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Silverstone 2001 Faculty

 

Silverstone University 2001 Faculty Survey Section 2

The Use of Computers in Teaching

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Teaching Style Inventory
Silverstone 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
4
11
30
7
52
%
.0%
7.7%
21.2%
57.7%
13.5%
100.0%
What I say and do models appropriate ways for students to think about issues in the content Count
0
1
13
31
6
51
%
.0%
2.0%
25.5%
60.8%
11.8%
100.0%
Students typically work on course projects alone with little supervision from me Count
4
21
11
15
2
53
%
7.5%
39.6%
20.8%
28.3%
3.8%
100.0%
I give students negative feedback when their performance is unsatisfactory Count
1
8
5
36
0
50
%
2.0%
16.0%
10.0%
72.0%
.0%
100.0%
I spend time consulting with students on how to improve their work on individual and/or group projects Count
0
3
5
36
9
53
%
.0%
5.7%
9.4%
67.9%
17.0%
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
0
7
40
6
53
%
.0%
.0%
13.2%
75.5%
11.3%
100.0%
I typically show students how and what to do in order to master course content Count
0
3
16
27
7
53
%
.0%
5.7%
30.2%
50.9%
13.2%
100.0%
Students design one of more self-directed learning experiences Count
7
10
7
26
2
52
%
13.5%
19.2%
13.5%
50.0%
3.8%
100.0%
It is my responsibility to define what students must learn and how they should learn it Count
1
12
23
13
4
53
%
1.9%
22.6%
43.4%
24.5%
7.5%
100.0%
I guide students' work on course projects by asking questions, exploring options, and suggesting alternative ways to do things Count
0
7
2
29
14
52
%
.0%
13.5%
3.8%
55.8%
26.9%
100.0%
Lecturing is a significant part of how I teach each of the class sessions Count
1
9
4
32
7
53
%
1.9%
17.0%
7.5%
60.4%
13.2%
100.0%
I often show students how they can use various principles and concepts Count
0
0
4
40
9
53
%
.0%
.0%
7.5%
75.5%
17.0%
100.0%
Students take responsibility for teaching part of the class sessions Count
5
23
7
15
2
52
%
9.6%
44.2%
13.5%
28.8%
3.8%
100.0%
This course has very specific goals and objectives that I want to accomplish Count
0
2
6
33
12
53
%
.0%
3.8%
11.3%
62.3%
22.6%
100.0%
I solicit student advice about how and what to teach in my courses Count
2
12
14
19
4
51
%
3.9%
23.5%
27.5%
37.3%
7.8%
100.0%
Students might describe me as a "storehouse of knowledge" who dispenses the facts, principles, and concepts they need Count
1
11
14
22
2
50
%
2.0%
22.0%
28.0%
44.0%
4.0%
100.0%
Eventually, many students begin to think like me about course content Count
0
9
31
11
0
51
%
.0%
17.6%
60.8%
21.6%
.0%
100.0%
My approach to teaching is similar to a manager of a work group who delegates tasks and responsibilities to subordinates Count
8
22
13
8
0
51
%
15.7%
43.1%
25.5%
15.7%
.0%
100.0%
My standards and expectations help students develop the discipline they need to learn Count
0
0
12
32
8
52
%
.0%
.0%
23.1%
61.5%
15.4%
100.0%
I give students a lot of personal support and encouragement to do well in this course Count
0
2
6
30
15
53
%
.0%
3.8%
11.3%
56.6%
28.3%
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
Silverstone 2001
 not important somewhat important important very important Total
Computer use is mandated by my institution Count
12
9
15
17
53
%
22.6%
17.0%
28.3%
32.1%
100.0%
Computer applications are used in my discpline Count
1
9
17
26
53
%
1.9%
17.0%
32.1%
49.1%
100.0%
Students need to learn more computer techniques Count
1
10
16
26
53
%
1.9%
18.9%
30.2%
49.1%
100.0%
To transfer my knowledge of computers to teaching Count
22
13
9
8
52
%
42.3%
25.0%
17.3%
15.4%
100.0%
I thought it would be interesting Count
18
18
7
9
52
%
34.6%
34.6%
13.5%
17.3%
100.0%
It has become expected in my discipline Count
12
19
10
12
53
%
22.6%
35.8%
18.9%
22.6%
100.0%
Thought it was necessary to improve my teaching Count
23
11
13
5
52
%
44.2%
21.2%
25.0%
9.6%
100.0%
To deal with large class sizes Count
30
16
6
1
53
%
56.6%
30.2%
11.3%
1.9%
100.0%
Because of initiative of some colleagues Count
26
18
5
2
51
%
51.0%
35.3%
9.8%
3.9%
100.0%
My institution provided incentives Count
20
15
10
7
52
%
38.5%
28.8%
19.2%
13.5%
100.0%
To more effectively communicate with my students Count
8
13
19
13
53
%
15.1%
24.5%
35.8%
24.5%
100.0%
To build informal links between students Count
22
13
14
4
53
%
41.5%
24.5%
26.4%
7.5%
100.0%
To help students work in groups Count
23
11
13
6
53
%
43.4%
20.8%
24.5%
11.3%
100.0%
To get students to write more Count
25
13
9
6
53
%
47.2%
24.5%
17.0%
11.3%
100.0%
To cover more material Count
30
14
5
3
52
%
57.7%
26.9%
9.6%
5.8%
100.0%
To cover remedial material Count
32
15
3
2
52
%
61.5%
28.8%
5.8%
3.8%
100.0%
To ease student access to course material Count
9
13
16
14
52
%
17.3%
25.0%
30.8%
26.9%
100.0%
Computer use is so common generally Count
6
16
18
13
53
%
11.3%
30.2%
34.0%
24.5%
100.0%
To compensate for lack of teaching assistance Count
38
8
3
4
53
%
71.7%
15.1%
5.7%
7.5%
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
Silverstone 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
9
5
3
13
13
9
52
%
17.3%
9.6%
5.8%
25.0%
25.0%
17.3%
100.0%
Computer projection for software demonstration Count
12
10
16
10
2
1
51
%
23.5%
19.6%
31.4%
19.6%
3.9%
2.0%
100.0%
Question/answer drill periods Count
28
17
3
2
1
1
52
%
53.8%
32.7%
5.8%
3.8%
1.9%
1.9%
100.0%
Simulation/demonstration programs Count
15
14
14
8
0
1
52
%
28.8%
26.9%
26.9%
15.4%
.0%
1.9%
100.0%
Computer readable paper answer sheets Count
39
8
1
1
0
0
49
%
79.6%
16.3%
2.0%
2.0%
.0%
.0%
100.0%
Preparation of paper tests with a testing package Count
33
9
7
2
0
1
52
%
63.5%
17.3%
13.5%
3.8%
.0%
1.9%
100.0%
Computer administered tests Count
39
6
4
1
1
1
52
%
75.0%
11.5%
7.7%
1.9%
1.9%
1.9%
100.0%
E-mail with students as a formal part of a course Count
7
13
5
11
10
7
53
%
13.2%
24.5%
9.4%
20.8%
18.9%
13.2%
100.0%
Multi-media authoring of course materials Count
30
14
2
1
2
2
51
%
58.8%
27.5%
3.9%
2.0%
3.9%
3.9%
100.0%
Communication with students using a group messaging system (Newsgroups, listservs, FirstClass, etc., ) Count
13
8
8
11
6
5
51
%
25.5%
15.7%
15.7%
21.6%
11.8%
9.8%
100.0%
Tests administered with computers Count
37
9
3
1
1
1
52
%
71.2%
17.3%
5.8%
1.9%
1.9%
1.9%
100.0%
Web page creation Count
15
14
9
7
5
2
52
%
28.8%
26.9%
17.3%
13.5%
9.6%
3.8%
100.0%
Use of course management and delivery system(Web CT, Blackboard, etc., ) Count
29
5
2
5
9
2
52
%
55.8%
9.6%
3.8%
9.6%
17.3%
3.8%
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: December 19, 2001