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Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for this study was provided by HRSDC and CNIE.

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Presentation on theme: "Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for this study was provided by HRSDC and CNIE."— Presentation transcript:

1 Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for this study was provided by HRSDC and CNIE

2 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

3 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).

4 Indicators of Organizational Readiness 2. 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).

5 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

6 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)

7 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

8 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

9 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

10 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

11 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)

12 Anticipated Barriers 1. Rapid technology change 2. Lack of funding Appears from the data that these barriers have been ameliorated.

13 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

14 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 units 5. Constant need to change administrative structure

15 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

16 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

17 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

18 Overall Assessment Administrative applications3.64/5 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 leadership2.42/5

19 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.

20 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?

21 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.

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