{"id":168,"date":"2012-03-08T17:11:00","date_gmt":"2012-03-09T00:11:00","guid":{"rendered":"https:\/\/blogs.ubc.ca\/eganfcp\/?page_id=168"},"modified":"2012-03-08T17:36:29","modified_gmt":"2012-03-09T00:36:29","slug":"mid-term-seot-pilot","status":"publish","type":"page","link":"https:\/\/blogs.ubc.ca\/eganfcp\/prt\/mid-term-seot-pilot\/","title":{"rendered":"Mid-Term SEoT pilot"},"content":{"rendered":"

ETEC565A Winter Term Two Mid-Term Formative Student Evaluation of Teaching Pilot<\/strong><\/p>\n

(Click here<\/a> to download this page as a pdf)<\/p>\n

The following data are from two sections of ETEC565A this term, where I piloted a mid-term formative student evaluation of teaching (SEoT) survey. I used WebCT Vista\u2019s assessment tool to create an anonymized survey. In terms of response rate, 19 students completed the entire (brief) survey out of 34 registered in the course: six other students completed it at least partially. The survey was open for one week, in order to give me time to analyze the data and integrate any changes into the course contents and how I deliver the course.<\/p>\n

Quantitative data<\/h3>\n

Students were asked seven Likert scaled questions about specific aspects of the course. Overall, there seems to be one student who is unhappy with the course and me; regardless, in most measures (except one) students view their experiences in the course so far as positive. The one exception was the question about the live session I delivered via Wimba Classroom: 7\/18 viewed this session as positive; another 6\/18 did not participate live but reviewed the archive of the session. Two more viewed the session negatively, and 3\/18 were unsure. On one measure there was unanimity: everyone thinks my presence in the course has been \u201cjust the right amount\u201d. Since I work very hard to get this aspect of online teaching right, instructor presence, this pleases me.<\/p>\n

Below are data tables and pie charts of the responses to each of the questions that used Likert scales. These data are aggregated across both sections. For the \u201cpresence\u201d question there is no chart, since the distribution of responses is zero.<\/p>\n

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Q1: The materials in this course site are well organized.<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Strongly Disagree<\/td>\n3<\/td>\n<\/tr>\n
Disagree<\/td>\n0<\/td>\n<\/tr>\n
Not sure<\/td>\n1<\/td>\n<\/tr>\n
Agree<\/td>\n3<\/td>\n<\/tr>\n
Strongly Agree<\/td>\n12<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

19<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Q2: Select the response that best completes this sentence:\u2028The materials in this course site provide ______ detailed information<\/strong><\/p>\n\n\n\n\n\n\n\n
Too much<\/td>\n0<\/td>\n<\/tr>\n
Not enough<\/td>\n2<\/td>\n<\/tr>\n
An adequate<\/td>\n11<\/td>\n<\/tr>\n
Exactly the right amount of<\/td>\n6<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

19<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Q3: The weekly discussions are integral to my learning in this course.<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Strongly Disagree<\/td>\n1<\/td>\n<\/tr>\n
Disagree<\/td>\n0<\/td>\n<\/tr>\n
Not sure<\/td>\n5<\/td>\n<\/tr>\n
Agree<\/td>\n9<\/td>\n<\/tr>\n
Strongly Agree<\/td>\n10<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

25<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Q4: Exploring the eLearning toolkit in a self-directed manner is integral to my learning in this course.<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Strongly Disagree<\/td>\n0<\/td>\n<\/tr>\n
Disagree<\/td>\n0<\/td>\n<\/tr>\n
Not sure<\/td>\n3<\/td>\n<\/tr>\n
Agree<\/td>\n9<\/td>\n<\/tr>\n
Strongly Agree<\/td>\n4<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

16<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Q5: Being part of a learning community has been a positive aspect of my experience in this course.<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Strongly Disagree<\/td>\n1<\/td>\n<\/tr>\n
Disagree<\/td>\n2<\/td>\n<\/tr>\n
Not sure<\/td>\n1<\/td>\n<\/tr>\n
Agree<\/td>\n7<\/td>\n<\/tr>\n
Strongly Agree<\/td>\n9<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

20<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Q6: The instructor’s presence in this course has been:<\/strong><\/p>\n\n\n\n\n\n\n\n\n
Minimal<\/td>\n0<\/td>\n<\/tr>\n
A bit too little<\/td>\n0<\/td>\n<\/tr>\n
Just the right amount <\/strong><\/td>\n19<\/strong><\/td>\n<\/tr>\n
A bit too much<\/td>\n0<\/td>\n<\/tr>\n
Way too much<\/td>\n0<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

19<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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Q7: The Wimba Classroom “Moodle Live” was very helpful.<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n
Strongly disagree<\/td>\n1<\/td>\n<\/tr>\n
Disagree<\/td>\n1<\/td>\n<\/tr>\n
Neutral\/Not sure<\/td>\n3<\/td>\n<\/tr>\n
Agree<\/td>\n5<\/td>\n<\/tr>\n
Strongly agree<\/td>\n2<\/td>\n<\/tr>\n
I did not participate in the session, but I viewed the archive<\/td>\n6<\/td>\n<\/tr>\n
I did not participate in the session, nor did I view the archive<\/td>\n0<\/td>\n<\/tr>\n
\n

#<\/p>\n<\/td>\n

18<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\"\"<\/a><\/p>\n

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Qualitative data<\/h3>\n

For the qualitative data the response rate was 12\/19 who completed the survey; 12\/34 of all students enrolled, a bit more than one-third of the students across both sections. Of the 19 \u201cresponses\u201d seven were blank or (the equivalent of) \u201cno comment.\u201d The students original unedited responses are Appendix A of this document; below I pull out a few concepts and respond to them. I will also post these responses in each course site, along with this report.<\/p>\n

To students<\/h4>\n

In terms of the nice things several of you said, I appreciate\u2014deeply\u2014the positive feedback. It makes a huge difference to me. So thanks very much. But I will dwell on the issues that folks surfaced that need responses.<\/p>\n

Elementary Education example: <\/strong>OK I\u2019m simply embarrassed about this\u2014and shocked no one\u2019s pointed it out in the last 3 years. I\u2019ll sort this out before the course is offered again.<\/p>\n

WebCT Vista the dinosaur:<\/strong> I come to bury Vista, not to praise it. More seriously, this is the last time ETEC565A will be delivered via WebCT Vista. I was given the option to include this course in the current Blackboard Learn pilot, but given the range of technologies we need to manage already in here\u2014delivering the course and for complete the learning activities\u2014my instinct said \u201ctoo much\u201d. From what I\u2019m hearing, this was absolutely the right decision. But the September offerings will be in Blackboard: guess I know what I will be doing this summer\u2026<\/p>\n

Resource for new UBC (graduate, online) students: <\/strong>I know that folks admitted to the MET are given access to some resources; I also know that unclassified students\u2014or students taking this as their own MET course as part of other programs in which they are registered\u2014might not get this (or any) such materials. For folks \u201cgoing it alone\u201d the onus is on you to find such resources\u2014whether that\u2019s fair or not, I\u2019m not sure.<\/p>\n

These all come from the http:\/\/wiki.ubc.ca\/DE_Learning_Resources<\/a> Distance Education Learning Resources page on the UBC Wiki.:<\/p>\n