Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for...
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Transcript of Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for...
Institutional Readiness Questionnaire
Bonnie Luterbach, Raymond Guy, Kathleen Matheos
Funding for this study was provided by HRSDC and CNIE
CADE/AMTEC 2007
Presented Initial Stages of this Study Literature review and interview findings Indicators, Barriers Sought Feedback from participants Synthesized the findings and input Bilingual questionnaire Institutional Readiness Questionnaire
Indicators of Organizational Readiness
1. Pervasive institutional adoption of technologies (online, interactive and user-based systems) for:
a. Administration (e.g., finance, human resources);
b. Student affairs (e.g., registration, student portals); and
c. Educational support services (e.g. library. LMS).
Indicators of Organizational Readiness2. Educational technology is:
a. In place and financially supported and renewed;
b. Is part of strategic plan, mirrored in departmental plans;
c. Linked to student engagement in learning (e.g., qualities of a graduate) as a way to improve teaching and learning.
3. New ways of teaching and learning are part of the strategic academic plan (e.g., use of asynchronous technologies, blended learning).
Indicators of Organizational Readiness
4. Appropriate leadership
5. New policies• Transfer credits• Residency• Tenure and promotion• Technology support
6. Project-based funding leading to sustained funding
Questionnaire
Questions were built on the literature review and the interview findings with input from CNIE Board members
Online survey Pilot tested with 24 institutions (Anglophone
and Francophone) Complete responses received from 12
institutions (50% response rate)
Demographics
Sample 7 medical doctoral 4 comprehensive 1 undergraduate 1 college/CEGEP included open, dual mode, traditional face-to-face
Student population 31% Greater than 30,000 23% 20,000 – 29,999 23% 15,000 – 19,999 23% Under 15,000
Key Findings
Administrative Applications
100% Access forms, financial records, and employment opportunities
90% Allow submission of applications for employment online
90% Accept admission and registration payment online
Over 70%
Provide online bookstore services
Key Findings Continued
Educational Technology
100% Support a LMS
Over 80%
Support a single commercial product
100% Allow faculty and staff to access class lists and enter grades online
Over 50%
Require faculty and staff to use of an institutional portal
Over 80%
Provide internet connectivity in at least 50% of the classrooms
Key Findings Continued
Student Services
100% Provide students with an email address, virtual library services, and help desk support in the use of technology
80% Have a student portal
70% Require students to use the portal
90% Provide on-campus wireless services
50% Provide computing facilities 24/7
Key Findings Continued
70% Students can access class lists on line
100% Students can access grades online
90% Students can submit assignments online
45% Provide computing facilities in campus residences
Student Services (continued)
Anticipated Barriers
1. Rapid technology change
2. Lack of funding
Appears from the data that these barriers have been ameliorated.
Key Findings
Strategic Planning and Leadership
40% Educational technology is a component of the strategic plan
60% Have an institution wide inventory of blended and online courses
67% Senior administration promotes the use of technology in teaching and learning
Anticipated Barriers
1. Varied definitions, even within an institution – hard to get an inventory of what is really happening
2. Legal issues (e.g., copyright)3. Governance and cultures of universities (not
colleges)4. Changes in roles and responsibilities of
units5. Constant need to change administrative
structure
Key Findings
Teaching and Learning
80% Have a teaching with technology centre
40% See teaching with technology as a major component of teaching services
70% Provide incentives for the development of online and technology-enhanced teaching
Key Findings
Pedagogical Practice
70% Over half the courses have websites
90% Of respondents had interactive components in less than 60% of the courses across institutions
Less than
40% of courses
Have reduced face to face teaching time with the integration of technology
Anticipated Barriers
1. Rapid technology change
2. Lack of appropriate monetary compensation
3. Lack of time
4. Tenure and promotion dilemma
5. Teaching as a public versus private activity
6. Student Assessment
7. Unfamiliarity with the pedagogy of the online learning environment (e.g., concerns about quality, preferred face-to-face, etc.)
8. Lack of technical expertise
Overall Assessment
Administrative applications 3.64/5 Support for Teaching &
Learning with technology 2.75/5
Teaching and learning 2.64/5 Dedicated resources for Teaching
& Learning with technology 2.55/5 Strategic planning and
leadership 2.42/5
Unintended Findings
Difficult to find one individual in an institution who had overall knowledge in order to answer the survey.
Nor did some of the respondents know where they could find the answers to the survey questions.
Technology is pervasive but extremely pocketed within institutions, no common ‘go to’ point for information.
We probably need to add questions in the survey that actually define what the barriers are.
Thoughts
Is this data reflective of the reality of Canadian HE?
What areas do you think HE should pay attention to?
Are there areas that we have not addressed in this survey that should be included?
Potential Next Steps
• Ethics approval to distribute survey to all CNIE institutions.
• Request completion by a group of individuals within the institution.
• Researchers compile and analyze the data and provide further feedback to CNIE.
• Develop and provide a comparison analysis online report so year by year institutions could determine how well they are doing compared to institutions across Canada.