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Master Student Technology Surveys Question Index

This is a list of all of the questions that have been asked on all of the surveys on student technology use. The organization of this index follows the 2001 version of the survey. Some of the questions that have been dropped from the later surveys have been inserted into this list with questions on a similar topic. The questions have been divided into 5 sections; student background, access to compters, computer skills, computers and educational work activities, and evaluation of computer and educational experiences. Each entry gives a short version of the question along with links to the annotated survey and the codebook for that item.

Topic Breakdown

Section 1 Questions

Student Background

Section one questions cover a variety of factors that may be relevant to students' experiences with technology. There are questions on personal characteristics, such as gender, age, residence, language, ethnicity, student loans, debt, and parents' education. Aspects of the general educational status of the student are also asked for, including the number of years at the educational institution, and the stage and type of program. Finally this section asks questions on general educational orientation, including: learning priorities, learning style and time use.

Section 2 Questions

Access to Computers

This section asks questions on access to computer technology. This includes questions on whether students have a computer and if so what type and whether it is connected to the Internet. There are also questions on where computers are used for a variety of programs. There are questions about the amount of time spent using computers for various tasks including playing games. There is an assessment of the adequacy of computer resources available to a student.

Section 3 Questions

Computer Skills

This section of the questionnaire contains questions on the computer skills of students. Respondents are asked to to assess their skill with respect to a variety of computer tasks. In addition respondents are asked to assess the importance of various sources for the development of their skills.

Section 4 Questions

Computers and Educational Work Activities

This section of the survey examines patterns of computer use and the educational activities of students. Most of the questions are about the frequency of activities. Many of the questions examine the frequency of the educational use of computers for a variety of tasks including email with instructors and classmates. There is also an attempt to gauge the frequency of computer use with respect to extracurricular computing, including email with friends and game playing. There are questions on the handling of information both with paper and with computers. Finally, there are questions on the cooperation of students around student work tasks with and without computers.

Section 5 Questions

Evaluation of Computer and Educational Experiences

This section of the questionnaire has questions on students' evaluations of their experiences. There are questions on: the importance of various methods of communication to their course experiences, their general assessment of their experiences with computers, there assessment of the effects of computers on their work and on the quality of education. There is also an assessment of the questionnaire.

[Table of Contents]

Section 1 Questions

Student Background

Section one questions cover a variety of factors that may be relevant to students' experiences with technology. There are questions on personal characteristics, such as gender, age, residence, language, ethnicity, student loans, debt, and parents' education. Aspects of the general educational status of the student are also asked for, including the number of years at the educational institution, and the stage and type of program. Finally this section asks questions on general educational orientation, including: learning priorities, learning style and time use.

[Table of Contents]

Section 2 Questions

Access to Computers

This section asks questions on access to computer technology. This includes questions on whether students have a computer and if so what type and whether it is connected to the Internet. There are also questions on where computers are used for a variety of programs. There are questions about the amount of time spent using computers for various tasks including playing games. There is an assessment of the adequacy of computer resources available to a student.

[Table of Contents]

Section 3 Questions

Computer Skills

This section of the questionnaire contains questions on the computer skills of students. Respondents are asked to to assess their skill with respect to a variety of computer tasks. In addition respondents are asked to assess the importance of various sources for the development of their skills.

[Table of Contents]

Section 4 Questions

Computers and Educational Work Activities

This section of the survey examines patterns of computer use and the educational activities of students. Most of the questions are about the frequency of activities. Many of the questions examine the frequency of the educational use of computers for a variety of tasks including email with instructors and classmates. There is also an attempt to gauge the frequency of computer use with respect to extracurricular computing, including email with friends and game playing. There are questions on the handling of information both with paper and with computers. Finally, there are questions on the cooperation of students around student work tasks with and without computers.

[Table of Contents]

Section 5 Questions

Evaluation of Computer and Educational Experiences

This section of the questionnaire has questions on students' evaluations of their experiences. There are questions on: the importance of various methods of communication to their course experiences, their general assessment of their experiences with computers, there assessment of the effects of computers on their work and on the quality of education. There is also an assessment of the questionnaire.

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Copyright Brian L. Campbell
Page last modified: July 9, 2004