SOILSCIENCE/HORT/AGRON 326 Spring 2003, UW-Madison

PLANT NUTRIENT MANAGEMENT

Instructor’s Technology Evaluation Survey


1. How would you evaluate your comfort level with internet and e-mail at the beginning of this course? (Circle most correct answer.) [This question was formulated in 1996 when internet and e-mail usage was novel to the incoming students. It will be "retired" in 2004 unless the instructor is informed of a reason to retain it.]
 

Internet: 93% (14/15) Very Comfortable
 7% (1/15)  Comfortable
 0%  Uncomfortable
 0%  Don’tKnow/NeverTried
E-mail: 93% (14/15) Very Comfortable
 7% (1/15) Comfortable
 0%  Uncomfortable
 0%  Don’tKnow/NeverTried

2. How would you evaluate your comfort level with internet and e-mail at the present time? (Circle most correct answer.) [This question was formulated in 1996 when internet and e-mail usage was novel to the incoming students. It will be "retired" in 2004 unless the instructor is informed of a reason to retain it.]
 

Internet: 93% (14/15) Very Comfortable
7% (1/15) Comfortable
0%  Uncomfortable
0%  Don’tKnow/NeverTried
E-mail: 93% (14/15) Very Comfortable
7% (1/15) Comfortable
0%  Uncomfortable
0%  Don’tKnow/NeverTried

3. Where did you most often gain access to internet and e-mail for this course? (Circle one choice.)
 
66% (10/15) Home 27% (4/15) UW Computer Labs 7% (1/15) Dept/Work 0% Other: (specify) 

    If access from home, access was primarily using:

        DSL  20% (2/10)        Cable/modem  60% (6/10)        UW-Phone dial-in  20% (2/10)        Other dial-in (specify)  0

4. Which statement most accurately reflects your opinion about e-mail access to the instructor (check one)?

I communicated with instructor by e-mail and ...
40% (6/15) was very satisfied with accessibility
13% (2/15) was satisfied with accessibility
0% (0/15) was dissatisfied with accessibility
47% (7/15) I didn't communicate with instructor by e-mail but would have if the need had arisen
0% (0/15) I would never communicate with an instructor by e-mail under any circumstances
5. Did you make use of the following internet resources for the class?
 
Yes No NoAnswer
Class notes 100% (15/15)  0% (0/15)
Staff Info 100 (15/15) 0
On-line Articles 100 (15/15) 0
On-line Reading Assignments 100 (15/15)
Problem Sets (problems or answers) 100 (15/15) 0
Write-Your-Own-Exam questions 93 (14/15) 7% (1/15)

6. On average, how often did you visit the course website? (Circle one choice.)
 

0%  Never
87% (13/15) Once or twice a week
0% Only before exams
13% (2/15) Other:
">3 times a week"
"once every two weeks"

7. Which of the statements below about your use of the webnotes are most true (mark 1 or 2, only):
 

7% (1/15) The webnotes allowed me to cut classes without falling behind
60% (9/15) The webnotes helped me make up excused/legitimate absences
53% (8/15) The webnotes allowed me to compare my classnotes with the instructor’s
27% (4/15) The webnotes replaced my notetaking with the instructor’s
0% (0/25) I didn't look at the webnotes

8. What percentage of class lectures did you attend?
 
60% (9/15) 95-100%
27% (4/15) 90-94%
7% (1/15) 80-89%
0% (0/15) 70-79%
7% (1/15) 60-69%
(Three students (of 18) were absent or didn't hand in the questionaire.)
9. Did use of color photos (e.g., deficiency symptoms, legumes) in the course webpages enhance the interest or value of the webpages?
 
100% (15/15)  Yes
0% No

Comments: "!"
"Fun to take a break from the text."
"Show examples."
"Color photos allow for out-of-greenhouse observations."
"Pictures, especially colored pictures, are always good."
"Color is always better."
"It is good to put the pictures there to help visualize."
"It's good to see what we are discussing."
"A picture says a thousand words."
"Visualization always make various concepts easier."
 

10. Did use of links to other websites (e.g., guano, potash works, Virtual Museum) in the course webpages enhance the interest or value of the webpages?
 
80% (12/15)  Yes
20% (3/15) No

Comments:    "Gives a different perspective."
"Interesting side notes, now I won't forget the Dead Sea."
"Working examples seem to be a better learning tool."
"Virtual Museum was interesting."
"I looked at them briefly but never really used them."
"I never really visited them."
"These things provided interesting information."
"Dead Sea works was interesting."

11. Did the installation of the Chime plug-in for viewing the Virtual Museum displays present technical difficulties?
 
Yes (explain briefly) No, easy to do No, already installed Didn't try
13%  (2/15) 27% (4/15) 33% (5/15) 27% (4/15)
Comments:  "Yes – Some models worked at home, some others did not (maybe different models made with different versions?)."
"Yes – I installed it and it would not work on my computer.  It has a few problems."

12. Given a choice, would you have preferred more or less electronic access and course material delivery in this course?
 
0% (0/25) More 0% (1/15) Less 93% (14/15) About the same

Comments: "Less:  Only because I don't have internet at home."

13. Would you be more inclined or less inclined to participate in another course if you knew that e-mail and internet would be used as tools for delivering some of the course material? (Circle one answer.)
 
40% (6/15) More 0% (0/25) Less 60% (9/15) Not a consideration in course selection

14.  Which additional instructional technology for this course is of interest to you?
Very Interested Somewhat Interested Not Interested
A. Asynchronous discussion groups: 7%  (1/15) 60%  (9/15) 33%  (5/15)
B. Wireless internet connection to webnotes during class: 20%  (3/15) 20%  (3/15) 60%  (9/15)
C. End-of-class CD containing all pages of class website: 40%  (6/15) 53%  (8/15) 7%  (1/15)

15. On a scale of 0 to 5 (0, not at all important; 5, very important), how important do you think that regular attendance was to learning the course material? [New question--2003]
 
2: 7% (1/15) 3: 13% (2/15) 4: 60% (9/15)  5: 20% (3/15) Weighted Average: 3.9/5

16. On a scale of 0 to 5 (0, not at all important; 5, very important), how valuable were the laboratory exercises (soil tests, fertilizing pots, growing and analyzing plants) in learning/reinforcing/exercising the course material? [New question--2003]
 
2: 0% (0/15) 3: 7% (1/15) 4: 67% (10/15)  5: 27% (4/15) Weighted Average: 4.2/5
Comment: 4/5: "Too much lab time was spent "going through the motions."  I suggest more of a demonstration lab where the T.A. performs and explains the lab.  One in which the students focus more on learning and less doing."

17. Short (2-minute) essay question: Please answer one of the following two questions:

A) What specific recommendations would you make to improve the e-mail and internet portion of the course for the following year?I think if you posted the notes a days before class, students could read over the material before coming to lecture and could prepare questions ahead of time.

"Make sure to announce readings and homework in class, don't just assume I'll check the website."

"I would like to be able to do the homework on-line and present it in a convenient manner."

"I would have the instructors use the email more.  It might be useful for you to make some big announcements via email.  For example, last Thursday I wasn't able to attend and had no clue that the lab assignment was due the next day.  It could have been accommodated if I had known."

"I would recommend that the class notes not be presented in class on the screen.  It is more beneficial to work through problems on the board and draw out things as much as possible."

"I am in favor of the way in which materials are presented on the web very much.  One thing that could be improved is that class notes are posted a little earlier and more detailed syllabus is given at the beginning of the semester."

"The class notes could have been more comprehensive.  I personally found them to be very useful."

B) What message would you like to send to the Dean of Academic Student Affairs regarding the e-mail and internet portion of this course?
 
"The internet portion of this class made is very easy to access class information and review and preview class lectures.  It was also a useful study tool."

"Very helpful, would like to see in more classes."

"The email and internet portion of the course allow access to class notes after the class period.  However, without attending they are far less clear and you miss some of the other interesting conversation.   Attending class is still a must for success."

"Well done, effectively complements the course material.  Freed students from excessive note taking and thus encouraged more thought at discussion."

"The message would be that the internet/email used in this course should be an example for other courses.  It was nice if you had an excused absence and you could catch up because the class notes were generally very detailed.  Some things were only brushed over in notes, and covered more in class which is good for the people who attend."

"It was helpful."

"I would tell the Dean that this course could be used as a model of integrating electronic resources into the flow of the class."

"Not much else could be done until the University mandates laptops for classes."

"Those were used very efficiently."


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Last modified 8 May 2003 by Phillip Barak (pwbarak@facstaff.wisc.edu)