I. Introduction
For an introduction to the Instructional Enhancement Initiative
(IEI) and the basis for the Instructional Computing Committee
survey of students, see the report "Summary of the Student
IEI Surveys for 1997-1998" which is available at:
http://www.chem.ucla.edu/dept/ICC/studentIEIsummary.html
II. Background on the Survey
In parallel with the Instructional Enhancement Initiative (IEI)
student survey, the Instructional Computing Committee surveyed
the faculty whose courses were part of the student surveys. Therefore,
the faculty surveys were not intended to cover all faculty across
the College, but rather were intended to obtain input from some
of the initial faculty who have started to employ new instructional
technologies into their courses. The faculty survey is available
at:
http://www.chem.ucla.edu/dept/ICC/facquestionIEI.html
The individual reports are posted at the following URLs and
this report provides an overall summary of the quarterly surveys.
http://www.chem.ucla.edu/dept/ICC/facwinter98IEI.html
http://www.chem.ucla.edu/dept/ICC/facspring98IEI.html
http://www.chem.ucla.edu/dept/ICC/facfall00IEI.html
III. Summary of Results
A. Response
The numbers of faculty answering the questionnaires were 38, 37, and 18 for Winter 1998, Spring 1998 and Fall 1999 Quarters, respectively. These were about 50% response rates and provide snapshots into the faculty perspectives on using new instructional technologies.
B. Experience Using the Web
Faculty significantly increased their experience using the Web for a course over the last two years. The percentage of faculty reporting little or no experience using the Web for a course dropped from 36% (Winter Quarter 1998) down to just 17% (Fall Quarter 1999).
C. Access of the Course Web Site
Office computers remain the primary access point to course Web sites for faculty. This highlights the need for support of faculty office computers by the College. In addition, network hardware and local technical support would also remain high priorities.
D. Course Web Site Features
The class Web sites contain a broad array of resources for students and the most significant change over time is the increase in the number of faculty posting their lecture notes. It is important to note the tremendous variety of features on the Web sites which range from posting the syllabus and reading assignments to posting audio and video clips, or pictures, graphics and other visual data.
E. Most Useful Course Web Site Features
For faculty, the utility of posting lecture notes has increased dramatically over time.
F. Most Useful Course Web Site Features to Students as Observed by Faculty
Faculty noted that students found the posting of lecture notes very useful. Posting of sample problems and old exams remained a popular item for students.
G. Impact of Using Web on Teaching
There has been a significant change in faculty attitude over the last two years. Some early negative comments included the higher time demands with uncertain benefits. However, this has changed and while the major time commitment is still required, there are some very positive comments about the impact of course Web sites on teaching. These included additional resources available to students such as lecture notes, video clips and graphic data. The view of the Web as a novelty has switched to the Web as an important additional teaching tool.
A potential criticism of online teaching materials is decreased faculty and student contact, but some faculty commented that the course Web sites actually increased faculty and student interaction! One faculty member noted that "[my course web site] has put me in closer touch with students and created a more helpful and interactive learning environment." Another faculty member noted "student/teacher contact has increased and some resources have resulted in more creative output." However, it should be pointed out that just as there are different teaching styles, not all faculty embrace the Web as an instructional tool.
H. Available Support
Support by staff remains critical for faculty using instructional technology for teaching. The minority of faculty maintain their own class web sites with out technical support. In order to sustain instructional technology efforts at UCLA, IEI support is essential.
I. Additional Comments
Faculty continue to ask for better hardware in the classroom
and in their offices and for more support by staff.
Finally, in a quite telling statement one faculty member responded
with: "Without IEI, we would still be "banging those
rocks together" (i.e., chalk on slate)!"
Questions on this report may be directed to:
Professor Craig A. Merlic
Chair, Instructional Computing Committee
College of Letters and Science
1312 Murphy Hall
UCLA 143801
back to the main page