Survey Results & Analysis
for
Online Teaching Needs Assessment
Wednesday, July 08, 2009
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Executive Summary
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, 2009. 121 completed responses
were received to the survey during this time.
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
Count Percent
I have never taught a web-enhanced class and I do not anticipate teaching web7
enhanced classes as part of my instructional responsibilities.
5.8%
I have never taught a web-enhanced class but I anticipate having to teach webenhanced classes in the near future.
7
5.8%
I have taught a few web-enhanced classes but seek greater comfort in the basics
9
of D2L.
7.4%
I have taught several web-enhanced classes but seek greater comfort in the
basics of D2L.
27
22.3%
I have taught several web-enhanced classes and I feel comfortable with most
D2L features.
72
59.5%
2) Indicate the number of semesters you have taught web-enhanced courses.
Response Count Percent
0
7
6.0%
1-2
15
12.9%
3-4
14
12.1%
5-6
18
15.5%
7 or more 62
53.4%
3) Indicate the course number level of your web-enhanced courses. (Check all that apply)
Response Count Percent
N/A
9
7.4%
100
57
47.1%
200
50
41.3%
300
63
52.1%
400
44
36.4%
500-600
29
24.0%
700-800
29
24.0%
4) I would categorize my experience teaching online as:(Online = course taught entirely
over the internet)(Check all that apply)
Response
Count Percent
I have never taught a fully online class and I do not anticipate teaching online
classes as part of my instructional responsibilities.
26
21.5%
I have never taught a fully online class but I anticipate having to teach online
classes in the near future.
26
21.5%
I have taught a few fully online classes but seek greater comfort in the basics of
13
D2L and online teaching strategies.
10.7%
I have taught several fully online classes but seek greater comfort in the basics
of D2L and online teaching strategies.
14
11.6%
I have taught several fully online classes and I feel comfortable with most D2L
38
features.
31.4%
Other (please specify)
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
5
5) Indicate the number of semesters you have taught fully online classes.
Response Count Percent
0
35
34.0%
1-2
22
21.4%
3-4
14
13.6%
5-6
9
8.7%
7 or more 23
22.3%
6) Indicate the course number level of your fully online classes.(Check all that apply)
Response Count Percent
N/A
41
33.9%
100
22
18.2%
200
21
17.4%
300
34
28.1%
400
24
19.8%
500-600
23
19.0%
700-800
20
16.5%
7) I would categorize my experience with the use of D2L as follows (check all that apply):
Response
Count Percent
I am gaining experience with the basics of D2L (e.g. News, Content, Dropbox,
Links, Email, Discussions, and Classlist).
26
21.5%
I am gaining experience with other D2L features such as the Quizzes Feature,
Surveys, Grades, and Chat.
27
22.3%
I am experienced with the basics of D2L (e.g. News, Content, Dropbox, Links,
Email, Discussions, and Classlist).
56
46.3%
I am experienced with other D2L features such as the Quizzes Feature, Surveys,
69
Grades, and Chat.
57.0%
8) I would categorize my comfort level with the use of D2L as follows (check all that apply):
Response
Count Percent
I am gaining comfort with the basics of D2L (e.g. News, Content, Dropbox,
Links, Email, Discussions, and Classlist).
23
19.0%
I am gaining comfort with other D2L features such as the Quizzes Feature,
Surveys, Grades, and Chat.
27
22.3%
I am comfortable with the basics of D2L (e.g. News, Content, Dropbox, Links,
Email, Discussions, and Classlist).
55
45.5%
I am comfortable with other D2L features such as the Quizzes Feature, Surveys,
65
Grades, and Chat.
53.7%
9) I am comfortable with and confident in my abilities relating to the online course
organization and design decisions such as:
Strongly
Disagree
Disagree Agree
Strongly
Agree
Creating the structure and organization of the
course
6.8% (8)
10.3%
(12)
42.7%
(50)
40.2% (47)
Designing the aesthetics of course (e.g. fonts,
colors, images, etc.)
14.4% (17)
33.1%
(39)
33.1%
(39)
19.5% (23)
Identifying online course delivery tools to best
9.4% (11)
meet course objectives and learner needs
18.8%
(22)
48.7%
(57)
23.1% (27)
Designing online group work
21.4% (25)
36.8%
(43)
29.9%
(35)
12.0% (14)
Designing online discussions
13.7% (16)
22.2%
(26)
40.2%
(47)
23.9% (28)
Creating opportunities for online community
building
15.4% (18)
45.3%
(53)
30.8%
(36)
8.5% (10)
Creating instructor-student interactions
11.9% (14)
22.9%
(27)
46.6%
(55)
18.6% (22)
Creating content-student interactions
10.2% (12)
17.8%
(21)
48.3%
(57)
23.7% (28)
Creating student-student interactions
13.7% (16)
31.6%
(37)
44.4%
(52)
10.3% (12)
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)
Developing mechanisms for learner support
10) I am interested in learning more about the following online course organization and
design decisions:
Not
Interested
Interested
Creating the structure and organization of the course
41.7% (48)
58.3%
(67)
Designing the aesthetics of course (e.g. fonts, colors, images, etc.)
36.5% (42)
63.5%
(73)
Identifying online course delivery tools to best meet course
objectives and learner needs
25.9% (30)
74.1%
(86)
Designing online group work
27.8% (32)
72.2%
(83)
Designing online discussions
32.8% (38)
67.2%
(78)
Creating opportunities for online community building
23.5% (27)
76.5%
(88)
Creating instructor-student interactions
28.4% (33)
71.6%
(83)
Creating content-student interactions
30.4% (35)
69.6%
(80)
Creating student-student interactions
25.4% (29)
74.6%
(85)
Developing mechanisms for learner support
20.9% (24)
79.1%
(91)
Ensuring ADA Accessibility standards are met
23.2% (26)
76.8%
(86)
11) I am interested in faculty development relating to online course organization and
design in the form of (check all that apply):
Not
Interested
Interested
Printed guidelines/procedures/tips
26.4% (32)
66.1%
(80)
Short online tutorials
20.7% (25)
72.7%
(88)
One-on-one mentoring/tutoring
38.8% (47)
54.5%
(66)
Group training / seminars / workshops
23.1% (28)
71.1%
(86)
Brown bag lunch discussions
49.6% (60)
39.7%
(48)
Faculty/staff learning communities (Collaborative, long-term
program)
53.7% (65)
33.9%
(41)
Faculty/staff sharing communities (Collaborative, short-term
program)
34.7% (42)
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
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)
28.1% (32)
Facilitating group work
7.0% (8)
38.6%
(44)
42.1%
(48)
12.3% (14)
Communicating and reinforcing expectations
5.3% (6)
for quality of student work
16.7%
(19)
53.5%
(61)
24.6% (28)
Facilitating asynchronous discussions (e.g.
Discussion Board)
8.8% (10)
23.7%
(27)
46.5%
(53)
21.1% (24)
Facilitating synchronous discussions
13.3% (15)
52.2%
(59)
25.7%
(29)
8.8% (10)
Promoting community
7.1% (8)
46.9%
(53)
37.2%
(42)
8.8% (10)
Enhancing instructor-student interactions
8.0% (9)
31.0%
(35)
48.7%
(55)
12.4% (14)
Enhancing content-student interactions
5.4% (6)
28.8%
(32)
47.7%
(53)
18.0% (20)
Enhancing student-student interactions
8.0% (9)
46.4%
(52)
37.5%
(42)
8.0% (9)
Improving learner support
9.0% (10)
40.5%
(45)
41.4%
(46)
9.0% (10)
50.9%
(56)
29.1%
(32)
5.5% (6)
Ensuring ADA accommodative strategies are
14.5% (16)
met
Strongly
Agree
13) I am interested in learning more about the following online course delivery decisions
(throughout the course):
Not
Interested
Interested
Managing course communications
36.8% (39)
63.2%
(67)
Facilitating group work
30.3% (33)
69.7%
(76)
Communicating and reinforcing expectations for quality of student
work
31.5% (34)
68.5%
(74)
Facilitating asynchronous discussions (e.g. Discussion Board)
38.1% (40)
61.9%
(65)
Facilitating synchronous discussions
35.8% (38)
64.2%
(68)
Promoting community
27.5% (30)
72.5%
(79)
Enhancing instructor-student interactions
26.6% (29)
73.4%
(80)
Enhancing content-student interactions
31.2% (34)
68.8%
(75)
Enhancing student-student interactions
26.6% (29)
73.4%
(80)
Improving learner support
20.0% (22)
80.0%
(88)
Ensuring ADA accommodative strategies are met
21.5% (23)
78.5%
(84)
14) I am interested in faculty development relating to online course delivery in the form of
(Check all that apply):
Not
Interested
Interested
Printed guidelines/procedures/tips
24.0% (29)
65.3%
(79)
Short online tutorials
21.5% (26)
67.8%
(82)
One-on-one mentoring/tutoring
33.9% (41)
53.7%
(65)
Group training / seminars / workshops
22.3% (27)
65.3%
(79)
Brown bag lunch discussions
47.9% (58)
37.2%
(45)
Faculty/staff learning communities (Collaborative, long-term
program)
50.4% (61)
35.5%
(43)
Faculty/staff sharing communities (Collaborative, short-term
program)
33.9% (41)
51.2%
(62)
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
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)
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
Interested
Interested
Calendar/schedule of course assignments/activities
46.2% (49)
53.8%
(57)
Checklist for course assignments/activities
41.5% (44)
58.5%
(62)
Virtual office hours
40.6% (43)
59.4%
(63)
Audio lectures (e.g. Audible, iTunes, PRX)
28.3% (30)
71.7%
(76)
Video lectures (e.g. Camtasia)
27.5% (30)
72.5%
(79)
Synchronous discussions (e.g. Skype)
33.3% (35)
66.7%
(70)
Document sharing/exchange (e.g. Stout's BlueDrive, GoogleDocs,
Slideshare, etc.)
30.8% (33)
69.2%
(74)
Social networking (e.g. Wikis, Facebook, etc.)
47.1% (48)
52.9%
(54)
Audio grading of papers/assignments
34.0% (36)
66.0%
(70)
Web 2.0 tools and emerging technologies (e.g. RSS)
31.4% (33)
68.6%
(72)
Capturing audio, video and sound (e.g. Audacity, Camtasia, etc.)
26.2% (28)
73.8%
(79)
Blogging and microblogging (e.g. Twitter)
43.8% (46)
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
Interested
Interested
Printed guidelines/procedures/tips
20.7% (25)
65.3%
(79)
Short online tutorials
18.2% (22)
69.4%
(84)
One-on-one mentoring/tutoring
36.4% (44)
49.6%
(60)
Group training / seminars / workshops
24.0% (29)
64.5%
(78)
Brown bag lunch discussions
46.3% (56)
35.5%
(43)
Faculty/staff learning communities (Collaborative, long-term
program)
50.4% (61)
31.4%
(38)
Faculty/staff sharing communities (Collaborative, short-term
program)
33.1% (40)
49.6%
(60)
Comment Responses:
this survey is too long!
18) Indicate your college of teaching responsibility.
Response
Count Percent
College of Arts, Humanities and Social Sciences
29
25.0%
College of Education, Health and Human Sciences
28
24.1%
College of Management
30
25.9%
College of Science, Technology, Engineering and Mathematics 29
25.0%
19) Indicate your teaching classification.
Response
Count Percent
Professor (Faculty)
21
17.9%
Associate Professor (Faculty)
23
19.7%
Assistant Professor (Faculty)
37
31.6%
Lecturer (Academic Staff/Adjunct Instructor)
25
21.4%
Associate Lecturer (Academic Staff/Adjunct Instructor) 6
5.1%
Other (please specify)
4.3%
Other Responses:
D2L often takes many steps for 1 change
ASPIRE staff
Senior Lecturer
on call
Academic Advisor
adjunct professor
5