Q1. Did you call Ecampus with questions during Summer or Fall 2003 Term?
**Q1BIf no, please describe the question or difficulty you had.
-I was trying to track down final examinations, but could not ascertain which had been forwarded
from proctors via Ecampus. I finally located them and then had a hard time reporting grades
late. I now hope to have proctors send final exams directly to me to ensure timely arrival of
grades.
-I was passed from person to person, having to re-explain my concern. I finally gave up.
-Although my questions were answered correctly when I got through, I did not always talk to a
person and my phone messages were not promptly returned and sometimes not returned at all.
Q2 Did you email Ecampus with questions during Summer or Fall 2003 term?
Q2C If no, please describe the question or difficulty you had.
-Referred to website, still confused.
-Sometimes, questions concerning Blackboard seem to be a problem. DCE office staff is quite
wonderful. Blackboard needs improvement without problems.
Q3 Did you consult the Ecampus website during Summer or Fall 2003?
Q3A. Yes
-Yes, but had to spend a lot of time hunting for it.
Q3B If not, what information were you looking for?.
-I found it difficult to find the non-program courses.
-If no, I went to the Ecampus site or called someone I knew who might answer the question.
Q4 Please indicate how strongly you agree or disagree with this statement: “ I have a clear
understanding of the appropriate personnel to contact when I have a question or concern
with courses offered via distance.”
** Separate comments:
-Personnel assignments change rapidly. I need a hard copy up-to-date staff roster.
-Staff changed from 1st time I contacted to second. But I did receive a quick update and referral
when I contacted your office.
-Sometimes I have to go shopping.
-Most of the time I just call Lorrie and she directs me to the correct person.
-I email Lorrie and she forwards me to the right person.
-I am clear about the role of some people but not others, particularly Blackboard consultants.
Q5. Do you feel you receive too much, too little, or just the right amount of information
regarding Ecampus announcements and reminders?
-To me finding out I can’t do what I want to do is still a useful answer. Then I stop thinking
about “thing1” option A and go on to thinking about “thing 1” option B or else go to “think 2”.
-Generally okay.
-Many duplicates of the same thing.
Q6. Please indicate whether or not you have used each of the following sources for
Ecampus information.
-Jackson Cassady was extremely helpful with the initial design of my course.
Q7. Please rank, in order of preference, which indicate how you prefer to use receive
Ecampus information. (separate comments)
-Didn’t realize the Faculty Website existed. Will try it in the future.
Q8. What other services would you like to see offered by Ecampus (e.g. forums for online
teaching, E-newsletter)
-Submission to Registrar of grades submitted by e-mail to Ecampus office rather than having to
race to submit grades online when online system is shut down before final exams are received.
-Mini-trainings
-Newsletter will be nice.
-E-newsletter.
-This was my first time to teach online. It was a great experience. Juanita Lamely and Sylvia
Twomey were very helpful and reassuring.
-Class on services of Ecampus online teaching.
-I have a hard time taking advantage of existing opportunities. Possibly have support staff visit
faculty offices. This is where most of us work and can more easily run through ideas.
-To know what courses need instructors so one could apply. To know what types of courses
students would like to have offered.
-I love the FAQ’s! I’d like a place where little tidbits of “strategies” are posted (i.e. more
commonly referred to as a small sub-routine.)
-An E-newsletter would be great.
-Instructor discussions (live, Email?) on teaching online. How to run online class discussions,
how to keep students engaged, etc.
-Forums-professors share design of their courses.
-Regular tutorials on Blackboard for part-time faculty. Late pm or evenings.
-Forums for online teaching.
-Consistency in support service people. It seems like new people all of the time.
-Forums for online teaching would be good.
-Tips for interactive lesson plans/group work. Forums for online teaching.
-Access to information on Blackboard utilities in text form so I can study the utilities without
looking at a screen. I want to read the manual and improve my course site.
-Health benefits.
-Forums for online teaching and E-newsletter.
-More money to departments, less to Ecampus.
-Tips from other instructors regarding lecture formats, tests, turning in homework, etc. Basically
what works well and what doesn’t.
-Newsletter, discussion groups (forums).
-Meetings with other DE faculty to share effective techniques, learn how to solve common
problems.
-Establish a continuing relationship between each instructor and a consultant who is especially
competent to work with that instructor’s level of sophistication with the
computer/internet/software. Do a review each term of the operations of the course.
-Should have a uniform policy on incompletes.
-Electronic newsletter.
-Forums for online teaching.
Q9. What do you find most challenging about offering distance education courses?
-Not meeting students.
-Helping students understand that waiting until the last moment to send me their works does not
give me time for feedback.
-Maintaining access to Blackboard and getting set up for a course after a couple terms absence.
Even with the excellent assistance of Mr. Jackson Cassady.
-Engaging students.
-Sometimes things on-line slow down a bit.
-How to make students understand the subject.
-Just the idea of doing it for the first time.
-No face-to-face with students.
-Offering Credit.
-Getting my courses sequenced when I have to make a term change.
-Not having students enroll.
-We have had some difficult billing situations resulting from the on-line registration process.
Some are yet to be resolved. I end up being caught in the middle of trying to undo these
situations. We have lost several students as a result.
-Managing feedback to SS on projects.
-Not being able to see my students.
-Getting the student’s email addresses before the class starts. Getting info to them so that they
know how to set up ONID.
-The logistics, students signing up for the right section.
-Unprepared students.
-Hard to teach without in person contact.
-Lack of direct communication with students.
-Getting all of the students through the class. Every term there are a couple/few students who
never “show-up” or respond to emails.
-Lack of face-to-face interaction.
-Maintaining open communication lines with students.
-Keeping tabs on all my students.
-Not interacting personally with students.
-Amount of time needed.
-The emails regarding textbooks, when I don’t use one. The emails about syllabus roll over
when I use the same one every term.
-Students who don’t understand the instructions and want you to go over what is on the course
online.
-Students who lack the discipline to succeed even with great ability to learn but keep registering
to try. I haven’t found the key to supporting them.
-Not getting the same amount of interaction with students.
-Getting students to understand what a proctor is and having them send complete and accurate
info about their proctor.
-Lack of personal face-to-face contact with students.
-I never feel like I’m off work.
-Class discussions.
-Time, they are more time consuming yet (easier to put on the backburner) than on campus
classes.
-Keeping it contained, in terms of how much time is involved. Dealing with many incompletes.
-The way in which incompletes and grade changes are now handled.
-Working with my unit for scheduling and having then to communicate with Ecampus-lack of
consistency.
-It often takes several weeks for exams and term papers to be forwarded to me.
-Miss the face-to-face and better knowledge of each student.
-Group projects.
-Student participation.
-Replacing face-to-face discussion.
-Labs!
-Solving computer difficulties (e.g. with Blackboard) lack of flexibility in Ecampus regulations.
-Feeling connected to campus departments and services.
-No student contact.
-Lectures, impersonal nature of delivery.
-Students keeping up with class, knowing if students are getting the most out of the class.
-Combinations with regular courses. Difference in cost.
-Miss face-to-face contact.
-Getting information listed correctly in catalog.
-Providing fair examinations of students.
-No face-to-face with students. Designing effective and interesting courses.
-The time required to put together quality courses, developing new material.
-Helping inexperienced students navigate web pages, deal with computer problems, other
technology challenges.
-Prepping myself for new courses.
-Keeping up with all the changes and developments at Ecampus.
-Interacting with students in a timely manner. Giving students feedback on their work.
Receiving work on time. Dealing with incompletes.
-Not having face-to-face interactions with students.
-Knowing the politics of the school.
-Dealing with incomplete grades from prior terms (e.g. keeping track of those students.)
-Getting term to term changes made in time.
-Motivating students.
Q10. What do you find most rewarding about offering distance education courses?
-Allowing students to graduate on time.
-Students enjoyment of course materials.
-Working with students in a field of knowledge I treasure.
-Students have a good attitude usually.
-Flexibility.
-Time.
-I could reach students who could not have taken a University course because of distance.
-Students seem to be more interested. They get to see their progress and probably get more
personal feedback.
-The work my students do.
-Appreciation from students.
-Working with students around the world. My one student has been to Spain, Paris, China, found
and learn new places via students.
-Teachers have the opportunity to obtain training that would otherwise be very difficult due to
distance from universities. Teachers are getting training that is making a difference for kids!
-Being able to see individual detailed work.
-The fact that I can interact with each student one-on-one and also read all their postings to the
discussion board. The fact that I can think about their questions or comments and formulate
answers without all the distractions and time limitations of a physical classroom. The fact that I
can really build a cyber-community with my students and they can with each other. The freedom
of being able to deliver the classes online from anywhere. I feel that each student holds their
own special place in my mind without the limitation of time, space, or place.
-Communication via email that I might not have otherwise with some students.
-Access to nontraditional students.
-Provides opportunity to non traditional students.
-Educating students across the country.
-The opportunity to communicate and learn with students from a wide variety of backgrounds
and teach the highly motivated students who tend to take distance courses.
-Ability to reach students who can’t come to campus for classes.
-Occasionally you get a very favorable response from a student or students wanting to do more
with art.
-Students seem more mature.
-Flexible work hours. Interacting with students in other states and countries.
-Communicating with students outside Corvallis.
-Helping students achieve their goals.
-Students who read the instructions understand them and send the correct lessons in on time.
-Interaction with those students who bloom in this learning arena.
-Helping students that can’t come to campus.
-The ability to interact with a diverse group of students on our own individual schedules.
-Flexibility-I can teach and do research off-campus at the same time.
-The students tend to be highly motivated.
-Receptivity of students to forming an online community.
-The appreciation of the students who complete the courses.
-Many excellent, devoted students.
-Interacting with students through the discussion board.
-Personal contact with students.
-Personal schedule, efficiency, focus.
-Diversity.
-Student interaction.
-Having students who are able to take courses other ways. High level of student motivation.
-Interaction with students.
-Reaching students, especially ones who wouldn’t be able to take classes otherwise.
-$
-Reduces enrollment in regular campus courses? A positive? Accommodates motivated students.
-Discussion boards give students the opportunity to engage 1:1 with the instructor which is not
always possible in a classroom.
-Flexibility.
-Flexibility of teaching time.
-Flexibility.
-Students seem more involved, better motivated, in general.
-Flexibility of time commitment. Potential to reach a large group of students.
-The students!
-Meeting highly motivated and enthusiastic students who would not be able to participate in oncampus educational activities.
-Great student responses and involvement. Very rewarding.
-The students!
-Quality of student work. Providing courses world wide.
-The variety of learners.
-Working with the enthusiasm offered by non-traditional students trying to figure out the most
effective way to portray tough concepts.
-Good, motivated students.
-Threaded discussions.
-Interaction with community outside OSU; making connections between our audience (teachers)
and OSU.
Q11. Would you recommend to other departments or colleagues to offer courses through
Ecampus?
-Yes, but choose carefully how many, and who does it. Bad courses are worse than no courses.
-Yes, but with training and an understanding of the tons of effort that must be put into a distance
course.
-Depends on motivation for offering courses. If for credit hours then no.
Q11A. If no, please explain why not.
-Really depends on each situation. Sometimes appropriate, sometimes not the best option.
-At the moment unilateral, loss of potential loss of salary without notification. I think teaching is
great and it would not be fair to ask my colleagues to commit to such an unstable situation. I
consider this highly unethical, unfair, and would never subject other faculty to this. If I
recommend this to them, I would expect them to work hard to deliver quality teaching in a stable
as well as honorable situation. Sorry-I just don’t think it was handled well at all. This will
seriously affect your ability to retain competent teachers as well as recruit new ones.
-Too little support for course development.
-Difference in cost.
Q12. Do you have anything else to say aoubt Ecampus or this questionnaire?
-The frustrations (and pertinent details) of spring term (the only one I teach) are lost by the
following winter, however, in general, interface with Ecampus via web, etc, is too complicated.
Also, I was amazed that Ecampus couldn’t format a Blackboard instructor’s profile page.
-The afternoon of training on your campus (drove from California) gave me assurance. Juanita
Lamley was prompt in responding to my many emails. She made the experience very positive.
-I am not sure I should receive this questionnaire. I didn’t know my course was through
Ecampus and therefore don’t know anything about your services. I worked exclusively through
SEPS and contacted them for information when necessary.
-Everyone at Ecampus has always replied quickly to my questions in a very fast and friendly
manner. Thank you and well done.
-You were a great help last year. I am fairly new to the university system and staff helped me
through the process.
-The staff at Ecampus have been extremely patient and helpful.
-You are doing a very fine job!
-Every interaction I have had with Ecampus staff has been positive and helpful. The challenges
we continue to face deal with the enrollment and billing process. We have struggled with getting
student billing corrected as well as payment for teaching the courses in a timely manner.
Overall, the benefits to teachers and students in our district have been positive. Simplifying and
clarifying enrollment and billing is much needed.
-Pam VanLonden has been available and willing to help me with my course every time I’ve
needed it. I couldn’t have figured out how to teach online without her. Her contribution to
Ecampus is, in my estimation, invaluable.
-Paula, Marci, and Lorrie, many, many thanks for all your help.
-I think it’s great. I enjoy doing it! It’s financially rewarding as well.
-Evaluations, some courses are face-to-face rather than web delivered. Passing out evaluations
the last class is more effective than asking students to do online evaluations. Instructors should
be given the choice.
-Everyone from Lorrie, Pam, to Marci has been very helpful and most important quick to
respond to problems. Thank you
-I particularly appreciate Frank Kessel’s prompt and helpful service when I have technology
difficulties or questions. He and his group do a great job.
-Great, knowledgeable staff!
-Everyone I’ve had contact with at Ecampus has gone out of their way to be helpful. Special
kudos to Jackson, Pam, and Brett.
-How staff is very prompt, helpful, and supportive. Thank you!
-They seem to have been slow (but improving) to use the same tools used for distance studentsfor distance faculty teaching distance courses. Recognizing the different requirements of offcampus faculty.
-Frank Kessel is the best.
-Students sometimes state that it takes a long time to hear back regarding setting up exam
proctors.
-I’ve dealt with many staffers/departments in many schools from the world’s best to the world’s
most obscure and these guys rank with the best.
-Great group of people working for OSU Ecampus!
-As long as labs are not involved, it is a flexible option for students.
-Recommend on condition that faculty be ready for bureaucratic frustrations.
-I would have appreciated a new-instructor orientation to the whole Ecampus system (not just
how to structure my class, but an overview of all the services, contacts, etc.)
-My most immediate concern is with the ever changing personnel dealing with student interface.
When students have problems they should be dealt with clearly and promptly. It is important to
me to have a reliable contact in the Ecampus office to help me deal with questions from students
regarding grades, proctors, exams, enrollment caps etc. These areas have not been efficiently
handled in Spring or Fall 03.
-I hope to develop my course into a streamlined, stimulating music machine.
-Forums for attracting students and convincing departments to add more distance ed courses.
-Keep up the good work and continue to seek new ways to reward development of new distance
courses.
-Find ways to allow time free courses to be offered. You are losing students who can’t fit into
the rigid, lock-step, term schedule (and they are one reason for having distance education).
Otherwise, Ecampus will just be another technology technique for teaching and the departments
will gradually take one the operations of Ecampus.
-I support Ecampus!
-I have been very pleased with the course registration process. We have had some difficulty with
grade submission.