colorado online learning spring 2003 student survey data
TRANSCRIPT
Colorado Online Learning
Spring 2003 Student Survey Data
Students Who Responded
Respondents by "Department"
Language33%
Math10%Science/Tech
26%
Social Studies18%
Other13%
Language
Math
Science/Tech
Social Studies
Other
Student Effort
Q1: I signed on every day and put forward my best effort.
5
18
46
88
92
38
0 20 40 60 80 100
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Clear Expectations
Q2: I always knew what was expected of me.
5
10
23
33
81
135
0 50 100 150
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Support & MaterialsQ3: I had the support and materials
I needed to be successful.
9
11
23
35
69
139
0 50 100 150
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Help Available at School
Q4: People at my school helped me if and when I needed it.
0 20 40 60 80 100
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Learned about Technology
Q5: I learned new things about technology and the Internet.
34
33
49
49
47
75
0 20 40 60 80
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Teacher Understood NeedsQ6: The teacher knew and
responded to my needs and abilities.
11
10
14
33
64
154
0 50 100 150 200
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Number of Respondents
Assignments Received
Q7: I always knew if the teacher got my assignments.
22
22
28
30
46
139
0 50 100 150
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Prompt Assignment Grading
Q8: Assignments were graded and returned promptly.
20
19
24
31
80
113
0 20 40 60 80 100 120
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Helpful Feedback
Q9: Feedback on my assignments showed me how to do better.
24
16
32
40
64
109
0 20 40 60 80 100 120
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Fair Grading
Q10: I feel the grading was fair.
8
9
14
24
59
173
0 50 100 150 200
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Teacher Cared
Q11: I always felt the teacher cared about me as a person.
10
11
21
38
63
144
0 50 100 150 200
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Clear Grading CriteriaQ12: Grading criteria about the
course and each assignment were clear to me.
8
15
16
38
73
135
0 50 100 150
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Easy Course Navigation
Q13: Navigating through course materials was easy to do.
10
13
21
38
87
118
0 20 40 60 80 100 120 140
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Minimal Tech Problems
Q14: Technical problems were minimal and easily resolved.
17
16
28
57
84
85
0 20 40 60 80 100
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Good Experience Overall
Q15: Overall, taking this online course was a good experience.
19
7
17
32
72
139
0 50 100 150
Strongly Disagree
Disagree
Somewhat Disagree
Somewhat Agree
Agree
Strongly Agree
Good Experience - By Dept
Overall Good Experience -- Y/N
0% 20% 40% 60% 80% 100%
Language
Math
Sci/Tech
SocialStudies
Other
Disagree Agree
I chose to take this course:
• To get ahead academically
• To get away from school
• For fun or to pursue an interest
I needed to take this course:
• Needed credits
• Scheduling conflicts
• School didn’t offer a needed / wanted course
I would recommend an online course to a friend, if…
• They are self-motivated and self-disciplined
• They have access to a computer at home
• They want to work at their own pace
• For a fun and challenging learning experience
I would NOT recommend an online course to a friend…
• Technical problems (mostly on the student/school end)
• Communication problems — feedback slow, unclear or minimal
• Expectations and assignments were not clear• Keeping up is a challenge
Colorado Online Learning Site Coordinator Survey
Spring 2003
Exhibit 1: Size of District
82
1
1
1
> 300 Students
301 – 600 Students
601 – 1200 Students
1201 – 6000 Students
6001 – 25,000 Students
Characteristics of Survey Respondents
Characteristics of Survey Respondents
0 1 2 3 4 5 6 7
1 – 10
10 – 20
30 – 40
More than 40
Exhibit 2: Number of Students Under Site Coordinator's Care
Exhibit 3: Frequency of Student Contact
Daily46%
Weekly23%
Occasionally23%
Seldom8%
Student Interaction
Exhibit 5: Biggest Challenge for Site Coordinators
Time to work with students
22%
Time to do administrative
work22%
Technical problems
45%
SC learning curve11%
Students' online learning curve
0%
Challenges
Using a six-point scale in which 1 = Poor and 6 = ExcellentAspect of COL Quality 1 2 3 4 5 6Course content - - 1 1 5 5Course delivery - - 2 2 4 4Technical support - - 3 - 5 5Instructor knowledge - - - - 5 7Instructor teaching ability - - - 2 4 6COL administrative staff - - - - 3 10
Quality Ratings
Exh. 7: Quality of Personnel
0
0
13
0
0
12
0 2 4 6 8 10 12 14
Poor
Mid-Range
Excellent
COL Administrative Staff Instructor Knowledge
Exh. 8: Quality of Course Delivery
0
4
8
0 2 4 6 8 10
Poor
Mid-Range
Excellent
Number of Respondents
Exhibit 9: Opinions on Key Program Aspects
6
4
4
5
1
5
5
3
6
9
1
2
5
1
1
0
1
0
0
0
0% 20% 40% 60% 80% 100%
E) Student complaintpolicies are clear
D) Grade reportingfrequency is sufficient
C) Students would benefitfrom more support
B) Students can accessclass info quickly
A) Plug-ins needed forcourses are available
Strongly Agree Agree Disagree Strongly Disagree
Student Success Factors
Student motivation
Independent work habits
Communication and encouragement from
the instructor and site coordinator
Student Failure Factors
Procrastination, failure to keep up with the pace
Students are “on their own” and “not accountable”
Lack of effort, initiative
I Could Provide Better Support If…
I had more time.
I established better supervision of assignments turned in.
I could read their grades. Access to classes does not give me access to grade book. That way I could better head off problems before they affected student success in a course.
I had a better idea of the requirements for the class at the beginning. It was better second semester when some of the instructors started sending me copies of their reminders to the students.
Concerns
“I love your program, but this year, the district will be requiring student families to absorb the cost of the class.”
“Is there a way to solve this ‘no e-mail with e-rate’ issue?”
“Most of my suggestions have to do with the technology on our end, not yours. Our students need to have better access by having their own email addresses at school and not having to rely on their yahoo or hotmail addresses.”
Concerns
“I love your program, but this year, the district will be requiring student families to absorb the cost of the class.”
“Is there a way to solve this ‘no e-mail with e-rate’ issue?”
“Most of my suggestions have to do with the technology on our end, not yours. Our students need to have better access by having their own email addresses at school and not having to rely on their yahoo or hotmail addresses.”
Kudos
“The online teachers were wonderful to work with. A big hand of applause and I wish them all a wonderful summer.”
“I have been thrilled with the changes and improvements this year with COL, and the exceptional quality of the online courses our students have participated in.
Kudos
“The online teachers were wonderful to work with. A big hand of applause and I wish them all a wonderful summer.”
“I have been thrilled with the changes and improvements this year with COL, and the exceptional quality of the online courses our students have participated in.
Colorado Online Learning Teacher Focus Groups
Spring 2003
Technology: What Works
Electronic grade book, posting grades
Direct email communication
Roster email, class announcements
Technology: What Works
Electronic grade book, posting grades
Direct email communication
Roster email, class announcements
Technology: What Needs Work
Grade book speed, duplicating grades
Restrictive district technology policies and infrastructure limit student access
Flexible assessment tools (import, alter)
Math software, chat board (teacher control)
Technology: What Needs Work
Grade book speed, duplicating grades
Restrictive district technology policies and infrastructure limit student access
Flexible assessment tools (import, alter)
Math software, chat board (teacher control)
Teacher Support: What Works
Responsive, supportive administrative staff
Quick resolution of tech issues
Actively involved site coordinators
Regular communication (emails from Tim, Ed)
Face-to-face meetings
Teacher Support: What Works
Responsive, supportive administrative staff
Quick resolution of tech issues
Actively involved site coordinators
Regular communication (emails from Tim, Ed)
Face-to-face meetings
Teacher Support: Wish List / Needs Improvement
Access to parent email addresses
Easier to read master student list
Teacher handbook, policy manual
Student email address changes (limit or screen)
Site coordinator training, support, influence*
Professional development (refresher, follow-up)
Calendar support
Teacher Support: Wish List / Needs Improvement
Access to parent email addresses
Easier to read master student list
Teacher handbook, policy manual
Student email address changes (limit or screen)
Site coordinator training, support, influence*
Professional development (refresher, follow-up)
Calendar support
Administrative Support: Phrases that Come to Mind
Efficient, energetic, enthusiastic
Visionary, innovative
Getting better all the time
Need outside support (e.g., distributing materials)
Can-do attitude
Administrative Support: Phrases that Come to Mind
Efficient, energetic, enthusiastic
Visionary, innovative
Getting better all the time
Need outside support (e.g., distributing materials)
Can-do attitude
Administrative Support: Reaction to Possible Growth
Focus on PD for instructors (online, new research)
School visits, meet/train site coordinators
New ways to distribute/collect texts, materials
Ongoing faculty bulletin board
* Only one group responded
Administrative Support: Reaction to Possible Growth
Focus on PD for instructors (online, new research)
School visits, meet/train site coordinators
New ways to distribute/collect texts, materials
Ongoing faculty bulletin board
* Only one group responded
Surprises
Increase in number of students (overall and in their courses)
Adjustments required to teach at-risk kids
Surprises
Increase in number of students (overall and in their courses)
Adjustments required to teach at-risk kids
Challenges:Beyond Instructors’ Control
Student support at big schools
Lack of buy-in, resistance at some schools
Technical problems
Student work ethics, integrity
Varying district calendars
Challenges:Beyond Instructors’ Control
Student support at big schools
Lack of buy-in, resistance at some schools
Technical problems
Student work ethics, integrity
Varying district calendars
Challenges:Would Like to Tackle or See Addressed
Training, job description for site coordinators; pay per student
Uniform email accounts
Screen out schools/students lacking basic tools
Offer open-entry for students (drop in)
Information about, assistance for students with IEP’s
Challenges:Would Like to Tackle or See Addressed
Training, job description for site coordinators; pay per student
Uniform email accounts
Screen out schools/students lacking basic tools
Offer open-entry for students (drop in)
Information about, assistance for students with IEP’s
Teaching for COL:The Good Things
Fewer discipline issues
Working at home or anywhere, anytime
Ability to individualize instruction for kids
Helping kids to succeed after they have failed
Teaching for COL:The Good Things
Fewer discipline issues
Working at home or anywhere, anytime
Ability to individualize instruction for kids
Helping kids to succeed after they have failed
Teaching for COL:The Down Side
No face-to-face contact with students
Long hours at computer -- ergonomic issues
Prompt feedback vs. misuse/sharing with other students
Demanding workload; not linked to pay; too many students per class
Teaching for COL:The Down Side
No face-to-face contact with students
Long hours at computer -- ergonomic issues
Prompt feedback vs. misuse/sharing with other students
Demanding workload; not linked to pay; too many students per class
Additional Comments
Would like funds to periodically revise and improve courses
Focus on improving instructional quality
Revise courses, not the platform
Teachers appreciate their flexibility and autonomy
Additional Comments
Would like funds to periodically revise and improve courses
Focus on improving instructional quality
Revise courses, not the platform
Teachers appreciate their flexibility and autonomy
Closing Thoughts
High marks on quality from students and site coordinators
Instructors motivated to provide highest quality; looking to improve
Site coordinator role is seen as key link by instructors
Professional development opportunities for site coordinators and instructors
