Ed 574860
Ed 574860
Ed 574860
Authors Partners
_______________________________________________________________________________________________
This document is based on the final report of a projet funded by the Fonds de recherche du Québec – Société et culture
(FRQSC) and its partner the the ministère de l’Éducation et de l’Enseignement supérieur (MEES) for the program Actions
concertées Persévérance et réussite scolaires.
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Affiliations
Authors
Partners
ISBN 978-1-5501699-4-2
Citation: King, L., Jorgensen, M., Lussier, A., Fichten, C. S., Havel, A., Amsel, R., Poldma, T. et al.
(2017). Stu
dent and professor perspectives on exemplary practices in the use of information and
communication technologies (ICTs) and e-learning in colleges. Modified version of report for the
Fonds de recherche du Québec - Société et culture (FRQSC) and the ministère de l'Éducation et de
l’Enseignement supérieur (MEES). Montréal, Québec : Réseau de Recherche Adaptech.
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TABLE OF CONTENTS
ABSTRACT ......................................................................................................................... 4
SUMMARY .......................................................................................................................... 5
RESEARCH REPORT............................................................................................................. 7
Part A – Context of the research ...................................................................................... 7
Part B – Solutions based on the results, research outcomes and implications ........................ 9
Part C – Methodology ................................................................................................... 12
Part D – Results .......................................................................................................... 13
Part E – Future research ............................................................................................... 18
REFERENCES ................................................................................................................... 19
APPENDICES .................................................................................................................... 21
Questionnaire for College Students ................................................................................ 22
E-learning Questionnaire for College Students ................................................................. 26
Interview Questions for Professors ................................................................................. 31
Computer Technology Checklist for Professors ................................................................. 32
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ABSTRACT
SUMMARY
The student sample can be treated as a whole because there were few significant
differences between students born in and outside of Canada, the College they attended or
their gender. The findings indicate that 93% of students liked courses where their professors
used ICTs in their teaching. However, 49% of students disagreed with the statement that
instructors allowed them to use their personal technologies in class and 32% of students
disagreed with the statement that professors showed them how to use ICTs needed in their
courses. Over 80% of students felt that the following ICTs worked well for them: online
posting of grades, assignments, course outlines and course notes / PowerPoints as well as
the online submission of assignments, computer labs, emails and presentation software.
Digital textbooks and online courses only had poor ratings. Many types of infrequently used
ICTs by professors were identified by students as working well for them. These include online
materials (i.e., attendance records, tests), a variety of ICT tools used in class (i.e., grammar
tools, language learning software, simulations/virtual experiments, mind mapping, web
conferencing), hardware (i.e., clickers), online tools (i.e., wikis, portfolios and podcasts) and
virtual office hours.
As for the exemplary professors, they mostly learned to use technology on their own
or had previous experience with technology. Their most common challenges were technical
and institutional problems. The ten technologies most frequently used were: e-mail, grades,
assignments, PowerPoints, course notes, tutorials / practice exercises and web links
available online, computer labs, presentation software and videos. The least frequently used
technologies were web conferencing, Twitter, chat rooms, mind mapping, podcasts,
LinkedIn, clickers, blogs, Wiki sites and Facebook. The Course Management System (CMS)
was primarily used for three reasons: to post course notes/PowerPoints, grades and
assignments. It was also used for attendance, submission of assignments, the calendar and
tests. To communicate with students, most professors used e-mail associated with the CMS,
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although some used other e-mail systems such as Gmail. A few professors also used instant
messaging, online chats on the CMS, texting, Facebook and virtual office hours.
There were no significant differences between female and male professors regarding
comfort or proficiency using technology. The number of years teaching in the College system
was not significantly related to professors’ levels of comfort with or knowledge of technology.
83% of the exemplary professors allowed their students to use their personal technology in
class. Gender and number of years teaching at a College did not significantly affect this.
RESEARCH REPORT
1. Background
Knowing that motivation is at the crux of learning, we examined students and their
motivation to engage - or not - in learning and course activities which include the use of
information and communication technologies (ICTs). In fact, today’s college instructors
reflect a powerful trend in postsecondary education, which is to use diverse ICTs (Cassidy &
Scapin, 2013; Lapostolle et al., 2013). Questions such as, “Does more extensive use of ICTs
by instructors ensure better learning?” and “Is teaching using ICTs seen as more or less
effective by students and instructors?” have been asked and, yet, these have been shown to
be overly simplistic (Abrami et al., 2006; Bernard et al., 2004; Bell & Federman, 2013; NMC
Horizon Report, 2013). The complexity, of course, stems from the fact that technology is not
used within a vacuum. Indeed, in his review, Barrette (2009) emphasizes the fact that it is
not just the technology but the pedagogical framework in which it is used that is crucial.
Even though students’ and professors’ views about the effectiveness of different
technologies have been shown to differ (Venkatesh et al., 2016), the literature on the use of
technology in teaching and learning is based primarily on data from students (Poellhuber et
al., 2012; Rashid & Asghar, 2016). Nevertheless, it is professors who set the tone and
determine the pedagogical practices used in class. Of course, there are studies of faculty
views about technology use in class, including its use in online learning (e.g., Croteau,
Venkatesh, Beaudry, & Rabah, 2015; Lloyd, Byrne, & McCoy, 2012). Despite this, there are
no studies on the perspectives of professors identified as exemplary users of technology.
Therefore, in this research, we explore the views, experiences and technology-related
pedagogical practices of professors deemed by students to be excellent in their use of
technology in teaching.
One of the most current and controversial issues in the area of ICT use in
postsecondary education is the use of personal technologies by students in the face-to-face
classroom. Lindroth and Bergquist (2010) state that there is no universally accepted protocol
that dictates mobile technology usage in the classroom. Thus, neither the professors nor the
students fully understand the appropriate role of laptops and other mobile technologies. This
uncertainty surrounding their use in the classroom has resulted in three reactions from
professors: rejecting the use of laptops, ignoring the laptops, and accepting the laptops (Kay
& Lauricella, 2011). Some professors do not allow their students to use their laptops at all in
class, due to off-task behavior; thus rejecting laptops all together (Young, 2006). This
approach creates a potential confrontation between the teacher and the students wishing to
use technologies (Kay & Lauricella, 2011). Other professors opt to ignore laptop use in their
classes which leads to unstructured use where students can choose what they want to do.
This approach has the intrinsic risk of facilitating extensive off-task behavior (Fried, 2008).
The final approach, which accepts and embraces the use of laptops in class, is also referred
to as the structured use approach. This approach attempts to integrate the technology as a
tool to support and enhance pedagogical practices (Gay, Stefanone, Grace-Martin, &
Hembrooke, 2001). The strategies that have been implemented include extensive exercises
on the laptop which are preceded by a short lecture, active use of software that is related to
the course and virtual experiments which are completed in small groups (Barak, Lipson, &
Lerman, 2006). Kay and Lauricella (2011) found that students engaged in more on-task
behaviors, such as note-taking and other academic tasks, when professors used a structured
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approach to laptops in the classroom. Likewise, students spent less time on off-task
behaviors, such as instant messaging and sending personal emails, when a structured
approach was used.
Finally, our last concern was that there is very little comparative research on the use
of ICTs in college and university classrooms where similarities and differences between
students’ and professors’ perspectives are directly compared. In our literature search we
were able to find few studies which directly compared these two groups in terms of ICT use
and views. Among these, only the study by Venkatesh et al. (2016) asked the same
questions of both groups on a broad variety of technologies from email to course
management systems to blogs. Their study, which included large sample sizes for both
students and professors, showed that, generally, students are more satisfied with courses
where lecture-related ICTs are used (i.e., PowerPoint, videos), whereas professors felt that
constructivist uses of ICTs (i.e., blogs, wikis) were more effective.
2. Hypotheses
3. Goals
What makes this investigation unique is that excellence in ICT related pedagogical
practice has been determined by the students and then operationalized by their instructors.
We were interested in the diversity of the student participants because different ICT-related
pedagogical practices may be beneficial for one group of students (e.g., males versus
females, immigrants versus non-immigrants) but not for another. The results can be used to
guide decisions about which ICTs should be used by instructors to meet specific learning
objectives in diverse pedagogical contexts.
Studying the experience of instructors deemed effective in their use of ICTs, including
the facilitators and obstacles they experience, has allowed us to gather information
concerning “best practices”; something many faculty want to know about when designing
courses which incorporate ICTs to ensure that these promote student engagement and
motivation. This further emphasizes the need for understanding ICT “best practices” from the
students’ perspective.
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1. Audiences
New policies could be put into place which include guidelines for how face-to-face
teaching environments could include students’ personal technologies, where appropriate.
Using a needs-analysis framework to survey students on a regular basis about their ICT
likes and dislikes in the postsecondary environment would allow professors to target the
ICTs most likely to increase student engagement and motivation. We need to hear from
exemplary professors on a more regular basis as this is essential for identifying
facilitators and barriers. Finally, asking students and professors identical questions
provides a framework for comparative analysis which, in turn, allows professors to get
the ‘right fit’ when choosing and effectively using ICTs in their teaching.
This report offers take-home messages and solutions which have been
disseminated, and continue to be, to the post-secondary level of education. For instance,
we are presenting our comparative-analysis results at ARC-ACFAS in May of 2017 and
then in June of 2017 we are presenting at the collegial-level conference (AQPC). In this
presentation, an ICT-pedagogical counsellor will collaborate with one of the researchers in
order to focus on the practical implications of our results. In other words, we are offering
data-driven instructional design recommendations for the postsecondary level. Since we
interviewed students and professors from diverse pre-university and technical College
programs, our results can be generalized.
Our student and teacher samples are not representative as they are only from one
Anglophone and one Francophone College. The teacher sample is a quota sample, which
is determined by the different numbers of participants that were required from selected
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categories. In this case, we wanted to interview professors from all the programs so we
targeted ten professors per institution, from both pre-university and technical programs,
who had the most nominations per category (e.g., Sciences and Engineering, Arts, Social
Sciences). In both the student and teacher studies, some of the data were difficult to
code into a limited number of categories (e.g., students’ suggestions and professors’
advice). Finally when comparing student and teacher data, only certain questions were
equivalent across both samples.
5. Take-home messages
These results can be applied to many college-level students as there were few significant
differences between students born in Canada versus those who were born outside of
Canada, males versus females, program of study and French versus English Colleges.
These results can also be used by professors from both pre-university and technical
programs across various disciplines. Thus, for instance, we know that students like it
when their professors use videos and presentation software, keeping in mind though
that they have a clear sense of how their professors should do this so that it is effective;
these student likes apply to all types of courses across the College spectrum.
These results can also be used in department presentations and specialized conferences.
For instance, when we presented to science professors at SALTISE (Supporting Active
Learning & Technological Innovation in Studies of Education), we were able to share
data on specialized ICTs in this field and science-pertinent advice from expert ICT
science professors (e.g., the use of virtual simulations in science classrooms and
laboratories).
As simple as it is, the message is clear: an overwhelming number of students like it
when their professors use ICTs in their teaching. This means that yes, it is indeed
worthwhile to invest in this area of pedagogy and that professors who are reluctant to
use ICTs need to be encouraged to embrace this reality.
Not all professors are ICT experts and there is only so much time per session that
professors can dedicate to acquiring new knowledge and then applying this to their
teaching. Here is the encouraging news: the students did not expect or want their
professors to use complicated ICTs. Instead, they wanted the simple things like posting
grades online to be done in a clear (i.e., provide the correct grade as well as the average
and standard deviation) and timely fashion. This message has been coined in one of our
presentations titled “Doing ordinary things extraordinarily well: Faculty perspectives on
excellence in ICT and e-Learning use in colleges”.
Finally, the biggest difference between College professors in general and the exemplary
ICT user professors was whether or not they allowed their students to use their own
mobile technology in the classroom and laboratories. As is perhaps predictable, the
nominated professors allowed their students to use their own technology on a
significantly higher basis than students reported that College professors in general
allowed. This is a current debate among professors, departments, programs and
institutions. Some institutions have created guidelines and policies (see for example, the
University of Montreal which requires all professors to permit students to use their own
mobile technologies in class (Conseil des études de premier cycle, 2013). More policies
are required, the debate needs to continue based on informed research and more
importantly, effective guidelines for how to use students’ mobile technologies in teaching
need to be made available to professors.
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6. Key solutions
Have students list their preferred ICTs for postsecondary learning and briefly explain
why.
Have students explain how these preferred ICTs should be used by their professors.
Have students list the ICTs they do not like their professors to use and briefly explain
why.
Have students nominate professors for best practices in the use of ICTs in teaching.
Address the infrastructure barriers which exemplary ICT user professors listed.
Distribute the facilitators for exemplary ICT use to professors, colleges, university and
ICT groups within the college network.
When examining ICT use at the postsecondary level, place students and professors
within a comparative framework so as to offer a complete picture when reforming
policy and pedagogy.
Strongly encourage reluctant professors to use a few simple ICTs in their teaching in
effective ways and provide them with the support they need to accomplish this.
When appropriate, allow students to use their personal technology in face-to-face
classrooms (note: of course this is already an undisputed reality in blended and online
learning environments).
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Part C – Methodology
1. Methodological approach
This was a descriptive and comparative study. Additional details about the method
and the findings are available in Fichten et al. (2015) and Jorgensen et al. (2017).
2. Data collection
3. Sample sizes
4. Statistical analyses
Part D – Results
Additional details about the findings are available in Fichten et al. (2015) and
Jorgensen et al. (2017).
1. Key results
93% of students indicated that they liked courses where their professors used
ICTs.
32% of students disagreed with the statement that professors showed them how
to use ICTs needed in their courses.
49% of students disagreed with the statement that instructors allowed them to
use their personal technologies in class.
Over 260 of the 311 students felt that the following ICTs worked well for them:
grades, assignments, course outlines and course notes posted online; online
submission of assignments; computer labs; emails; and presentation software.
Digital textbooks and online courses, in contrast to the above, only had ratings
around 3 on 6-point scales; thus, perceived effectiveness was low.
Many types of infrequently used ICTs (i.e., fewer than 2/3 of students indicated
their professors used this) were identified as working well for students (i.e., over
2/3 of students). These include online materials such as attendance records and
tests/quizzes; a variety of ICT tools used in class (i.e., grammar tools and
checkers, language learning software, simulations/virtual experiments, mind
mapping and web conferencing); hardware such as clickers; several online tools
(i.e., wikis, portfolios and podcasts) as well as virtual office hours.
Students also offered ICT-related suggestions. Table 1 shows the top five with
examples, in rank order of frequency.
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(e.g., more power outlets in class / in the library; more printers around school; better
access to computer labs to work on assignments; more accessible areas for Wi-Fi for
phones and tablets)
2. Instructors' knowledge and use of technology
(e.g., make sure that all instructors have a basic understanding of how a projector works;
classes should not revolve around technologies; a small 101 course for professors who
are not used to using a computer given by the college's tech support; technology should
be an aid to teaching rather than replacing my instructor)
3. Presentation software: PowerPoint
(e.g., More in class PowerPoint lectures; PowerPoint presentations that highlight key
terms; interesting visual components like photos rather than just text; clearer
PowerPoints; less busy; no need to use PowerPoint if slides are useless; avoid
presentations were the instructor simply reads the PowerPoint)
4. Performance of technology at school
(e.g., Better quality projectors; often problems with Wi Fi; computers in computer
labs require improvement; problems with the "online classroom"; Adobe Connect did not
work well; speakers did not work; the webcam was frozen; computers are very slow in labs
and classrooms; better software leases; replace computers with faster ones)
5. CMS features (due dates; calendar; on-line practice/exercises)
Simulations / virtual
37% 88%
experiments
Attendance record
59% 90%
available online
Tests / quizzes available
39% 86%
online
Clickers 17% 73%
6
p = .055
5.08
p = .001 p = .001
5 4.81
M 3.43
e
a
n 3
0
Students like courses where they Students: My professors allow me Professors allow students to use
are allowed to use personal to use my personal technology in their personal technology in class
technology class
• As ICTs evolve, how can continued research on exemplary professors for their
use of ICTs in their teaching contribute to the effective teaching of immigrant
students, second-language students, students with disabilities and students in
general studying at the post-secondary level?
• Why did the students like versus dislike the use of certain ICTs? In answering
this key question, can we develop a generalizable framework for the effective
use of ICTs in teaching at the postsecondary level?
• If both students and professors agree on the use of certain ICTs, does this
increase student engagement and significantly improve grades? What else can
be discovered within this comparative framework?
• How can our current research results and further investigation in this area be
integrated into a universal design paradigm?
• For what purpose do students indicate that they use or would like to use their
personal technologies in class?
• How can students and professors work collaboratively to use ICTs effectively?
2. Main solution
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Cheong, P. H., Shuter, R., & Suwinyattichaiporn, T. (2016). Managing student digital
distractions and hyperconnectivity: Communication strategies and challenges for
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classe:Encadrer leur utilisation pour soutenir l’apprentissage des étudiants.
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http://sse.umontreal.ca/numerique/documentation/EU23_R3.pdf
Dziuban, C., & Moskal, P. (2011). A course is a course is a course: Factor invariance in
student evaluation of online, blended and face-to-face learning environments. Internet
and Higher Education, 14(4), 236-241. doi:10.1016/j.iheduc.2011.05.003
Fichten, C. S., King, L., Jorgensen, M., Nguyen, M. N., Budd, J., Havel, A.,Poldma, T.
(2015). What do college students really want when it comes to their instructors’ use of
information and communication technologies (ICTs) in their teaching? International
Journal of Learning, Teaching and Educational Research, 14(2), 173-191. Retrieved
from http://www.ijlter.org/index.php/ijlter/article/view/522/pdf.
Fichten, C. S., King, L., Jorgensen, M., Nguyen, M. N., Budd, J., Havel, A., Asuncion, J.,
Amsel, R., Raymond, R., & Poldma, T. (2015). What do college students really want
when it comes to their instructors’ use of information and communication technologies
(ICTs) in their teaching? International Journal of Learning, Teaching and Educational
Research, 14(2), 173-191. Retrieved from
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Howard, S. K., & Mozejko, A. (2015). Professors: technology, change and resistance. In M.
Henderson & G. Romeo (Eds.), Teaching and digital technologies: Big issues and
critical questions (pp. 307-317). Port Melbourne, Australia: Cambridge University
Press.
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Jorgensen, M., Havel, A., Fichten, C., King, L., Marcil, E., Lussier, A., Vitouchanskaia, C.
(2017). “Simply the best”: Professors nominated by students for their exemplary
technology practices in teaching. Education and Information Technologies. Advance
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Lapostolle, L., Auclair, E., Lapostolle, G-M., Barrette, C., Charbonneau, S., & Mailloux, M-
C. (2013). Inventaire des recherches (1985-2012) concernant l’intégration des
technologies de l’information et de la communication à l’enseignement collégial.
Montréal: ARC. Retrieved from http://vega.cvm.qc.ca/arc/doc/Inventaire_TIC_1985-
2012.pdfhttp://vega.cvm.qc.ca/arc/doc/Inventaire_TIC_1985-2012.pdf
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APPENDICES
QUESTIONNAIRE FOR COLLEGE STUDENTS
22
QUESTIONNAIRE FOR COLLEGE STUDENTS
Please write your responses or fill in the circle with a pencil (like this: ●).
7. Parental education (generally, 1-6 years is primary school, 7-11 years is high school, 12-16
years is college/university, and 17+ years is graduate school).
11. Indicate which of the following apply to you (you can select more than one).
o Visual impairment (that is not adequately corrected by wearing glasses or contact
lenses)
o Deaf or hard of hearing / hearing impairment
o Learning disability and / or ADHD
o Mobility impairment
o Chronic medical / health problem (e.g., diabetes)
o Mental illness
o Autism spectrum disorder
o Other (please specify) ________________
o I do not have any of the above
QUESTIONNAIRE FOR COLLEGE STUDENTS
23
12. Are you registered with your College to receive accommodations related to a disability?
O Yes O No
15. Most people who are important to me think that I should complete my program of study.
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
16. I can overcome any obstacles or problems that could prevent me from completing my
program of study if I want to.
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
17. Most people who are important to me expect me to complete my program of study.
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
22. All things considered, it is possible that I might not complete my program of study.
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
Answer the following questions about how you view completing your program of study. (select
one)
26. Can we contact you if we are looking for participants for future studies? O Yes
O No
Citation: Adaptech Research Network. (2014). Questionnaire for College students. Montreal,
Quebec: Author.
E-Learning Questionnaire for College Students 26
DEMOGRAPHICS
Q3. In which country were you born? [Dropdown list of countries, Canada first]
Q4. Which College do you attend? [Pull down: Cégep André-Laurendeau, Dawson College, Other]
Q6. What was your average when you finished high school? [Textbox with a % sign beside it]
Q8. Indicate which of the following apply to you (you can select more than one). [Check boxes]
a. Totally blind
b. Visual impairment (that is not adequately corrected by wearing glasses or contact lenses)
c. Deaf
d. Hard of hearing / hearing impairment
e. Speech / communication impairment
f. Learning disability (LD) (e.g., dyslexia)
g. Attention deficit hyperactivity disorder (ADHD)
h. Mobility impairment: wheelchair / scooter user
i. Mobility impairment: use of a cane / crutch / walker
j. Limitation in the use of hands / arms
k. Chronic medical / health problem (e.g., diabetes, Crohn’s)
l. Mental illness (please note that this does NOT include a learning disability or attention
deficit hyperactivity disorder)
m. Neurological impairment (e.g., epilepsy, traumatic brain injury)
n. Autism spectrum disorder (e.g., autism, Asperger’s)
o. Other (please specify) ________
p. I do not have any of the above
Q9. What is your overall assessment of College instructors’ use of computer technologies in your
courses? [Pull down: terrible, very poor, poor, good, very good, excellent, not applicable]
E-Learning Questionnaire for College Students 27
For the next series of questions rate your level of agreement using the following scale:
[pulldown]
Strongly disagree
Moderately disagree
Slightly disagree
Slightly agree
Moderately agree
Strongly agree
Not Applicable
Do not spend too much time on any one statement. If an item is not applicable to you, respond
with ‘Not applicable’.
IN GENERAL…
Q10. In general, when my College instructors use computer technologies in their teaching, these
are accessible1 to me given my disability / impairment.
[JavaScript - only comes on the screen if the student self-identifies as having a disability in
Q8 by checking options a to o]
Q11. In general, my computer technology needs at my College are adequately met.
Q12. In general, my computer technology needs at home are adequately met.
Q13. In general, when my College instructors use computer technologies in their courses, my
needs are adequately met.
Q14. In general, my Wi-Fi needs at my College are adequately met.
Q15. In general, the number of power outlets (i.e., AC plugs) at my College adequately meet my
needs.
Q16. In general, my College instructors allow me to use technologies in class.
Q17. In general, my College instructors can teach effectively using technology.
Q18. In general, my College instructors show me how to use the technology needed in my
courses (e.g., Excel, Google Docs).
I AM…
Q19. I am very knowledgeable in the use of computer technologies.
Q20. I am very comfortable using computer technologies.
1
Accessibility: For the purposes of this study, accessibility refers to the ability of a learner, regardless of their disability, to easily and
independently use computer technologies. For some learners, this may require the use of adaptive technology (e.g., software that reads
what is on the screen).
E-Learning Questionnaire for College Students 28
Q27. I like courses which use a lecture format with technologies (e.g., PowerPoint, videos).
Q28. I like courses which use technologies while doing INDIVIDUAL WORK in class (e.g.,
computer lab).
Q29. I like courses which use technologies while doing GROUP WORK in class (e.g., Smart
Board).
Q30. I like courses which use group work online (e.g., Facebook, Google Docs).
Q31. I like courses which are entirely online.
Q34. Please name up to three of your College instructors who have used technologies in a way
that worked well for you (i.e., used technologies in a way that helped you learn).
[Textboxes Instructor #1 (full name), Instructor #2 (full name), Instructor #3 (full name)]
Q35. Indicate the technologies which at least one of your COLLEGE INSTRUCTORS has used.
[Pulldown: Yes ; No ; Not sure ; Don’t recognize this term]
Q36. Check the technologies that instructors at your College used that usually worked well for
you.
[JavaScript – only appears for items in Q35 where the student answered yes]
Yes No
Q37. List up to three examples where your College instructor(s) used technologies in a way that
worked well for you. [Textboxes Example #1, Example #2, Example #3]
Q38. List up to three examples where your College instructor(s) used technologies in a way that
did not work well for you. [Textboxes Example #1, Example #2, Example #3]
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E-Learning Questionnaire for College Students
Q39. List up to three suggestions about how technologies can be used in a way that would work
better for you in class or in the College. [Textboxes Suggestion #1, Suggestion #2,
Suggestion #3]
2) What types of computer technology do you use to teach and communicate with your
students? (prompt: includes phone/email, helping them study and evaluating them, inside
and outside the classroom)
3) What challenges have you had using computer technology, and how did you overcome
them? (prompt: student, teaching and institutional challenges)
4) What helps you use computer technology effectively in your teaching? (prompt: e.g.,
training for professors, expert help from someone, personally owned software, personal
motivation, high level of knowledge in how to use computer technology)?
5) When you have students with disabilities in your courses, what changes, if any, do you
make to how you use computer technology? (prompts: e.g., blind, Deaf, LD, ADHD, mental
health; ask about what disability(s) the students had)
6) When you have students whose mother tongue is neither English nor French in your
courses, what changes, if any, do you make to how you use computer technology?
7) Is there any type of computer technology that you wish you could use in your courses? (If
yes: What prevents you from using these?)
8) Do you have any advice for those who would like to use computer technology in their
courses? (prompt: If yes, please give some examples.)
Ask question nine after the interviewee has completed the checklist.
9) Have I forgotten anything? Is there anything else you would like to mention?
Please check the technologies that you use/have used in your teaching.
c. Email □ □
d. Instant messaging (e.g., Google Talk, Skype) □ □
e. Virtual office hours □ □
Social Networking Yes No
a. Facebook □ □
b. LinkedIn □ □
c. Twitter □ □
Technologies Used In Class Yes No
a. Grammar tools (e.g., Antidote) □ □
b. Language learning software □ □
c. Mind / concept mapping (e.g., Inspiration, Cmap) □ □
d. Presentation software (e.g., PowerPoint) □ □
e. Simulations / virtual experiments □ □
f. Web conferencing (e.g., Skype, Adobe Connect) □ □
For the questions below, please select the answer which best applies to you.
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree
O O O O O O
Strongly Moderately Slightly Slightly Moderately Strongly
disagree disagree disagree agree agree agree