“Assessment of Teaching and Learning with Technology at Seton Hall University” with Danielle Mirliss, Janet Easterling, and Shayle Abelkop
Technology survey, begun in 1996, mostly of student users. The Teaching and Learning with Technology survey, formerly called the Mobile Computing Survey, was administered to students enrolled in a laptop initiative.
Last major revision of survey in 2005 to 2006. Survey questions were narrowed to emphasize teaching and learning. Exploratory approach to achieve better questions: open-ended, focus groups. Smaller number, better questions. Application of results to inform practice.
Where they want to be:
- Asking questions that are meaningful to all stakeholders (faculty, librarians, students)
- Craft a survey each year based on needs in a changing context
- Disseminate information to campus and beyond
- Include additional stakeholders to drive questions
- administered April 2006 to a random sample of freshmen and juniors
- oversampling for males and for students identifying as non-white
- 253 responses, overall response rate 30%
- higher rates for women, residents, freshemen
- lower rates for men, non-white, commuting stuents, juniors
- 6-10 hours/week online for academic work
- 6-10 hours a week for nonacademic work
- students use tech for course assignments (77%)
- 62% using laptops in class for collaboration
- 70% using laptops outside of class for collaboration
- students prefer courses that use a moderate level of technology (42%) or use technology extensively (39%)
- Students feel using IT lets them take greater control of their course activities and that the use of IT results in more prompt feedback from the instructor.
- Four out of 5 students agree that the use of IT in their courses has improved their learning.
- Students saw technology's greatest benefit as its convenience--it helps them save time (68%). Nineteen percent of students said tech's greatest benefit was that it helps them complete course work. Only 9% said it improved their learning.
Improved learning came from. . .
- online readings and links to materials (67%)
- online discussion board (47%)
- sharing materials with students (45%)
Improved management of class activities came from. . .
- online syllabus (85%)
- ability to turn in assignments online (73%)
(Good stats, but *yawn*. This talk needs more analysis, less reading of stats off of PowerPoint slides. I can't keep up, and I doubt this info is interesting to my readers, so I give up. The guy next to me is snoring. Oooh. . .and now people are beginning to flee. Oh, look. . .so am I.)
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