University Planning & Analysis
Learning in a Technology-Rich Environment
LITRE 2003 Faculty Survey
The on-line survey
Notes
- This version of the survey includes notes to help you connect the results tables to the survey questions and understand how the survey was administered.
- The first page is the Welcome and description respondents saw when they went to the URL given in their emailed invitation to participate. Much of the description was also included in the emailed invitation. The "Click here to begin" bar at the bottom of the Welcome page brought up the university's standard login window. Faculty members used their Unity/EOS IDs & passwords to log into the survey. This modified version bypasses the login and takes you straight to Part 1 of the survey.
- The login allowed us to customize the survey for the individual respondent.
- Part 1
- Respondents had been pre-assigned to various course categories (combinations of course level and size) and were asked to answer the survey in terms of their experiences with courses in that category. [course category], [course level], and [course size] showed the respondent's information.
- [course list] showed the courses the respondent had taught in Fall 2002 according to university records. Questions A1a-A1d allowed the respondent to correct or comment on the list. If the respondent did not actually teach any courses that semester or taught only on-line courses, Submit-ting Part 1 closed the survey and brought up a Thank-you page. In this demonstration version, Submit-ting Part 1 always brings up Part 2 of the survey.
- The real survey did not have question numbers such as [A1A] and [B2]. They're included in this version to help connect each survey question with the corresponding results table.
- Part 2
- Section B of Part 1 asked what technologies the respondent used. Section D of Part 2 asks about technologies that weren't used (i.e., that weren't checked off in Section B).
- In the real survey Section D only included technologies that the respondent hadn't marked in Section B.
- In the real survey, each cell of the tables in Section D had a "check box" so the respondent could indicate which reason(s) applied to each technology. Reasons that don't fit particular technologies (such as the combination "I [the faculty member] don't know how to use this" and "Static electronic presentations by students") were marked "NA (not applicable) and did not have check boxes. This demonstration version of the survey has question numbers in the table cells instead of check boxes.
Course categories, based on course level and enrollment
| Category label | Course level | Course size (enrollment) |
| Lower/small | 100-200 level | Less than 30 |
| Lower/medium | 30-60 | |
| Lower/large | More than 60 | |
| Upper/small | 300-400 level | Less than 30 |
| Upper/medium | 30-60 | |
| Upper/large | More than 60 | |
| Graduate/small | Graduate (500+) level | Less than 30 |
| Graduate/medium | 30-60 | |
| Graduate/large | More than 60 |
Results
What in-class technologies did respondents use? (Questions B1-B9)
What outside-the-classroom technologies did respondents use? (Questions B10-B17)
What would make it easier for respondents to use these technologies? (Questions C7A-C7N)
Reasons why respondents might not have used in-class technologies (Questions D1A_2 - D1H_14)
- By College
- All technologies combined
- Static electronic presentations by students (Powerpoint, etc.)
- Static electronic presentations by the instructor (Powerpoint, etc.)
- Non-static electronic presentations (e.g., animations, etc.)
- Instructor demonstrates web material
- Computerized exams/quizzes
- Course-specific software for in-class exercises
- Electronic feedback via handhelds, pushbuttons, etc.
- Digital content resources (digital images, databases, etc.)
- By Course-Type
- All technologies combined
- Static electronic presentations by students (Powerpoint, etc.)
- Static electronic presentations by the instructor (Powerpoint, etc.)
- Non-static electronic presentations (e.g., animations, etc.)
- Instructor demonstrates web material
- Computerized exams/quizzes
- Course-specific software for in-class exercises
- Electronic feedback via handhelds, pushbuttons, etc.
- Digital content resources (digital images, databases, etc.)
Likelihood of using these technologies if issues were resolved (Question D2)
Reasons why respondents might not have used outside-the-classroom technologies (Questions D4A_1 - D4G13)
- By College
- All technologies combined
- Learning management systems
- Electronic communication with students
- Electronic communication among students
- Work submitted electronically
- Work prepared electronically
- Digital content resources (e.g.: online articles)
- Course-specific software for homework/out-of-class assignments
- By Course-Type
- All technologies combined
- Learning management systems
- Electronic communication with students
- Electronic communication among students
- Work submitted electronically
- Work prepared electronically
- Digital content resources (e.g.: online articles)
- Course-specific software for homework/out-of-class assignments
Likelihood of using these technologies if issues were resolved (Question D5)
Were students prepared to work with technologies respondents used? (Questions C1-C4, C6)
- By College
- How well prepared respondent expected students to be at start of class to work with in-class technologies
- How well prepared students were at start of class to work with in-class technologies
- How well prepared respondent expected students to be at start of class to work with outside-the-classroom technologies
- How well prepared students were at start of class to work with outside-the-classroom technologies
- What respondents did if students were not as prepared as expected
- By Course-Type
- How well prepared respondent expected students to be at start of class to work with in-class technologies
- How well prepared students were at start of class to work with in-class technologies
- How well prepared respondent expected students to be at start of class to work with outside-the-classroom technologies
- How well prepared students were at start of class to work with outside-the-classroom technologies
- What respondents did if students were not as prepared as expected
General technological fluency: Regardless of whether respondents used electronic instructional or student-learning aids in their courses, what technologies did they expect students to be able to use when they entered the courses? (Questions E1A-E1U)
Social & ethical issues: Regardless of whether respondents used electronic instructional or student-learning aids in their courses, did they ever discuss with their students any social and/or ethical issues related to technology? (Question E2)
University Planning & Analysis
N.C. State University
Last Modified:
Name: Ephraim Schechter
Email: ephraim_schechter@ncsu.edu
