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Compton 2001 Faculty

 

Compton University 2001 Faculty Survey Section 2

The Use of Computers in Teaching

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Teaching Style Inventory
Compton 2001
 strongly disagree disagree neither agree or disagree agree strongly agree Total
Facts, concepts and principles are the most important things that a student should acquire Count 0 12 8 21 4 45
% .0% 26.7% 17.8% 46.7% 8.9% 100.0%
What I say and do models appropriate ways for students to think about issues in the content Count 0 4 14 21 6 45
% .0% 8.9% 31.1% 46.7% 13.3% 100.0%
Students typically work on course projects alone with little supervision from me Count 3 20 7 13 2 45
% 6.7% 44.4% 15.6% 28.9% 4.4% 100.0%
I give students negative feedback when their performance is unsatisfactory Count 2 6 9 23 5 45
% 4.4% 13.3% 20.0% 51.1% 11.1% 100.0%
I spend time consulting with students on how to improve their work on individual and/or group projects Count 0 2 5 27 11 45
% .0% 4.4% 11.1% 60.0% 24.4% 100.0%
What I have to say about a topic is important for students to acquire a broader perspective on the issues in that area Count 0 1 6 29 9 45
% .0% 2.2% 13.3% 64.4% 20.0% 100.0%
I typically show students how and what to do in order to master course content Count 0 5 13 23 4 45
% .0% 11.1% 28.9% 51.1% 8.9% 100.0%
Students design one of more self-directed learning experiences Count 3 12 12 14 4 45
% 6.7% 26.7% 26.7% 31.1% 8.9% 100.0%
It is my responsibility to define what students must learn and how they should learn it Count 3 12 18 10 2 45
% 6.7% 26.7% 40.0% 22.2% 4.4% 100.0%
I guide students' work on course projects by asking questions, exploring options, and suggesting alternative ways to do things Count 0 4 5 29 7 45
% .0% 8.9% 11.1% 64.4% 15.6% 100.0%
Lecturing is a significant part of how I teach each of the class sessions Count 1 3 6 25 10 45
% 2.2% 6.7% 13.3% 55.6% 22.2% 100.0%
I often show students how they can use various principles and concepts Count 0 1 5 31 8 45
% .0% 2.2% 11.1% 68.9% 17.8% 100.0%
Students take responsibility for teaching part of the class sessions Count 6 15 7 15 1 44
% 13.6% 34.1% 15.9% 34.1% 2.3% 100.0%
This course has very specific goals and objectives that I want to accomplish Count 0 4 10 18 13 45
% .0% 8.9% 22.2% 40.0% 28.9% 100.0%
I solicit student advice about how and what to teach in my courses Count 2 10 9 20 2 43
% 4.7% 23.3% 20.9% 46.5% 4.7% 100.0%
Students might describe me as a "storehouse of knowledge" who dispenses the facts, principles, and concepts they need Count 3 16 17 7 2 45
% 6.7% 35.6% 37.8% 15.6% 4.4% 100.0%
Eventually, many students begin to think like me about course content Count 3 9 22 10 0 44
% 6.8% 20.5% 50.0% 22.7% .0% 100.0%
My approach to teaching is similar to a manager of a work group who delegates tasks and responsibilities to subordinates Count 7 24 11 3 0 45
% 15.6% 53.3% 24.4% 6.7% .0% 100.0%
My standards and expectations help students develop the discipline they need to learn Count 0 1 10 31 3 45
% .0% 2.2% 22.2% 68.9% 6.7% 100.0%
I give students a lot of personal support and encouragement to do well in this course Count 0 1 6 27 11 45
% .0% 2.2% 13.3% 60.0% 24.4% 100.0%
Answer to question : Please indicate the extent to which you agree or disagree with the following statements as they apply to your typical course. [Survey/Codebook]
[Table of Contents]
Reasons for Using Computers in Teaching
Compton 2001
 not important somewhat important important very important Total
Computer use is mandated by my institution Count
27
8
4
1
40
%
67.5%
20.0%
10.0%
2.5%
100.0%
Computer applications are used in my discpline Count
10
12
10
10
42
%
23.8%
28.6%
23.8%
23.8%
100.0%
Students need to learn more computer techniques Count
5
9
14
14
42
%
11.9%
21.4%
33.3%
33.3%
100.0%
To transfer my knowledge of computers to teaching Count
21
13
7
0
41
%
51.2%
31.7%
17.1%
.0%
100.0%
I thought it would be interesting Count
18
16
6
1
41
%
43.9%
39.0%
14.6%
2.4%
100.0%
It has become expected in my discipline Count
14
14
10
3
41
%
34.1%
34.1%
24.4%
7.3%
100.0%
Thought it was necessary to improve my teaching Count
15
14
9
3
41
%
36.6%
34.1%
22.0%
7.3%
100.0%
To deal with large class sizes Count
15
12
8
6
41
%
36.6%
29.3%
19.5%
14.6%
100.0%
Because of initiative of some colleagues Count
24
12
3
2
41
%
58.5%
29.3%
7.3%
4.9%
100.0%
My institution provided incentives Count
31
6
4
0
41
%
75.6%
14.6%
9.8%
.0%
100.0%
To more effectively communicate with my students Count
5
15
14
7
41
%
12.2%
36.6%
34.1%
17.1%
100.0%
To build informal links between students Count
22
12
5
1
40
%
55.0%
30.0%
12.5%
2.5%
100.0%
To help students work in groups Count
25
8
5
2
40
%
62.5%
20.0%
12.5%
5.0%
100.0%
To get students to write more Count
26
11
2
2
41
%
63.4%
26.8%
4.9%
4.9%
100.0%
To cover more material Count
28
9
1
3
41
%
68.3%
22.0%
2.4%
7.3%
100.0%
To cover remedial material Count
29
7
4
1
41
%
70.7%
17.1%
9.8%
2.4%
100.0%
To ease student access to course material Count
7
14
14
6
41
%
17.1%
34.1%
34.1%
14.6%
100.0%
Computer use is so common generally Count
11
10
17
3
41
%
26.8%
24.4%
41.5%
7.3%
100.0%
To compensate for lack of teaching assistance Count
22
10
7
2
41
%
53.7%
24.4%
17.1%
4.9%
100.0%
Answer to question 23: Please rate the importance of the following reasons for the use of computers in your teaching. [Survey/Codebook]
[Table of Contents]
Frequency of Use of Selected Computer Applications in Teaching
Compton 2001
 never rarely at least monthly at least weekly daily a few times a day Total
Computer projection with presentation packages (electronic slide shows) Count
16
9
9
2
3
2
41
%
39.0%
22.0%
22.0%
4.9%
7.3%
4.9%
100.0%
Computer projection for software demonstration Count
20
11
8
1
1
0
41
%
48.8%
26.8%
19.5%
2.4%
2.4%
.0%
100.0%
Question/answer drill periods Count
29
7
3
1
1
0
41
%
70.7%
17.1%
7.3%
2.4%
2.4%
.0%
100.0%
Simulation/demonstration programs Count
24
7
8
0
0
0
39
%
61.5%
17.9%
20.5%
.0%
.0%
.0%
100.0%
Computer readable paper answer sheets Count
27
7
4
1
1
0
40
%
67.5%
17.5%
10.0%
2.5%
2.5%
.0%
100.0%
Preparation of paper tests with a testing package Count
25
5
10
0
1
0
41
%
61.0%
12.2%
24.4%
.0%
2.4%
.0%
100.0%
Computer administered tests Count
34
3
2
1
0
0
40
%
85.0%
7.5%
5.0%
2.5%
.0%
.0%
100.0%
E-mail with students as a formal part of a course Count
10
13
5
7
3
2
40
%
25.0%
32.5%
12.5%
17.5%
7.5%
5.0%
100.0%
Multi-media authoring of course materials Count
22
9
6
1
2
0
40
%
55.0%
22.5%
15.0%
2.5%
5.0%
.0%
100.0%
Communication with students using a group messaging system (Newsgroups, listservs, FirstClass, etc., ) Count
17
10
4
8
2
0
41
%
41.5%
24.4%
9.8%
19.5%
4.9%
.0%
100.0%
Tests administered with computers Count
37
2
2
0
0
0
41
%
90.2%
4.9%
4.9%
.0%
.0%
.0%
100.0%
Web page creation Count
18
13
2
4
3
0
40
%
45.0%
32.5%
5.0%
10.0%
7.5%
.0%
100.0%
Use of course management and delivery system(Web CT, Blackboard, etc., ) Count
37
2
1
0
0
1
41
%
90.2%
4.9%
2.4%
.0%
.0%
2.4%
100.0%
Answer to question 24: To what extent do you use the following computer applications in your teaching? [Survey/Codebook]
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Copyright 2001 Brian L. Campbell
Page last modified: November 12, 2001