R:\Reports\In Progress -- Caroline\2017\5 - Technology Survey for Faculty/Faculty Technology Survey Fall 2016

Faculty Technology Survey, Fall 2017, Draft Joshua Farrell January 8, 2018

In Fall 2017, College of the Desert (COD) Faculty participated in a survey designed to assess the technical training needs of the college. This report provides a summary of the Fall 2017 survey results.

Seventy COD faculty members responded to the survey.

Item 1: Teaching Status

40% of the respondents to employment status are full-time tenured or tenure track faculty.

60% were part-time or adjuct faculty.

Full-time Tenured or Tenure Track, 40%

Part-time/Adjunct, 60%

Teaching Status

Office of Institutional Research

Page 2

Item 2: Age

Only 4% of faculty repsondents were under 30 years of age. Two thirds (64%) of faculty respondents were 50 years or older.

Item 3: Total years of all community or technical college workplace experience.

Over half (61% ) of respondents had more than 5 years of experience

4%

11%

21%

32%

27%

5%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Under 30 30-39 40-49 50-59 60-69 70 or older

Age Group

4%

35%

18%

14%

9%

11%

7%

4%

0% 10% 20% 30% 40% 50%

Less than 1 year

1-5 years

6-10 years

11-15 years

16-20 years

21-25 years

26-30 years

More than 30 years

Total Years of Workplace Experience

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Item 4: Training Priorities

The following chart displays the training priorities of faculty respondents.

‘Canvas’, ‘Excel’ and ‘and PowerPoint’ were the most common responses regarding training priorities.

Item 4b: Training Priorities - There were four other open-ended responses

• Word, PowerPoint and Canvas training is great, but learning how to use these so they are also all accessible too, is now the law (with the recent Federal 508 "refresh this Jan. 2018) Hope to see this addressed! Thank you.

• student response systems (poll everywhere, socrative) • How I can use google doc so my students can collaborate on projects. • Canvas for those of us not doing distance education.

10%

14%

16%

19%

19%

21%

26%

27%

29%

30%

30%

39%

43%

51%

0% 20% 40% 60% 80% 100%

Conference Room Technology

File Management

Phones

Web/Portal Maintenance

Classroom Media Carts

Informer/Data Queries

Outlook

Electronic Forms

CurricuNET/Courseleaf

Word:

Adobe Acrobat Pro

PowerPoint

Excel:

Canvas

Top Priorities for Technology Training

Page 4

Item 5: Training Schedules – Day and Time Preferences

Faculty respondents indicated that ‘Early Afternoon’ is the most popular time for scheduling training sessions and ‘Early Mornings’ were the least popular time.

25%

19%17% 17%

14%

26% 26%

22% 23%

33%36%

43%

36% 38%41%

36%

32%29%

32% 32%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Monday Tuesday Wednesday Thursday Friday

Please indicate the days and times when you aremost likely to attend a training session

Early Morning Late Morning Early Afternoon Late Afternoon

Page 5

Item 6, 7 and 8: Instruction of online or hybrid courses.

72% of faculty respondents did not teach online or hybrid courses.

Seventeen respondents indicated that they had taught ten or fewer online/hybrid courses. Ten respondents have taught more than ten online/hybrid courses.

Yes, online course(s), 14%

Yes, hybrid course(s), 3%

Yes, both online and hybrid courses,

10%

No, 72%

Do you teach fully online or hybrid courses?

8

4

1

4

2

3

1

3

0

2

4

6

8

10

12

1-5 6-10 11-15 Over 15

How many courses have you taught online or hybrid?

Online Hybrid

Page 6

Item 8: What tools do you think would allow you to retain more students in your online courses? – Eleven open-ended responses.

• Zoom app in Canvas • VoiceThread • Video making software • Students like and appreciate videos related to course content, I also use TedED and they really

like video chats. I frequently do webinars of topics that come up during the semester so students can go back and view later.

• More student prep of what it means to be an online student. • More exciting technology options integrated into our courses. LaunchPad publishing software

that coordinated with the ebook or textbook used in the course is an excellent example, as it fully integrates many types of multimedia hands-on learning and assessment experiences which are ready-made for the course.

• If there was a way to store films for course use, it would cut down on the amount of content students have to read, which can be overwhelming to them.

• I think the tools we have currently are fine if used properly. • Having student orientations for online courses; making sure students understand the work load,

putting writing class pre-reqs on online courses since many involve so much writing; I wish I knew!

• games • Accessibility, Online tutoring and video conferencing

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Item9: Training Priorities for online/hybrid course instruction.

A little over half of faculty respondents (53%) indicated the ‘Multimedia Tools’ and ‘Effective Group Work/Collaboration Tools’ were priorities for training

Item 9b: Training Priorities for online/hybrid course instruction had two other responses

• Online tutoring/video conferencing for tutoring • How to write algorithmically generated math problems in Canvas

5%

16%

21%

32%

32%

37%

42%

42%

47%

53%

53%

0% 20% 40% 60% 80% 100%

Intro to Online Teaching and Learning

Pedagogy

Creating Accessible Online Courses

Effective Practices in Online Teaching

Meeting Students' Differentiated Learning Styles

Video/Audio Production

Building Community Online with Social Media

Designing Effective Online Assessments

Emerging Technologies

Effective Group Work/Collaboration Tools

Multimedia Tools

What training topics would help you be more successful in your online or hybrid courses?

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Item 10: Desire to teach online or hybrid courses in the future.

Over half (55%) of the faculty respondents indicated that they would like to teach online or hybrid courses in the future

Item 11: What would help you prepare to teach fully online courses? – 27 open-ended responses

• Training (x10) • Practice/Testing environment (x4) • Collaboration with faculty (x2) • Students that understood how to use a computer and the internet • Not sure • My department would need to agree to offer them. • I am in the process of taking our DE class. • I have already taken the canvas online training. Finishing a course shell and a refresher course. • Currently taking the OTL course • Brain transplant • Already teaching totally online • already certified • Access to courses for reference purposes • A pre-designed course template so I do not need to re-create the wheel from stratch. More

adoption of textbooks that include engaging multimedia technologies and lessons, and for these titles to be ready for immediate integration directly into a teacher’s online course.

Yes, online, 18%

Yes, hybrid, 14%

Yes, both online and hybrid, 45%

No, 24%

Would you like to teach online or hybrid in the future?

Page 9

Item 12: What sessions would help you enhance your face-to-face courses? – 13 open-ended responses

• General Training (x4) • Multimedia/Video/Canvas Training (x5) • Students Collaboration/Class interaction (x2) • Enhancing student engagement. New immerging technologies for Canvas Selection of

textbooks which have electronic textbook options, (Ones that include products such as McMillians's LaunchPad)

• Accessibility

Item 13 and 14: Use if Canvas Technology

Only 13% of faculty indicated that they did not use Canvas for in-class instruction.

Yes, 88%

No, 13%

Do you use Canvas in your face-to-face courses?

Page 10

Item 15: If you do not use canvas at all, what obstacles do you face at this time? – 8 Reponses

• Transferring previous class information to new class information, assigning extra credit without penalizing other enrolled students.

• Time management. With my schedule, I am finding it hard to dedicate time. • Learning Canvas • Lack of info about canvas • In order to use Canvas, I would need to be able to easily author or import problems related to

the textbooks we use. At this time, Pearson MyLabandMastering and WebAssign are superior in doing this.

• In-class computer outdated. • I'll be working on ensuring my ESLN students have usernames and passwords for next semester • Canvas is not as intuitive as BlackBoard. It's difficult to find certain things because they are not

clearly marked or are submenus of supermenus that don't obviously relate to one another.

25.9%

27.8%

35.2%

35.2%

42.6%

44.4%

44.4%

44.4%

46.3%

55.6%

0% 20% 40% 60% 80% 100%

Emerging Technologies

Pedagogy

Building Community Online with Social Media

Flipping the Classroom

Gamifying the Classroom

Using Apps in the Classroom

Collaboration Tools (e.g., Canvas Conferences, ConferNow, Zoom)

Creating effective assessments and rubrics

Multimedia Tools

Video/Audio Production

What training topics would help you be more successful in using Canvas or other technologies in your face-to-face

courses

Page 11

Item 16: Other forms of instructional technology used – 13 responses

• Youtube, interactive websites, educational websites • VoiceThread; ReDirect; • Students must do outside (web) research using whatever technology is available. I also use

smartphones for polling and quiz applications. • Smartphones for research • PowerPoint, content Webpages such as YouTube, docuement camera, search engines, etc. • Powerpoint • poll everywhere; plicker app • Pearson MyLabandMastering, WebAssign, online tools such as WolframAlpha • Online sites to supplement instruction • No • Ipad, clicker for PP, DVD's • I use smartphone apps for technology based online course discussions, activities, class games,

quizzes, puzzles etc. • Facebook, I have a course page that students can follow and post. I post reminders and articles

of interest. Twitter, same as facebook. • Electrude, kahoot

Item 17: What would most help you be a more effective online instructor? - 19 responses

• Videos of instruction • Understanding how to use social media • Training (X7) • Time to learn it all • students that understood how to use a computer and the internet • Multiple ways to communicate and provide information • More opportunities to teach online • Making Canvas more flexible and user-friendly • Interactivity. • I am not sure of the basic format, the tools needed • Having interaction with students via skype type platform. • Don't teach online. • Canvas interactivity and community

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Item 18: Presence of Technology in the Workplace

The vast majority (92%) of respondents agreed or strongly agreed that technology helps them work more effectively and 90% agreed or strongly agreed that incorporating technology into their work helps to increase student learning. 55% of respondents agreed or strongly agreed ‘incorporating technology into my workplace will require a lot of additional time and effort.’

37%

32%

8%

22%

13% 13%

18%

55%58%

73%

58%62%

52%

37%

5% 5%8%

7%

12%

17%

23%

0% 0%3%

2%3% 3%

15%

2%5%

7%10% 10%

15%

7%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Technologyhelps me work

moreeffectively.

Incorporatingtechnology inmy work helps

to increasestudentlearning.

The training Ireceived has

enabled me touse technology

effectively inmy workplace.

If the collegeprovided

additionaltraining I

would be moreinclined to usetechnology in

the workplace.

The collegeprovides me

with adequatetechnologysupport andexpertise to

help meincorporate

technology inmy job.

Compared toother staff, I

am a proficienttechnology

user.

Even withmore trainingand technical

support,incorporating

technologyinto my

workplace willrequire a lot ofadditional time

and effort.

Please indicate the extent to which you agree or disagree with each of the statements below:

Strongly Agree Agree Disagree Strongly Disagree Don't Know

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Item 19: Effectiveness of information technology tools for teaching and learning

Over 87% of Faculty respondents rated ‘Productivity Tools’ effective or very effective in the improvement of teaching and learning. 81% rated ‘Electronic Content Tools’ effective or very effective in the improvement of teaching and learning. Less than half (48%) rated ‘Assessment Tools’ and 12% rated ‘Social Networking’ effective or very effective. 79% of respondents indicated that ‘Social Networking Tools’ were not used.

42%

38%

34%

22%

3%

45%

43%

36%

26%

9%

10%

10%

17%

16%

5%

3%

0%

0%

2%

2%

0%

2%

2%

2%

2%

0%

7%

10%

33%

79%

0% 20% 40% 60% 80% 100%

Productivity Tools

Electronic Content Tools

Communication Tools

Assessment Tools

Social Networking Tools

Of the technologies you have used, how effective have the following technologies/tools been in improving teaching

and learning?

Very Effective Effective Somewhat Effective Not Effective Don't Know Not Used

Page 14

Item 20: Sources of information about new technology

Staff respondents reported that ‘Other Staff’ (68%) and the ‘Professional Conferences and workshops’ (50%) are the most important sources of information about new technology.

There were seven other open-ended responses

• Self-teaching • My own research. • I do a great deal of my own research (and testing) to find products that will hopefully help

student engagement or to fulfill a certain need in the online classroom environment. • Google • Flex work shops • DE Professional Development • College online training staff

13%

22%

42%

47%

50%

68%

0% 20% 40% 60% 80% 100%

Professional Association Journals/Newsletters

Technology Companies/Vendors

Students

College IT/Technology Department

Professional Conferences or Workshops

Other Staff

Please select your three most important sources of new information about technology.

Page 15

Item 21: Skill levels with information technology tools.

‘Computer Maintenance’ and ‘Graphics Software Use’ received the lowest skill level ratings.

14%

37%

15%

12%

3%

2%

43%

45%

42%

17%

12%

12%

43%

17%

37%

38%

43%

18%

0%

2%

5%

22%

33%

47%

0%

0%

2%

10%

8%

22%

0% 10% 20% 30% 40% 50%

Using the college website

Using the Internet to effectively and efficiently searchfor information

Presentation software (PowerPoint)

Spreadsheets (Excel)

Computer maintenance (software updates, security)

Graphics software (Photoshop, Flash)

What is your skill level for the following?

Expert Very Skilled Fairly Skilled Not Very Skilled Not Skilled At All

Page 16

Item 22: Respondent engagement with new technology

Only 2% of respondents are skeptical of new technologies and use them only when they have to and just 8% of faculty respondents reported being the last people to know and use new technology.

2%8%

60%

17%13%

0%

20%

40%

60%

80%

100%

I am skeptical of newtechnologies and use

them only when Ihave to.

I am usually one ofthe last people Iknow to use new

technologies.

I usually use newtechnologies whenmost people I know

do.

I like newtechnologies and use

them before mostpeople I know.

I love newtechnologies and am

among the first toexperiment with and

use them.

Which best describes you?

Page 17

Item 23: Age of respondents’ computers

Of the respondents that reported the age of their computer, 63% indicated their computers were 2 years old or less leaving 38% with computers older than 2 years.

Item 21-25: The following items concern college IT planning and implementation

17%16%

10%9%

10%7%

31%

0%

10%

20%

30%

40%

50%

Don’t own a desktop

computer

1 year old orless

2 years old 3 years old 4 years old More than 4years old

Don’t know

How old is your office computer?

92%

86%

82%

73%

67%

8%

14%

18%

27%

33%

0% 20% 40% 60% 80% 100%

The college provides current application software formy department

The college provides current hardware fordepartment.

The college provides necessary training support forutilization of technology resources.

Technology resources are implemented based uponprogram review.

The effective use of technology resources issystematically evaluated.

Information Technology Planning and Implimentation

Yes No