1. Department
| Applied Linguistics & Teaching English as a Second Language (1) |
| Earth & Space Sciences (2) |
| East Asian Languages & Cultures (2) |
| Economics (1) |
| Geography (1) |
| History (2) |
| Mathematics (2) |
| Near Eastern Languages and Cultures (1) |
| Neuroscience (1) |
| Organismic Biology, Ecology, & Evolution |
| Physiological Science (1) |
| Political Science (2) |
| Women's Studies (1) |
2. How much experience do you have using the Web for a course?
| Little or none | 17% |
| Intermediate | 44% |
| Extensive | 39% |
| No answer | 0% |
3. What is your primary access to the course Web site?
| Office computer | 72 % |
| Home dial-in using Bruin Online | 17% |
| Home dial-in using an Internet service provider | 6% |
| Department computer lab | 0% |
| Other | 6% |
3. Mark ALL features that your course Web site contains.
| Syllabus | 100% |
| Question and answering posting | 44% |
| Discussion bulletin board | 67% |
| Lecture notes | 67% |
| Announcements | 83% |
| Reading Assignments | 61% |
| Sample problems or Old Exams | 44% |
| Problem set or Exam Keys | 33% |
| Audio or Video Clips | 17% |
| Pictures, Graphics or Visual Data | 33% |
| Links to other resources | 67% |
| Other | 28% |
4. Mark the TWO features that YOU find to be the most useful.
| Syllabus | 11% |
| Question and answering posting | 17% |
| Discussion bulletin board | 11% |
| Lecture notes | 44% |
| Announcements | 22% |
| Reading Assignments | 17% |
| Sample problems or Old Exams | 17% |
| Problem set or Exam Keys | 6% |
| Audio or Video Clips | 11% |
| Pictures, Graphics or Visual Data | 6% |
| Links to other resources | 6% |
| Other | 11% |
5. Mark the TWO features that the STUDENTS find to be the most useful.
| Syllabus | 11% |
| Question and answering posting | 17% |
| Discussion bulletin board | 11% |
| Lecture notes | 50% |
| Announcements | 6% |
| Reading Assignments | 17% |
| Sample problems or Old Exams | 22% |
| Problem set or Exam Keys | 11% |
| Audio or Video Clips | 6% |
| Pictures, Graphics or Visual Data | 6% |
| Links to other resources | 6% |
| Other | 6% |
6. What is the net impact of using the Web on your teaching? How does it affect your teaching, your course, your interactions with students and your students learning?
| Using the Web takes a lot of work. Upside: I don't pass out any paper; I can fix any mistakes in homework, overheads, etc. And Post 9with notice) at any time; Making announcements at Web site saves class time. |
| The Web is not my primary teaching tool, but it offers a convenient way to enrich the course with extra readings, supplementary materials, audio and visual materials, etc. |
| It helps the students to have another way to contact me and to get the notes if they miss them - I particularly like the new computer facilities for Life Science students and the fact my students can get some help there. |
| Better organization. Better able to make changes based upon the particular needs of the specific class. The Discussion Board allows me the instructor to gauge what questions students have and I imagine -- hope-- they feel slightly more courageous about asking questions. |
| It makes reaching larger groups of students with more information much easier. |
| This is the first time I have taught, so my experience has always been with this technology. I think what is best about it is the flexibility the technology offers in getting information to students in such a large class. |
| It's helpful - about a 4 on a scale of 10. |
| There is no interaction with students via the Web. My main purpose of using the Web is to put practice sound clips, replacing traditional audio tapes. |
| Most important factor is my control over Lecture Notes. I was using the Web before IEI |
| Use of the Web has allowed me to eliminate ASUCLA Lecture Notes Service, which was inaccurate, slow and bureaucratic. Students now get accurate notes immediately. |
| The quality of the characters in the reading assignments are much better and clear than those in a hard copy. On-line Dictionary enhances reading speed (i.e. saves tremendous time). |
| Makes it so I don't have to repeat myself. Helps facilitate the first weeks of class. Creates expectation of spoon-feeding on the part of students. |
| Discussion boards/announcements - very useful. It is also useful for the students to have information via links. We make hard copies, as well, of syllabus, study sheets, etc. |
| It allows me to cover more than I would otherwise. For example, I can get students to engage in discussions outside of class (on the bulletin board) that I might not otherwise be able to do in class. This has been a big help in preparing students for lecture topics and class discussions by having them discuss the topic on the bulletin board prior to coming to class. |
7. Do you give assignments which require students to use on-campus computer labs?
| Yes | 28% |
| No | 61% |
| No answer | 11% |
8. Do you maintain your own class web site without technical support?
| Yes | 39% |
| No | 44% |
| No answer | 17% |
9. What support is available to you? What support do you use? What support would you like to see be made available?
| I tend to use available support through Life Science Computing. |
| Need better departmental support outside of Social Sciences Computing! The PS department is terribly short-staffed. |
| I use the Crump Institute for Biological Imaging. |
| I use the support available through HCF. |
| Support is there for the Virtual Office Hours (VOH), what you call "Question and Answer Portion" and "Discussion Bulletin Board." |
| I do some by myself, some with a TA, and some through our SSC Web Tech. I feel totally satisfied with the support I have received, especially from our Web-tech person. |
| Department Programmer manages and designs the Website for materials I provide. Without this assistance, Webside would be reduced to bear bones lecture notes. |
| Person at HCF was very helpful putting the sound clips on the Web. Without his assistance, I couldn't have done it. AGraduate assistant was also helpful organizing my Web pages. |
| Department Personnel |
| Material is placed on the class Website as I submit it (rapid turnaround). This material could have been sold to students as a "course reader," so it is merely substituting one for the other... They can pay for a course reader or they can pay for a Website. |
| I've needed very little help. The SSC people have been very responsive to email questions. |
| There is much support available. However, I already know how to maintain the Web page. |
| Departmental technician. I would like to see WebCT replaced with a new version and/or new product which is less buggy, irritating, and slow. |
| Generally, my abilities are such that I don't need to use tech support unless something goes wrong on the server. |
| OID support for in-class term projects (web pages). A Woman Studies Website for Web-Page term projects. |
| Person in Social Sciences Computing has been incredibly helpful in coming up with ideas and making the Website workable. |
10. Please feel free to make additional comments about the IEI, the student computer labs or use of the Web for instruction
| My office computer is a Pentium 133 and it is ridiculously slow. I wholly s upport and encourage class web sites, but the University must do something about getting faculty up-to-date hardware. |
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| I view IEI as a project still in its infancy and hope that it continues and grows, even if not every course uses its resources. |
| Without IEI, we would still be "banging those rocks together" (i.e., chalk on slate)! |
| I would manage the site myself and it would be better organized if I could access BOL cheaply from home. |
