Qualitative Data Analysis. Danielle Pierre Research Analyst, Student Research Analyst Postgraduate Program Humber College February 2014

Transcription

1 Qualitative Data Analysis Danielle Pierre Research Analyst, Student Research Analyst Postgraduate Program Humber College February 2014

2 Agenda o Where did the data come from? o How do we make sense of this information? o What are the main themes? 1. Flexible, pleasant, specialized spaces for learning 2. Teaching, learning, & atmosphere 3. Reliable technology to support virtual classrooms

3 Data Sources Town Hall Meetings o Six workshops; learning portion followed by group brainstorming session o 150 data points Online Survey o Open ended questions o 430 data points

4 Making Sense of the Data Proportion of Responses Across Main Categories Space Technology Experience

5 Space Line of Sight 2% Type of Room 6% Storage 3% Space 2% Layout 28% Furniture 21% Accessibility 4% Room Size 12% Colour 4% Windows 8% Lighting 10%

6 Flexibility Some of the biggest issues I see with the current classroom layouts are that these layouts are not conducive to teamwork and students collaborating together during class time, and that these layouts are too hard or impossible to change for each class. Layout o Conducive to task at hand o Suited to different purposes Group Work Lecture Discussion Lab o Whiteboard and projector screen on different walls Furniture o Comfortable o Moveable Room Size o Large enough to easily change layout o Allows free movement of people and furniture Furniture 21% Room Size 12% Layout 28%

7 Pleasant Space This perfect classroom also needs [to] be bright and welcoming so that students want to be and enjoy being in class. Lighting & Windows o More windows to let in natural light o Adjustable artificial lighting Colourful Classrooms o Inspiring and stimulating o Brighter Accessibility o Easy to find o Accommodations for people with disabilities Line of Sight o Uninterrupted, forward facing o Students can see faculty and each other Accessibility 4% Line of Sight 2% Colour 4% Windows 8% Lighting 10%

8 Specialized Space Classrooms are set-up for a standard quiz/lecture/exam format, which is the least interesting for students who come for a unique hands on learning experience. Dedicated classrooms that cater to specific "types" of learning would be ideal. Types of Rooms o Program specific spaces o Activity specific lab space Storage o Places for students to keep coats and bags o Space to store large student projects and program specific supplies Type of Room 6% Storage 3%

9 Experience Cleanliness 6% Comfort 9% Experience 8% Temperature 11% Noise 11% Safety 4% Teaching Stlye 25% Attitude 9% Class Size 8% Preparation 5% Movement 4%

10 Teaching & Learning We still need classrooms for lecture, but more flexible options will continue to move us forward. The younger generation does not honour "traditional" teacher/student pedagogy. Lets create our learning together! Teaching Style o Andragogy over Pedagogy o Many opportunities for collaboration and interaction o Content is practical, related to students lives Preparation o Students and faculty set-up for success o Equipment stored in classroom Attitudes o Students and faculty fully engaged with each other Class Size o Smaller class sizes facilitate interaction Teaching Stlye 25% Preparation 5% Class Size 8% Attitude 9%

11 Atmosphere Positive things happen when the temperature is comfortable, the technology operates well, the room has space to exist and also to move around a bit, and the furnishings have some flexibility in terms of placement. Class Size o Smaller class size facilitates movement o Smaller class is quieter Movement o Faculty use movement to monitor and engage students Noise o Minimal atmospheric noise (from hallways, slamming doors, facilities) Temperature Control o Appropriate heating and cooling Comfort o Good air flow o Free movement o Cleanliness Safety o Security o Ergonomics o Clutter free Cleanliness 6% Comfort 9% Temperature 11% Class Size 8% Movement 4% Noise 11% Attitude 9% Safety 4%

12 Technology Computers 10% Technology 13% Wireless 12% Power 14% Software 13% Hardware 38%

13 Reliability You can spend 20+ minutes logging onto the generic workstations throughout the school. Even if you are on time, you can still fall behind. Power o More electrical plugs o Plugs in tables; in convenient places Hardware o Reliable, high functioning technology Namely podiums and projectors o Good audio systems o Interactive screens and whiteboards o Technical capability to record lectures and for students to interact with screens and whiteboards Web cams, microphones, tablets Computers o Fast computers provided for those who need it Computers 10% Hardware 38% Power 14%

14 Virtual Classroom Students should be able to connect their devices to the podium and projector wirelessly, so they can show work in progress. Using wires makes it too hard to switch among several students rapidly. It is too hard to carry all the needed dongles for the various versions of Apple computers, and now for smart phones. Wireless o Fast, reliable, and powerful connection o Controlled by faculty o Completely wireless equipment o Compatible with all devices Software o Able to share work in real time and upload to Blackboard o Facilitate virtual classroom and video conferencing Wireless 12% Software 13%

15 Adding it all together This was given to me by one of our part-time instructors as her dream design classroom. o o The ultimate goal, above all else, should be to provide students and faculty with classrooms that support the collaborative, interactive learning experiences they value most. Classrooms need to have: Flexible layouts Comfortable, moveable furniture Opportunities for student-centered, hands-on learning Reliable wireless technology and equipment By providing flexible, pleasant, specialized spaces, teaching and learning can occur in an inspiring atmosphere supported by reliable technology. Once this is achieved, the move can be made to hybrid (high- and lowtech; on- and offline) classrooms.

16 The design of classroom space has a profound influence on student learning. It can significantly enhance the learning experience for the student, allowing good teachers to work creatively and not limit their options in terms of activities and processes. Good design can not turn poor teaching into good teaching, but poor design greatly limits a good teacher's ability to motivate and inspire students.