1. Greetings from Bream Bay

2. Bream Bay

3. Opened in July 2009 with 56 members
Last Year
Membership = 114
Courses & Workshops = 86
Learner Hours = 1,350

5. Using Online Questionnaires with Students
By: NANCY EDGE, SeniorNet Bream Bay Inc.

6. This is what I will talk about.
The background and event that triggered the idea
My thought processes before seeking Committee approval
How it was started and what has changed
Results and benefits
Introduce Google forms
Key points about using Google forms

7. How do we measure our effectiveness as tutors?
Traditionally we rely on –
Observing students in the classroom
Student Activity Evaluations

8. Measuring my effectiveness
I have often asked myself –
Is there a better way to measure the effectiveness of my teaching?
How can I be sure students understand what I teach them?

9. The theory of Organisational Development
The Kirpatrick model is a training evaluation model used extensively in government and the business world, that measures training at four levels:
Reaction: How learners reacted to the training. Did they think that the training was a valuable experience? How they felt about the instructor, the topic the material, the presentation and venue
Learning: Measures what the learners have learned and how their knowledge has increased as a result of the training
Behaviour: How have the learners changed their behaviour eg: how do the learners apply the information
Results: Analysing the results included the outcome that you aimed to achieve as a result of the training.

10. How would learners respond?
How would students feel about being ‘tested’?
Would they feel resentful, intimidated or uncomfortable?
Would they see it as valuable or just a waste of time?

11. At the AGM in Nelson we were introduced to Google Forms
 Question -
Could we use Google Forms to create questionnaires for each lesson?

12. After obtaining Committee approval, I started a pilot
A few days after a lesson, each student received an inviting them to complete a questionnaire.
The explained it was a trial and was not compulsory.
At first questionnaires did not ask students to record their name therefore responses could not be connected to individual students.
Delaying the questionnaire allows us to test the behaviour and results factors which we are unable to measure on the day of training.

13. Delaying the questionnaire allows us to test the level of learning which we are unable to measure on the day of training.

14. At the next lesson, I asked for their reactions and feedback.
No one objected in fact the opposite happened….

15. Here is what they told me.
No-one resented or objected to it.
They enjoyed the process.
It prompted them to re-visit the lesson.
It reinforced what had been covered in the lesson.
They were interested in their results
Google forms can be set up as a self test. Can use Moodle online freeware.

16. An interesting discovery
Students voluntarily identified themselves with some answers.
They all saw value in recording their names on the questionnaire.

17. As a result of this feedback, I made some changes to the process
Students were told during a lesson to expect the invitations.
We added a question that asked for their first name.

18. So what did I learn from the process?
It is not always easy to –
compose suitable questions
create multi-choice answers that are not ambiguous
But, once created, questionnaires are available for future use.

19. So how did I benefit from the process?
I could see how well they understood the lesson.
From the results, I could choose to
review issues from that lesson as a class exercise, OR
follow up with individuals at a personal level.
If required, I could review my delivery style.

20. What have I gained from the trial?
Evidence of each student’s level of understanding
The results have
1. lowered the need to question or
doubt my ability
2. raised my self-confidence

21. In Summary – the process
Reinforces learning in the home environment
Provides feedback to the tutor
Encourages students to use technology to answer questions.

22. Are there any questions?
Before I continue –
Are there any questions?

23. Google
Forms

24. Google Forms You need a Gmail account to access Google Forms.
Watching YouTube videos is a big help.
There is a learning process but forms are relatively simple to create.

25. Google Forms Google Forms are saved to Google Drive.
You need to open Google Drive to locate your form.
Google forms can be edited at any time.
A preview function shows how the form will appear to a recipient.

26. Google Forms
A pallet allows you to change the colour or add a decorative theme to the form. You can create folders in Google Drive to organise forms. Questionnaires can be ed directly to students from within Google Forms.

27. Google Forms The automatic email message can be modified or replaced.
addresses can be accessed from your Contacts in Gmail.
The only downside – there is no searchable record of who you have ed forms to.

28. Google Forms
Students receive the which includes a button labelled “FILL OUT FORM”

29. Google Forms
Clicking the button opens the form and the recipient clicks “SUBMIT” at the bottom when finished.

30. Google Forms Responses are gathered within the Google Form.
Responses can be viewed by –
signing in to Google Drive
opening the Google Form
clicking on Responses

31. Google Forms You can view a summary of all responses –
not always useful because of the way
data is displayed.
You can view & print individual responses ready to mark before handing back to students.

32. Do you have any questions or comments?
Thank you for your time.
Do you have any questions or comments?

33. priceless. Volunteers don’t get paid, not because they’re worthless,
but because they’re
priceless.