Survey Results & Analysis. Online Teaching Needs Assessment

Transcription

1 Survey Results & Analysis for Online Teaching Needs Assessment Executive Summary Wednesday, July 08, 2009 Powered by Vovici EFM This report contains a detailed statistical analysis of the results to the survey titled Online Teaching Needs Assessment. The results analysis includes answers from all respondents who took the survey in the 27 day period from Friday, April 24, 2009 to Wednesday, May 20, completed responses were received to the survey during this time.

2 Survey Results & Analysis Survey: Online Teaching Needs Assessment Author: Filter: Responses Received: 121 1) I would categorize my experience teaching web-enhanced courses as:(web-enhanced = classroom based course with website for reference)(check all that apply) Response I have never taught a web-enhanced class and I do not anticipate teaching webenhanced classes as part of my instructional responsibilities. I have never taught a web-enhanced class but I anticipate having to teach webenhanced classes in the near future. I have taught a few web-enhanced classes but seek greater comfort in the basics of D2L. I have taught several web-enhanced classes but seek greater comfort in the basics of D2L. I have taught several web-enhanced classes and I feel comfortable with most D2L features. Count Percent 7 5.8% 7 5.8% 9 7.4% % % 2) Indicate the number of semesters you have taught web-enhanced courses. Response Count Percent % % % % 7 or more % 3) Indicate the course number level of your web-enhanced courses. (Check all that apply) Response Count Percent N/A 9 7.4%

3 % % % % % % 4) I would categorize my experience teaching online as:(online = course taught entirely over the internet)(check all that apply) Response I have never taught a fully online class and I do not anticipate teaching online classes as part of my instructional responsibilities. I have never taught a fully online class but I anticipate having to teach online classes in the near future. I have taught a few fully online classes but seek greater comfort in the basics of D2L and online teaching strategies. I have taught several fully online classes but seek greater comfort in the basics of D2L and online teaching strategies. I have taught several fully online classes and I feel comfortable with most D2L features. Count Percent % % % % % Other (please specify) 5 4.1% Other Responses: D2L is so cumbersome. Not sure if I ever will. near future is this summer Taught one fully online, was comfortable have taught onln clas & hope not to agai not D2L related many web enhanced classes not using D2L

4 5) Indicate the number of semesters you have taught fully online classes. Response Count Percent % % % % 7 or more % 6) Indicate the course number level of your fully online classes.(check all that apply) Response Count Percent N/A % % % % % % % 7) I would categorize my experience with the use of D2L as follows (check all that apply): Response I am gaining experience with the basics of D2L (e.g. News, Content, Dropbox, Links, , Discussions, and Classlist). I am gaining experience with other D2L features such as the Quizzes Feature, Surveys, Grades, and Chat. I am experienced with the basics of D2L (e.g. News, Content, Dropbox, Links, , Discussions, and Classlist). I am experienced with other D2L features such as the Quizzes Feature, Surveys, Grades, and Chat. Count Percent % % % %

5 8) I would categorize my comfort level with the use of D2L as follows (check all that apply): Response I am gaining comfort with the basics of D2L (e.g. News, Content, Dropbox, Links, , Discussions, and Classlist). I am gaining comfort with other D2L features such as the Quizzes Feature, Surveys, Grades, and Chat. I am comfortable with the basics of D2L (e.g. News, Content, Dropbox, Links, , Discussions, and Classlist). I am comfortable with other D2L features such as the Quizzes Feature, Surveys, Grades, and Chat. Count Percent % % % % 9) I am comfortable with and confident in my abilities relating to the online course organization and design decisions such as: Creating the structure and organization of the course Designing the aesthetics of course (e.g. fonts, colors, images, etc.) Identifying online course delivery tools to best meet course objectives and learner needs Strongly Disagree 6.8% (8) 14.4% (17) 9.4% (11) Designing online group work 21.4% (25) Designing online discussions 13.7% (16) Creating opportunities for online community building 15.4% (18) Creating instructor-student interactions 11.9% (14) Creating content-student interactions 10.2% (12) Creating student-student interactions 13.7% (16) Disagree Agree 10.3% (12) 33.1% (39) 18.8% (22) 36.8% (43) 22.2% (26) 45.3% (53) 22.9% (27) 17.8% (21) 31.6% (37) 42.7% (50) 33.1% (39) 48.7% (57) 29.9% (35) 40.2% (47) 30.8% (36) 46.6% (55) 48.3% (57) 44.4% (52) Strongly Agree 40.2% (47) 19.5% (23) 23.1% (27) 12.0% (14) 23.9% (28) 8.5% (10) 18.6% (22) 23.7% (28) 10.3% (12)

6 Developing mechanisms for learner support 16.5% (19) 27.8% (32) 47.0% (54) 8.7% (10) Ensuring ADA Accessibility standards are met 26.7% (31) 40.5% (47) 25.9% (30) 6.9% (8) 10) I am interested in learning more about the following online course organization and design decisions: Not Creating the structure and organization of the course 41.7% (48) Designing the aesthetics of course (e.g. fonts, colors, images, etc.) 36.5% (42) Identifying online course delivery tools to best meet course objectives and learner needs 25.9% (30) Designing online group work 27.8% (32) Designing online discussions 32.8% (38) Creating opportunities for online community building 23.5% (27) Creating instructor-student interactions 28.4% (33) Creating content-student interactions 30.4% (35) Creating student-student interactions 25.4% (29) Developing mechanisms for learner support 20.9% (24) Ensuring ADA Accessibility standards are met 23.2% (26) 58.3% (67) 63.5% (73) 74.1% (86) 72.2% (83) 67.2% (78) 76.5% (88) 71.6% (83) 69.6% (80) 74.6% (85) 79.1% (91) 76.8% (86)

7 11) I am interested in faculty development relating to online course organization and design in the form of (check all that apply): Not Printed guidelines/procedures/tips 26.4% (32) Short online tutorials 20.7% (25) One-on-one mentoring/tutoring 38.8% (47) Group training / seminars / workshops 23.1% (28) Brown bag lunch discussions 49.6% (60) Faculty/staff learning communities (Collaborative, long-term program) Faculty/staff sharing communities (Collaborative, short-term program) 53.7% (65) 34.7% (42) 66.1% (80) 72.7% (88) 54.5% (66) 71.1% (86) 39.7% (48) 33.9% (41) 52.9% (64) Comment Responses: lrng Cmties r of intrst bt time is lmtd Scheduling is often the problem section could measure degree of interest not enough room fro comment depends a lot on topics and times Need indepth faculty dev. workshops

8 12) I am comfortable with and confident in my abilities relating to online course delivery decisions (throughout the course) such as: Strongly Disagree Disagree Agree Managing course communications 5.3% (6) 9.6% (11) 57.0% (65) Facilitating group work 7.0% (8) Communicating and reinforcing expectations for quality of student work Facilitating asynchronous discussions (e.g. Discussion Board) 5.3% (6) 8.8% (10) Facilitating synchronous discussions 13.3% (15) Promoting community 7.1% (8) Enhancing instructor-student interactions 8.0% (9) Enhancing content-student interactions 5.4% (6) Enhancing student-student interactions 8.0% (9) Improving learner support 9.0% (10) Ensuring ADA accommodative strategies are met 14.5% (16) 38.6% (44) 16.7% (19) 23.7% (27) 52.2% (59) 46.9% (53) 31.0% (35) 28.8% (32) 46.4% (52) 40.5% (45) 50.9% (56) 42.1% (48) 53.5% (61) 46.5% (53) 25.7% (29) 37.2% (42) 48.7% (55) 47.7% (53) 37.5% (42) 41.4% (46) 29.1% (32) Strongly Agree 28.1% (32) 12.3% (14) 24.6% (28) 21.1% (24) 8.8% (10) 8.8% (10) 12.4% (14) 18.0% (20) 8.0% (9) 9.0% (10) 5.5% (6) 13) I am interested in learning more about the following online course delivery decisions (throughout the course): Not Managing course communications 36.8% (39) 63.2% (67) Facilitating group work 30.3% (33) 69.7%

9 Communicating and reinforcing expectations for quality of student work 31.5% (34) Facilitating asynchronous discussions (e.g. Discussion Board) 38.1% (40) Facilitating synchronous discussions 35.8% (38) Promoting community 27.5% (30) Enhancing instructor-student interactions 26.6% (29) Enhancing content-student interactions 31.2% (34) Enhancing student-student interactions 26.6% (29) Improving learner support 20.0% (22) Ensuring ADA accommodative strategies are met 21.5% (23) (76) 68.5% (74) 61.9% (65) 64.2% (68) 72.5% (79) 73.4% (80) 68.8% (75) 73.4% (80) 80.0% (88) 78.5% (84) 14) I am interested in faculty development relating to online course delivery in the form of (Check all that apply): Not Printed guidelines/procedures/tips 24.0% (29) Short online tutorials 21.5% (26) One-on-one mentoring/tutoring 33.9% (41) Group training / seminars / workshops 22.3% (27) Brown bag lunch discussions 47.9% (58) Faculty/staff learning communities (Collaborative, long-term program) 50.4% (61) 65.3% (79) 67.8% (82) 53.7% (65) 65.3% (79) 37.2% (45) 35.5% (43)

10 Faculty/staff sharing communities (Collaborative, short-term program) Comment Responses: again - scheduling often issue needs to measure degree of interest Survey is WAY too detailed! NA above these all seem the same as previous page 33.9% (41) 51.2% (62) 15) I am comfortable with and confident in my abilities to support learners through the use of technologies such as: Strongly Disagree Disagree Agree Strongly Agree Calendar/schedule of course assignments/activities 3.6% (4) 22.3% (25) 44.6% (50) 29.5% (33) Checklist for course assignments/activities 5.5% (6) 30.3% (33) 39.4% (43) 24.8% (27) Virtual office hours 7.3% (8) 35.5% (39) 40.0% (44) 17.3% (19) Audio lectures (e.g. Audible, itunes, PRX) 19.4% (21) 53.7% (58) 20.4% (22) 6.5% (7) Video lectures (e.g. Camtasia) 19.6% (21) 46.7% (50) 24.3% (26) 9.3% (10) Synchronous discussions (e.g. Skype) 16.5% (18) 57.8% (63) 17.4% (19) 8.3% (9) Document sharing/exchange (e.g. Stout's BlueDrive, GoogleDocs, Slideshare, etc.) 17.4% (19) 52.3% (57) 22.0% (24) 8.3% (9) Social networking (e.g. Wikis, Facebook, etc.) 15.0% (16) 52.3% (56) 22.4% (24) 10.3% (11) Audio grading of papers/assignments 15.7% (17) 51.9% (56) 21.3% (23) 11.1% (12) Web 2.0 tools and emerging technologies (e.g. RSS) 19.6% (21) 62.6% (67) 12.1% (13) 5.6% (6)

11 Capturing audio, video and sound (e.g. Audacity, Camtasia, etc.) 20.2% (22) 45.9% (50) 23.9% (26) 10.1% (11) Blogging and microblogging (e.g. Twitter) 22.9% (25) 56.9% (62) 14.7% (16) 5.5% (6) Comment Responses: What about "Confident but do not use"? I've disdain for twittering and blogging most NA dont' know about most of these not interested in teaching an on-line co Can't add more than 7 words here! Too many technologies = chaos + hours 16) I am interested in learning more about providing learner support through the use of technologies such as: Not Calendar/schedule of course assignments/activities 46.2% (49) Checklist for course assignments/activities 41.5% (44) Virtual office hours 40.6% (43) Audio lectures (e.g. Audible, itunes, PRX) 28.3% (30) Video lectures (e.g. Camtasia) 27.5% (30) Synchronous discussions (e.g. Skype) 33.3% (35) Document sharing/exchange (e.g. Stout's BlueDrive, GoogleDocs, Slideshare, etc.) 30.8% (33) Social networking (e.g. Wikis, Facebook, etc.) 47.1% (48) 53.8% (57) 58.5% (62) 59.4% (63) 71.7% (76) 72.5% (79) 66.7% (70) 69.2% (74) 52.9% (54)

12 Audio grading of papers/assignments 34.0% (36) Web 2.0 tools and emerging technologies (e.g. RSS) 31.4% (33) Capturing audio, video and sound (e.g. Audacity, Camtasia, etc.) 26.2% (28) Blogging and microblogging (e.g. Twitter) 43.8% (46) 66.0% (70) 68.6% (72) 73.8% (79) 56.2% (59) Comment Responses: Wikis are not allowed on campus. see above :) Need to focus technologies 17) I am interested in faculty development on learning technologies in the form of (Check all that apply): Not Printed guidelines/procedures/tips 20.7% (25) Short online tutorials 18.2% (22) One-on-one mentoring/tutoring 36.4% (44) Group training / seminars / workshops 24.0% (29) Brown bag lunch discussions 46.3% (56) Faculty/staff learning communities (Collaborative, long-term program) Faculty/staff sharing communities (Collaborative, short-term program) 50.4% (61) 33.1% (40) 65.3% (79) 69.4% (84) 49.6% (60) 64.5% (78) 35.5% (43) 31.4% (38) 49.6% (60) Comment Responses: this survey is too long!

13 18) Indicate your college of teaching responsibility. Response Count Percent College of Arts, Humanities and Social Sciences % College of Education, Health and Human Sciences % College of Management % College of Science, Technology, Engineering and Mathematics % 19) Indicate your teaching classification. Response Count Percent Professor (Faculty) % Associate Professor (Faculty) % Assistant Professor (Faculty) % Lecturer (Academic Staff/Adjunct Instructor) % Associate Lecturer (Academic Staff/Adjunct Instructor) 6 5.1% Other (please specify) 5 4.3% Other Responses: D2L often takes many steps for 1 change ASPIRE staff Senior Lecturer on call Academic Advisor adjunct professor