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Survey Results: Online Technology Education Learning Needs

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Title: Survey Results: Online Technology Education Learning Needs


1
Survey Results Online Technology Education
Learning Needs
  • Jim Flowers, Ball State University
  • jcflowers1_at_bsu.edu
  • Homepage www.bsu.edu/web/jcflowers1/flowers.htm
  • Article scholar.lib.vt.edu/ejournals/JTE/v13n1/fl
    owers.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
  • Dont know

35
28. Most attractive aspects of taking an online
course
  • Little variety
  • Convenience (convience?)
  • Not having to travel
  • Time flexibility
  • Assumption online gt 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 peoples 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 wont 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 dont know
  • No idea
  • Good Question! No Answer!

46
31. "Would you like to try teaching online?
47
32. Other Comments
  • Lets 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.
  • Dont know, never did it, dont know anyone who
    has.

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

49
Summary Learning Needs
  • Level
  • Continuing Education
  • (Masters, doctoral)
  • (This surveys 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

51
Summary Learning Needs
  • Personal needs
  • Quality education
  • Personal contact
  • Appropriate structure
  • Information on course availability

52
Implications for the profession
  • Addressing technology teacher shortage through
    online education may be problematic.
  • Addressing the need for continuing education and
    graduate education may be well-suited to online
    delivery, and provide educational opportunities
    that would not otherwise be possible.

53
Recommendations for ITEA CTTE
  • Provide free, easy, and up-to-date access to
    listings of online technology education
    offerings work as a clearinghouse.
  • Use online education to promote curricular reform.

54
Recommendations for Universities
  • Offer online technology education
  • Continuing education courses
  • Masters programs
  • Doctoral programs
  • Develop collaborative online programs
  • Offer courses in areas of perceived need and
    interest
  • Market and advertise courses
  • Ensure high quality and personal contact

55
Recommendations for Technology Teachers
considering taking online courses
  • Try to be open-minded not all online courses fit
    any one stereotype
  • Look far and wide for online offerings
  • Assess your technology, attitudes, work habits,
    etc.
  • Consider teaching online
  • Demand online programs

56
Survey Results Online Technology Education
Learning Needs
  • Jim Flowers, Ball State University
  • jcflowers1_at_bsu.edu
  • Homepage www.bsu.edu/web/jcflowers1/flowers.htm
  • Article scholar.lib.vt.edu/ejournals/JTE/v13n1/fl
    owers.html
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