CS 411 – Summer 2003

Follow-up Notes for Educational Technology

From Greta Pangborn

 

This past summer I taught an E-Commerce/Web programming course using the limited meeting time model.  The class met once a week for nine weeks, two hours per session.  There were six students in the class including three seniors each majoring in either CS or IS, and one CS department graduate employed by the IT department.  Two of the three undergraduate students were employed for the summer while the third was taking a summer session language course.

 

One clear benefit to this model was the fact that it was more convenient for the majority of the students.  In response to the survey statement “The limited meeting time model made access to the class more convenient than would ordinarily be the case for me”, three students indicated strong agreement, one indicated agreement, one was neutral, and one disagreed.  One of the students who selected the strong agreement response indicated some additional enthusiasm by putting three checkmarks in that particular box.  Their responses followed a similar pattern on the question “I would consider taking another course with limited meeting times” (three strongly agreed, one agreed, one was neutral, one strongly disagreed).

 

I had a few distinct advantages coming into this particular distance-learning course.  First and foremost, I had technically savvy students who were comfortable using email and the web. Furthermore I was presenting a subject, web programming, for which there is a wealth of online materials.  On average the students contributed 46.6% of their web programming learning to online resources and only 14.6% to the textbook.   They also considered email to be an effective means of contacting me (four strongly agreed, one agreed, one was neutral).

 

My biggest disappointment with the class was our rather anemic online discussion.  It seemed that the students often formulated responses to my initial questions offline and then logged on and posted their answers, rather than responding to each other directly.  I tried to convey that I hoped for a more free flowing conversation, but their responses still tended to be stilted and to emphasize only points of agreement.  

 

eCollege was very dependable in terms of the server’s availability.  I liked the grade book feature, and in particular, appreciated the fact that comments could be linked to each grade.  However, if I were to redo this course without online discussions I would have a hard time justifying the per student cost, since it is easy to make a site containing all of the static content.  My biggest complaint with eCollege was with the quality of the documentation. 

 

I felt my relationship with my students was similar to what transpires in a traditional course (likely because the class was small and we met each week).  They seemed to agree; four of six felt they had a similar amount of interaction with the professor to what they do in a regular course, one found they had significantly more, and one significantly less.  All six claimed that the quality of interaction with the professor was similar to what they had during the semester.  The negative outcome was with respect to peer interaction, where half found they had significantly less interaction with peers and half claimed to have similar interactions.  Five of six students claimed that their number of serious conversations with peers on topics outside of the scope of the class was similar to a standard class; this would seem to indicate that such conversations occur less than we hope during a standard term.

 

 

 

For each question, check 5 for Strongly Agree….or check 1 for Strongly Disagree.

5

4

3

2

1

1

The lectures contributed to my understanding of the subject

3

2

1

 

 

2

The assignments contributed to my understanding of the subject

4

1

1

 

 

3

The textbook contributed to my understanding of the subject

 

 

3

3

 

4

I found that the online references provided in the syllabus contributed to my understanding of the subject

2

3

1

 

 

5

I found that the online discussion contributed to my understanding of the subject.

 

 

3

3

 

6

Interactions with other classmates contributed to my understanding of the subject

 

1

5

 

 

7

Interactions with the instructor outside of class contributed to my understanding of the subject

2

2

2

 

 

 

 

 

 

 

 

 

8

The methods used to evaluate my work (homework, tests, projects, etc.) were reasonable

4

2

 

 

 

9

The out-of-class assignments were challenging

6

 

 

 

 

10

Examinations covered material or skills emphasized in the course

X

x

x

x

x

11

The assignment web pages adequately explained the procedures to be followed

2

4

 

 

 

12

I found that email was an effective way of contacting the instructor

4

1

1

 

 

13

I was able to access web-based materials when I needed to

2

4

 

 

 

14

The web site was easy to navigate

2

3

1

 

 

15

I was able to work effectively with other students outside of class

1

 

4

 

1

 

 

 

 

 

 

 

16

The instructor demonstrated a personal commitment to high standards of professional competence

4

1

1

 

 

17

The instructor’s presentation often caused me to think in depth about this subject

4

1

1

 

 

18

Adequate opportunities were provided by the instructor for me to ask questions

5

1

 

 

 

19

The instructor seemed to be well prepared

4

1

1

 

 

20

The instructor seemed to care about my learning

4

1

 

1

 

21

The instructor makes students feel free to ask questions, express ideas, disagree

4

2

 

 

 

22

Overall, I rate this instructor a good teacher

4

1

1

 

 

 

 

 

 

 

 

 

23

This course is practical and useful given the goals and content area of the course

4

1

 

1

 

24

Compared with other courses on this level carrying an equal amount of credit, the effort I put into this course was as much as in other courses

4

 

1

1

 

25

During the term, I looked forward to attending this class

1

4

 

1

 

26

I would like to take another course in this subject area

2

3

 

1

 

27

In this course, I have learned a good deal

3

2

 

1

 

 

 

 

 

 

 

 

28

The limited meeting time model made access to this class more convenient than would ordinarily be the case for me

3

1

1

1

 

29

I would consider taking another course with limited meeting times

3

1

1

 

1

30

I am more confident in my ability to learn online than when I started the course

2

1

3

 

 

 

Circle the appropriate response for the following questions:

 

This course is:   1-In my major (5)   2-General requirement   3-An elective   4-Other (1)

 

My class is:   1-Freshman   2-Sophomore   3-Junior   4-Senior (5)  Graduate (1)

 

Compared with more traditional courses, the amount of interaction I had with the instructor (including electronic communication) was:

                       1 - Significantly less  (1)  2-Similar (4)      3 – Significantly more (1) 

 

Compared with more traditional courses, the quality of interaction I had with the instructor (including electronic communication) was:

                       1 - Significantly less    2-Similar  (6)   3 – Significantly more

 

Compared with more traditional courses, the amount of interaction I had with my peers (including electronic communication) was:

                       1 - Significantly less (3)   2-Similar (3)    3 – Significantly more

 

Compared with more traditional courses, the number of serious conversations I had with my peers on topics not directly related to the course (including electronic communication) was:

                       1 - Significantly less (1)   2-Similar (5)   3 – Significantly more

 

Regarding the programming assignments, I would say that my learning was influenced according the following percentages (be certain that it adds up to 100%):                            

Textbook                         __14.16%_

web materials:                           __46.6%__

                                                          Instructor:                      __30.8%__

                                                          Classmates:                     __8.33%__

                                                                             Total:           100%

 

 

Regarding the online discussions, I would say that my learning was influenced according the following percentages (be certain that it adds up to 100%):                          

Textbook                         __8.33%__

web materials:                           __59.16%___

                                                          Instructor:                      __22.5%___

                                                          Classmates:                     __10%__

                                                                             Total:           100%

 

Estimate the percentage of time you spent studying for each of the following activities (be certain that it adds up to 100%):

                                      Time spent using web-based materials                __52.5%__

                                      Time spent studying class notes                        __19.16%___

                                      Time spent studying the textbook             __13.33%___

                                      Time spent working with other students              __2.5%___

                                      Time spent working with the instructor                __12.5%___

                                                          Total:                                   100%