TL Forum 2000: Dougiamas - improving tools for Internet based education Appendix B

[ Dougiamas: Table of contents of main article ] [ TL Forum 2000 Proceedings Contents ]

This is Appendix B for the TL Forum 2000 article:
Dougiamas, M. (2000). Improving the effectiveness of tools for Internet based education. In A. Herrmann and M.M. Kulski (Eds), Flexible Futures in Tertiary Teaching. Proceedings of the 9th Annual Teaching Learning Forum, 2-4 February 2000. Perth: Curtin University of Technology. http://lsn.curtin.edu.au/tlf/tlf2000/dougiamas.html

Appendix B - The end-of-course survey

This questionnaire is to ask about your experiences and preferences in using this Moodle version of "Internet Overview".

Each statement has two responses:

your actual experience of this aspect of the online course.
how you would prefer to experience this aspect.

There are no right or wrong answers - your opinion is what is wanted.

Submission capability has been disabled for this form. If you wish to view
a "live" version, please see http://dougiamas.com/writing/tlf2000/

Factors affecting your participation
Please rate the following factors of this experience of online learning:			Very Poor	Lacking	Average	Good	Excellent
1	The quality of your own knowledge of the Internet	Actual
1	The quality of your own knowledge of the Internet	Preferred
2	The quality of the physical space in which you normally study	Actual
2		Preferred
3	The quality of the computers you used	Actual
3	The quality of the computers you used	Preferred
4	The quality of your connection to the internet (speed and reliability)	Actual
4		Preferred
5	The quality of the web site as a tool for navigating the course	Actual
5		Preferred
6	The quality of the web site content and resources	Actual
6	The quality of the web site content and resources	Preferred
7	The quality of the thinking the course helped you achieve	Actual
7	The quality of the thinking the course helped you achieve	Preferred
8	The quality of the teacher's participation and feedback	Actual
8	The quality of the teacher's participation and feedback	Preferred
9	The quality of participation among class members	Actual
9	The quality of participation among class members	Preferred

The remaining 20 questions are about practices which could take place (ideally) in this on-line unit.

Think about how well each statement describes the way you would like the unit to be.

Relevance of Learning

In this on-line unit:

Almost
Never

Seldom

Some-
times

Often

Almost
Always

10

My learning focuses on issues that interest me.

Actual

Preferred

11

What I learn is related to my professional practice.

Actual

Preferred

12

I learn how to improve my professional practice.

Actual

Preferred

13

I learn interesting things about my professional practice.

Actual

Preferred

14

What I learn connects well with what I do in my professional practice.

Actual

Preferred

Reflective Thinking

In this on-line unit:

Almost
Never

Seldom

Some-
times

Often

Almost
Always

15

I think about how I learn.

Actual

Preferred

16

I am critical about my own ideas.

Actual

Preferred

17

I am critical of other students' ideas.

Actual

Preferred

18

I think critically about ideas in the reading.

Actual

Preferred

19

I suspend my disbelief in new ideas.

Actual

Preferred

Interactivity

In this on-line unit:

Almost
Never

Seldom

Some-
times

Often

Almost
Always

20

I have an opportunity to talk to other students.

Actual

Preferred

21

I explain my ideas to other students.

Actual

Preferred

22

I ask other students to explain their ideas.

Actual

Preferred

23

Other students ask me to explain my ideas.

Actual

Preferred

24

Other students explain their ideas to me.

Actual

Preferred

Cognitive Support

In this on-line unit:

Almost
Never

Seldom

Some-
times

Often

Almost
Always

25

The teacher challenges my assumptions.

Actual

Preferred

26

The teacher stimulates my thinking.

Actual

Preferred

27

The teacher provokes me to participate in discussions.

Actual

Preferred

28

The teacher models good discourse.

Actual

Preferred

29

The teacher models critical self-reflection.

Actual

Preferred

Any other comments you'd like to make:

Submission capability has been disabled for this form. If you wish to view
a "live" version, please see http://dougiamas.com/writing/tlf2000/

This survey is based on COLLES - the Student Experience/Preferred
Form - Maor & Taylor, Curtin University, 6/1999

Citation: See the "Please cite as" advice at the end of Dougiamas: Main article

[ Dougiamas: Table of contents of main article ] [ TL Forum 2000 Proceedings Contents ] [ TL Forums Index ]
HTML: Roger Atkinson, Teaching and Learning Centre, Murdoch University [rjatkinson@bigpond.com]
This URL: http://lsn.curtin.edu.au/tlf/tlf2000/dougiamas-a2.html
Last revision: 19 Feb 2002. � Curtin University of Technology
Previous URL 29 Jan 2000 to 19 Feb 2002 http://cleo.murdoch.edu.au/confs/tlf/tlf2000/dougiamas-a2.html

Relevance of Learning
In this on-line unit:			Almost Never	Seldom	Some- times	Often	Almost Always
10	My learning focuses on issues that interest me.	Actual
10	My learning focuses on issues that interest me.	Preferred
11	What I learn is related to my professional practice.	Actual
11	What I learn is related to my professional practice.	Preferred
12	I learn how to improve my professional practice.	Actual
12	I learn how to improve my professional practice.	Preferred
13	I learn interesting things about my professional practice.	Actual
13	I learn interesting things about my professional practice.	Preferred
14	What I learn connects well with what I do in my professional practice.	Actual
14		Preferred

Reflective Thinking
In this on-line unit:			Almost Never	Seldom	Some- times	Often	Almost Always
15	I think about how I learn.	Actual
15	I think about how I learn.	Preferred
16	I am critical about my own ideas.	Actual
16	I am critical about my own ideas.	Preferred
17	I am critical of other students' ideas.	Actual
17	I am critical of other students' ideas.	Preferred
18	I think critically about ideas in the reading.	Actual
18	I think critically about ideas in the reading.	Preferred
19	I suspend my disbelief in new ideas.	Actual
19	I suspend my disbelief in new ideas.	Preferred

Interactivity
In this on-line unit:			Almost Never	Seldom	Some- times	Often	Almost Always
20	I have an opportunity to talk to other students.	Actual
20	I have an opportunity to talk to other students.	Preferred
21	I explain my ideas to other students.	Actual
21	I explain my ideas to other students.	Preferred
22	I ask other students to explain their ideas.	Actual
22	I ask other students to explain their ideas.	Preferred
23	Other students ask me to explain my ideas.	Actual
23	Other students ask me to explain my ideas.	Preferred
24	Other students explain their ideas to me.	Actual
24	Other students explain their ideas to me.	Preferred

Cognitive Support
In this on-line unit:			Almost Never	Seldom	Some- times	Often	Almost Always
25	The teacher challenges my assumptions.	Actual
25	The teacher challenges my assumptions.	Preferred
26	The teacher stimulates my thinking.	Actual
26	The teacher stimulates my thinking.	Preferred
27	The teacher provokes me to participate in discussions.	Actual
27	The teacher provokes me to participate in discussions.	Preferred
28	The teacher models good discourse.	Actual
28	The teacher models good discourse.	Preferred
29	The teacher models critical self-reflection.	Actual
29	The teacher models critical self-reflection.	Preferred