' experiences related to online education. The collected data provides a broad perspective on various aspects of this, including access to technology, experiences with different platforms, perceptions of the advantages and disadvantages of this form of education, as well as direct feedback from students regarding their experiences. The full questionnaire can be accessed at: <a href="https://forms.gle/fhgzCUx1SDnxbCfZ6" target="_new" rel="noopener"><strong>https://forms.gle/fhgzCUx1SDnxbCfZ6</strong></a></p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
Data for EUA Trends 2024 - European higher education institutions in times of transition
<p>Since 1999, the EUA Trends reports have consistently mapped developments in the European higher education landscape, by presenting comparative data from the perspective of higher education institutions. In the ninth edition of the European University Association’s long-running series, the Trends 2024 report provides an overview of how European higher education institutions have experienced changes over the past five years, due to higher education reforms, and in the wider context of societal, political, economic and technological changes, marked among others by the implications of Covid-19 pandemic and Russia’s war against Ukraine.</p> <p>Trends 2024 is based on survey data collected in April to July 2023.</p> <p>Responses were gathered from 489 higher education institutions in 46 European higher education systems. The survey was open to all higher education institutions in the European Higher Education Area (EHEA) that provide study programmes in at least one of the three degree cycles (bachelor’s, master’s, doctoral). One response per institution was collected.</p> <p>The survey addressed the higher education institutions’ perspectives and strategies regarding:</p> <p>· The institution and its context</p> <p>· The student life cycle and experience</p> <p>· Learning, teaching and teachers </p> <p>· Inclusion, equity and diversity</p> <p>· Engagement and outreach with society and community </p> <p>· Internationalisation</p> <p>Results of the survey are published in “<a href="https://www.eua.eu/publications/reports/trends-2024.html"><strong>Trends 2024 - European higher education institutions in times of transition</strong></a>”.</p> <p>The following files are available:</p> <ul> <li>Codebook including original questionnaire</li> <li>Dataset</li> </ul>
Educational data collected from teachers - for the analysis of online activities in schools in Romania (during the Covid-19 pandemic, March 2020 - April 2020)
<p>The dataset comes from a questionnaire structured into 24 questions, which can be accessed at <a href="https://forms.gle/bUgYMfoNHh7r6ebs6" target="_new" rel="noopener">https://forms.gle/bUgYMfoNHh7r6ebs6</a>. This questionnaire was completed by 956 respondents and aims to analyze the online activities carried out during March - April 2020, being distributed to teachers.<br>Each question is designed to reveal different aspects of the experiences, skills, and perspectives of teaching staff regarding online teaching and learning.</p> <p>To protect the identity of the respondents and to obtain accurate responses, all data collected from teachers was anonymous. We did not collect any personal information whatsoever. This aspect was made clear to the respondents in the description of the questionnaire.</p>
A scoping review on climate change education - Data
<p>Processed data of the publication a scoping review on climate change education. The file "RelevantArticles_2008-2023_TopicsGeo.csv" contains the DOI of each article and the corresponding results of the topic modelling and the geoparsing. The list of DOIs that includes both relevant and irrelevant paper is provided in the file "output_relevant_irrevelant_August2023.xlsx". The files "term_weight_2010_gram12.xlsx" and "term_weight_2023_gram12.xlsx" are used for the semantic analysis. The file "data_for_heatmap.csv" and "tsne_df_output.csv" are used for the topic modelling analysis that generates t-sne and heatmaps. The country counts analysis can be done using "data_for_country_counts.csv". </p> <p> </p>
A Systematic Mapping of the Classification of Open Educational Resources for Computer Science Education in Digital Sources (Data)
<p>Data from a Systematic Mapping of the classification of Open Educational Resources for Computer Science Education.</p> <p>Content:</p> <ul> <li>Studies selected</li> <li>Digital sources used to classify Open Educational Resources for Computer Science Education</li> <li>Computer Science domains explored by Open Educational Resources</li> <li>Approaches for the classification of Open Educational Resources for Computer Science Education</li> </ul>
COVID-19 Impact on European Higher Education Survey Data
<p>This dataset consists of the results of the first European-Union-wide survey on the potential long-term impacts of COVID-19 on higher education (Huth, M. & Cominola, A., 2022 forthcoming), evaluating over 800 responses from students and faculty members of higher education institutions located in 17 different European countries. The data consists of variables related to the actual pre-pandemic, pandemic and intended future frequency of use of various educational tools and formats, as well as students and faculty members' attitude toward retaining digital teaching formats and media post-pandemic. The data is shared in SPSS file format (.sav) and as a .CSV file. A detailed item bank label overview is attached in excel format. The attitude related items consists of Technology Acceptance Model (TAM) construct variables following items used by Rizun et al. (2021) and Vladova et al. (2021). Following guidelines (Hair et al. 2019; Henseler, Ringle, and Sarstedt 2015) to establish discriminant validity before analysing the TAM variables in a structural equation model, the objective had to be disregarded. The data might still yield interesting descriptive insights nonetheless, which is why they are published here along with the variables used in the forthcoming publication by Huth and Cominola (2022). </p>
ScienceDex guides
Understand access before you commit
These curated guides explain access requirements, typical timelines, costs, and reuse considerations for widely used research datasets.
Allen Brain Atlas
Allen Brain Atlas is an Allen Institute collection of brain map atlases, datasets, APIs, and analysis tools covering mouse, human, and non-human primate brain resources.
Annotated Behaviour and Observability Dataset (ABODe)
ABODe is a University of Edinburgh DataShare dataset for behavior classification in group-housed mice using home-cage video, identities, bounding boxes, ground-plate positions, and annotator labels.
DANDI Archive for NWB datasets
DANDI is a BRAIN Initiative archive for publishing and sharing neurophysiology data, including electrophysiology, optophysiology, and behavioral data packaged as NWB and related standards.
International Brain Laboratory public data
The International Brain Laboratory public data releases expose standardized mouse decision-making experiments, including Neuropixels recordings, widefield calcium imaging, behavior, and session metadata accessed through the ONE API.
OpenNeuro
OpenNeuro is a free, open platform for sharing neuroimaging datasets, with public search, dataset pages, and download paths for web, S3, DataLad, and the OpenNeuro CLI.