1 / 56

Survey Results: Online Technology Education Learning Needs

Survey Results: Online Technology Education Learning Needs. Jim Flowers, Ball State University jcflowers1@bsu.edu Homepage: www.bsu.edu/web/jcflowers1/flowers.htm Article: scholar.lib.vt.edu/ejournals/JTE/v13n1/flowers.html. Purpose.

glennwilson
Télécharger la présentation

Survey Results: Online Technology Education Learning Needs

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Survey Results: Online Technology Education Learning Needs Jim Flowers, Ball State University jcflowers1@bsu.edu Homepage: www.bsu.edu/web/jcflowers1/flowers.htm Article: scholar.lib.vt.edu/ejournals/JTE/v13n1/flowers.html

  2. Purpose • To determine perceived needs, attitudes, and related characterizations of self-selected ITEA members related to their possible online education • To inform universities • To inform the profession

  3. Method • Survey developed, piloted • Survey mailed in May, 2000 • 3203 professional & student ITEA members • Online survey also available • (This self-selected sample is not representative of ITEA.) • 923 (29%) usable surveys returned

  4. Acknowledgement • BSU Technology Fellow funding • Reviewers, consultants, supporters • Ray Davis, Lee Ann Hathaway, Steve Martin, Charlie McLaughlin, Catherine Palomba, Brian Pickerill, Lari Price, Mary Annette Rose, Rob Sailsbery, Mark Sanders, Greg Siering, Don Smith, Jack Wescott, BSU faculty, ITEA staff • 8 pilot testers • The 923 respondents • The Audience

  5. 1. Highest Level of Education

  6. 3. Present Jobs

  7. 4. ITEA Membership

  8. 5. Tech. Comfortable Using with Students

  9. 6. Tech. Regularly Used at Work & Home

  10. 7. Speed of Internet Connection

  11. 8. "Do you personally use the Internet to learn about any aspect of technology?"

  12. 9. "Have you ever created a Web page?”

  13. 10. Future coursework required by present job

  14. 10. Future coursework required by present job • A very wide variety of comments • “30 Grad Credits” • “Six credits every three years” • “Six credit hours every 5 years…” • “I have a life license” • “I am getting a masters” • “100 hrs / 5 years” • “2 – 4 courses / 5 yr for MA recertification” • Etc.

  15. 11. Areas of reported interest in taking a course or workshop

  16. 12. Mean interest levels for courses or workshops based on ITEA standards content areas: part 1

  17. 12. Mean interest levels for courses or workshops based on ITEA standards content areas: part 2

  18. 13. Other content areas • Technical • “Networking, Web page design” • “Fuel cell technology” • Educational • “Teaching online, distance delivery” • “Working with special needs students” • Other subjects • “Math integration” • “Astronomy”

  19. 14. Perceived need for online technology education above the high school level

  20. 15. Perceived need for online technology education for K-12 students

  21. 16. "Have you ever taken an online course?”

  22. 17. Likelihood of taking a college course in the next 3 years

  23. 18. Likelihood of taking a course by level

  24. 19. Relative appeal of taking on-campus or online class

  25. 20. Relative appeal of taking a 3-credit or 1-credit class

  26. 21. The "best time" to take an online course

  27. 22. Perceived ideal number of weeks for a 3-credit online course

  28. 23. Preferences for classes with fixed or self-paced assignment calendars

  29. 24. Reported preferences for individual and group learning

  30. 25. Biggest reported obstacles to taking an online course

  31. 25. Other obstacles • Ignorance: “Never given it much thought” • Apathy: “Need no longer exists…” • Personal Characteristics: “Procrastination” • Computer Problems: “I am slow at keyboard” • Quality: “Poor quality of instruction” • None: No obstacle”

  32. 26. Levels of greatest reported interest for an online college degree program

  33. 27. Areas of greatest reported interest for an online college degree program

  34. 27. Wide variety of other areas of interest • “Computer technology” • “Philosophy” • “Management” • “Architecture” • “Industrial Archeology or American Studies” • “Law” • “Not interested” • “Don’t know”

  35. 28. Most attractive aspects of taking an online course • [Little variety] • Convenience (convience?) • Not having to travel • Time flexibility • [Assumption: online => asynchronous]

  36. 29. Least attractive aspects of taking an online course • A. Little interaction • B. Quality • C. Time, Work, & Cost Requirements • D. Personal Characteristics • E. Computer Concerns • F. Ignorance & Fear • G. Availability • H. None

  37. 29. Least attractive aspects of taking an online course • A. Little interaction • “Little instruction” • “No interaction with instructor/classmates” • “No one to answer questions” • “Missing out on people’s expression” • “Difficulty with group (class) dynamics / discussion”

  38. 29. Least attractive aspects of taking an online course • B. Quality • “Some online courses are poorly designed” • “Lack of meaningful lab-based activities that have been at the heart of TE” • “Less content, usually loosely defined, too easy” • “Isolated, grading, honest” • “Our district probably won’t approve online courses”

  39. 29. Least attractive aspects of taking an online course • C. Time, Work, & Cost Requirements • “Committing the time each day / week” • “Cost / Time” • “Completing college assignments”

  40. 29. Least attractive aspects of taking an online course • D. Personal Characteristics • “Motivation” • “Need deadlines” • “More self discipline is required to do it.”

  41. 29. Least attractive aspects of taking an online course • E. Computer Concerns • “Slow Internet speed, interruptions with connection, problems with Web site” • “Not being totally comfortable with using the Internet” • “Safety Rep. Strain injury; carpal tunnel, computer related physical stresses” • “Tying up the phone lines hours on end” • “Reading from monitor screen”

  42. 29. Least attractive aspects of taking an online course • F. Ignorance & Fear • “Uncertainty” • “Unsure of what it is all about” • “An innate fear of the unknown”

  43. 29. Least attractive aspects of taking an online course • G. Availability • “Finding one to take” • H. None • “None”

  44. 30. Where would they look for information on online courses? • Many had no clue. • Many would look locally.

  45. 30. Where would they look for information on online courses? • “ITEA web pages & Internet searches” • “Professional newsletters and websites” • “A listing or article in TTT would be good” • “University web sites, I don’t know” • “No idea” • “Good Question! No Answer!”

  46. 31. "Would you like to try teaching online?…”

  47. 32. Other Comments • “Let’s do it.” • “Will it be respected?” • “Many people will be left out…” • “Needs more time to develop an increase in the personal touch” • “This should have been done 10 years ago.” • “Don’t know, never did it, don’t know anyone who has.”

  48. Summary • A variety of views, needs, preconceptions • Enough perceived need to justify some continuing ed. & master’s online offerings • Barriers and opportunities exist

  49. Summary: Learning Needs • Level • Continuing Education • (Masters, doctoral) • (This survey’s sample was not selected to determine needs related to initial technology teacher certification.)

  50. Summary: Learning Needs • Content • Activities to teach about technology • Information and communication • Technological design

More Related