## Observations: 128
## Variables: 79
## $ StartDate <chr> "2019-04-30 14:35:25", "2019-04-30 14:34...
## $ EndDate <chr> "2019-04-30 14:37:42", "2019-04-30 14:38...
## $ Status <chr> "IP Address", "IP Address", "IP Address"...
## $ IPAddress <chr> "158.136.3.33", "24.61.163.155", "76.179...
## $ Progress <chr> "100", "100", "100", "100", "100", "100"...
## $ Duration..in.seconds. <chr> "137", "211", "268", "299", "180", "134"...
## $ Finished <chr> "True", "True", "True", "True", "True", ...
## $ RecordedDate <chr> "2019-04-30 14:37:43", "2019-04-30 14:38...
## $ ResponseId <chr> "R_7QflrGJrN2olcbL", "R_1CeemdVTSXd7ePL"...
## $ RecipientLastName <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ RecipientFirstName <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ RecipientEmail <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ ExternalReference <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ LocationLatitude <chr> "43.7570037841796875", "43.1387939453125...
## $ LocationLongitude <chr> "-71.68810272216796875", "-71.5447998046...
## $ DistributionChannel <chr> "anonymous", "anonymous", "anonymous", "...
## $ UserLanguage <chr> "EN", "EN", "EN", "EN", "EN", "EN", "EN"...
## $ Q7_5 <chr> "5", "5", "2", "5", "5", "4", "0", NA, "...
## $ Q7_1 <chr> NA, "2", "3", "5", "1", "1", "1", "5", "...
## $ Q7_13 <chr> "5", "5", "5", "5", "5", "5", "5", "5", ...
## $ Q7_24 <chr> "4", "5", "5", "5", "3", "4", "4", "5", ...
## $ Q7_3 <chr> "3", "0", NA, "0", "0", "0", "0", NA, NA...
## $ Q7_4 <chr> "3", "0", NA, "0", "3", "2", "1", NA, NA...
## $ Q7_6 <chr> "1", "5", NA, "0", "1", "5", "5", NA, "2...
## $ Q7_8 <chr> NA, "1", NA, "3", "0", "0", NA, NA, NA, ...
## $ Q7_10 <chr> "5", "3", NA, "5", "3", "2", "4", NA, "4...
## $ Q7_38 <chr> NA, NA, NA, NA, "0", NA, NA, NA, "0", "0...
## $ Q7_38_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q7_11 <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q7_11_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q34_39 <chr> "1", "2", NA, "0", NA, "3", NA, "3", NA,...
## $ Q34_40 <chr> NA, "0", NA, "0", NA, "0", NA, NA, NA, "...
## $ Q34_41 <chr> "3", "0", NA, "0", "4", "2", NA, "3", NA...
## $ Q34_42 <chr> NA, "0", NA, "0", "3", "3", NA, NA, NA, ...
## $ Q34_43 <chr> NA, "0", NA, "0", NA, "0", NA, NA, NA, N...
## $ Q34_45 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, "4...
## $ Q34_47 <chr> "5", "1", "5", "5", NA, "1", "3", "5", "...
## $ Q34_52 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q34_55 <chr> NA, "0", NA, "5", NA, "1", "5", NA, NA, ...
## $ Q34_51 <chr> "3", "3", NA, "4", "5", "4", NA, NA, NA,...
## $ Q34_53 <chr> "4", "4", "5", "4", "5", "5", "5", "5", ...
## $ Q34_54 <chr> NA, "1", NA, "4", "0", "0", NA, NA, NA, ...
## $ Q34_38 <chr> NA, NA, "5", NA, NA, NA, NA, NA, NA, NA,...
## $ Q34_38_TEXT <chr> NA, NA, "Stack overflow ", NA, NA, NA, N...
## $ Q34_11 <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q34_11_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q18_6 <chr> NA, "0", NA, "0", NA, "0", NA, NA, NA, N...
## $ Q18_9 <chr> NA, "4", NA, "5", NA, "1", "4", "5", "5"...
## $ Q18_8 <chr> NA, "4", NA, "3", NA, "0", NA, NA, NA, N...
## $ Q18_26 <chr> NA, "4", NA, "0", NA, "0", NA, NA, NA, N...
## $ Q18_25 <chr> NA, "4", NA, "0", NA, "0", NA, NA, NA, N...
## $ Q18_10 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q18_17 <chr> NA, "0", NA, "0", NA, NA, "2", NA, NA, N...
## $ Q18_28 <chr> NA, "2", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q18_27 <chr> NA, "3", NA, "5", NA, NA, NA, NA, NA, NA...
## $ Q18_19 <chr> "4", "3", NA, "4", NA, NA, "5", "3", NA,...
## $ Q18_29 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q18_22 <chr> "4", "5", NA, "5", "5", "5", "5", "5", "...
## $ Q18_23 <chr> "5", NA, NA, NA, NA, NA, NA, NA, NA, NA,...
## $ Q18_23_TEXT <chr> "googledocs", NA, NA, NA, NA, NA, NA, NA...
## $ Q18_24 <chr> NA, NA, NA, NA, "0", NA, NA, NA, NA, NA,...
## $ Q18_24_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q35_1 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q35_2 <chr> NA, "0", NA, "0", "0", NA, NA, NA, NA, N...
## $ Q35_3 <chr> NA, "0", NA, "0", NA, NA, "0", NA, NA, N...
## $ Q35_4 <chr> NA, "0", "0", "0", NA, NA, NA, NA, "0", ...
## $ Q35_7 <chr> NA, "0", NA, "0", NA, NA, NA, "0", NA, N...
## $ Q35_13 <chr> NA, "0", "5", "0", NA, NA, NA, NA, NA, N...
## $ Q35_14 <chr> NA, "0", NA, "0", NA, NA, NA, NA, NA, NA...
## $ Q35_23 <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q35_23_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q35_24 <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, "0",...
## $ Q35_24_TEXT <chr> NA, NA, NA, NA, NA, NA, NA, NA, NA, NA, ...
## $ Q20 <chr> NA, NA, NA, NA, "Having working internet...
## $ Q21 <chr> NA, NA, NA, NA, NA, NA, NA, "None", NA, ...
## $ Q11 <chr> NA, NA, NA, " ", NA, NA, NA, "I did not ...
## $ Q12 <chr> "No", NA, "Yes", "No", "No", "No", "No",...
## $ Q9 <chr> NA, NA, "Kevin Cioffi", NA, NA, NA, NA, ...
## $ Q10 <chr> NA, NA, "kjc1015@plymouth.edu", NA, NA, ...
A total of 128 students took the survey. Not all survey participants answered all the questions in the survey. Some questions received more responses than others did. Thus, the number of responses may be indicative of how important the question is to survey participants.
The survey was composed of two types of questions: 1) qualitative questions and 2) numeric questions. The qualitative questions are open-ended questions where survey participants were asked to type their own answers. The numeric questions are ones where participants were asked to rate the level of importance of given technologies in a range of 0 - 5. These questions were numbered in the form of “X_x”. These numeric questions also have a couple of open-ended qualitative questions within them (i.e., Q7_38_TEXT).
The number of responses may indicate the following:
Students’ own personal laptop topped the list. This may have important implications regarding the IT support strategy planning on the campus.
## [1] "A poster about how to get on the wifi in each classroom "
## [2] "microsoft suite apps"
## [3] "Printers that work PROPERLY"
## [1] "WiFi"
## [2] "Ability to see multiple screens at once"
## [3] "outlets for laptops and phones in chairs/desk for classroom use"
## [4] "white board"
## [5] "More outlets near student work stations so students can charge their laptops. "
## [6] "Sound System"
## [7] "Software Access: Adobe PDF, Office"
## [8] "dogs"
## [9] "Printers that work PROPERLY"
## [10] "Classroom Speakers "
## [11] "App for Moodle"
Students reported that MS Office is by far the most important software package for them.
## [1] "googledocs" "Word to PDF" "kindle " "Adobe Suite "
## [5] "Moodle APP"
## character(0)
24 of 128 survey participants answered this question.
## [1] "Having working internet 24/7"
## [2] "No"
## [3] "There is not a lack of technology available in the classroom. Instead, the problem is that the professor are uneducated, and therefore uncomfortable, with the use of technology. The technology that could be used to improve the learning experience in the classroom is ignored by professors that are afraid of technology. Perhaps some professors could benefit from technology training."
## [4] "n/a"
## [5] "No"
## [6] "Having a great knowledge for word press and other WS offices "
## [7] "Not that I know of. "
## [8] "I think I would have been more interested as an undergrad in skipping SPSS and just going to software we will be using later, like JASP and R, or whatever is the most used in grad school (for psychology), and having a separate class on just that with a workbook. It's really hard to learn a program and remember it when it is just 5 classes or so crammed into a stats class, and then the program is changed to something else. And, in research design we only had a 1 day tutorial to learn JASP. I think that really sitting down and learning everything about the program would be much more memorable and help later. I feel like I am graduating and knowing nothing about the program I might be using in grad school and maybe I should find a class just on that somewhere to get prepared. I think that might contribute to the weakness people have with research analysis-not knowing how the programs work or what they can do. The other thing is that there is just no where to plug things in usually. I didn't know we had access to music and video editing stuff, I would be interested in workshops that are quick-how to get started on these! "
## [9] "how to write a decent cover letter and make sure I can leave the university with a career or at least some sort of job in my field."
## [10] "I think we have enough technology but the professors need to learn how to correctly use the equipment and technology to better teach their course "
## [11] "The only thing I would suggest is upgrading the library's computers on the main floor. A handful of them are good but some of them can take up to 5-10 to start/log in."
## [12] "N/A"
## [13] "get some programs through the school on our personal computers so that we can work from home or in the comfort of our rooms such as photoshop "
## [14] "A lot of the projectors do not work properly. \nAlso, I think the professors need to become more flexible with technology. Some of them are stuck in their old ways. "
## [15] "If would be helpful if professors were more educated about how to use the specific technology. Also-not being limited to using formats such as microsoft word. It would be great to use more resources from Google such as Google drive and Google Groups. "
## [16] "Sometimes I miss things when taking notes and if I could record and transcribe lectures I might be able to be more present in class without fear of missing anything"
## [17] "Having whiteboards that are not placed behind the projector screens "
## [18] "Free PDF applications are really limited in what they offer us. I've used Adobe PDF editor before and it is by far the most comprehensive in what it offers us but it's just too expensive to justify buying alone. We create and edit PDFs pretty regularly for our classes, so its always a struggle using 3 different PDF apps to do what I want to do when I know Adobe does it all in one. "
## [19] "slow internet connection, lack of availability to upgrade speeds"
## [20] "GRAPHIC DESIGN PRINTERS THAT WORK PROPERLY!!!! GRAPHIC DESIGN LAB IS A BIG FAT JOKE"
## [21] "Sometimes the PowerPoints flicker, the cord connection for projecting a laptop to the smart board may need to be changed in Samuel Hall Read room 103. "
## [22] "FIX THE DAMN WIFI"
## [23] "I feel like having more in class assignments instead of lectures will help because it gives us a chance to get the teachers help without having to make an appointment every time."
## [24] "Offer Moodle App for students and faculty."
The word, “professors”, was mentioned five times in four responses. See below. All four students urged professors to be educated about the available technologies.
## [1] "There is not a lack of technology available in the classroom. Instead, the problem is that the professor are uneducated, and therefore uncomfortable, with the use of technology. The technology that could be used to improve the learning experience in the classroom is ignored by professors that are afraid of technology. Perhaps some professors could benefit from technology training."
## [2] "I think we have enough technology but the professors need to learn how to correctly use the equipment and technology to better teach their course "
## [3] "A lot of the projectors do not work properly. \nAlso, I think the professors need to become more flexible with technology. Some of them are stuck in their old ways. "
## [4] "If would be helpful if professors were more educated about how to use the specific technology. Also-not being limited to using formats such as microsoft word. It would be great to use more resources from Google such as Google drive and Google Groups. "
17 of 128 survey participants answered this question.
## [1] "None"
## [2] "No"
## [3] "The terrible WiFi connection on campus hinders my ability to do work online. If the WiFi was faster, or even worked on some days, it would certainly benefit my research learning."
## [4] "n/a."
## [5] "No"
## [6] "Access to more databases from the library, more immeditely than having to wait to hear back about it"
## [7] "I would like to learn more of the softwares available on computers and how they would help me. There is a lack of professors and people available to teach the softwares."
## [8] "None"
## [9] "the only thing I can think of is that the computer cluster on the 3rd floor of Hyde was where we learned SPSS, then after our class somehow psychology was booted because it's technically a math cluster. I am pretty sure psychology has nowhere to go right now for stats and r methods as a class to learn and work. "
## [10] "N/A"
## [11] "I just would like to be able to easily charge my laptop where ever I am sitting. I also often have difficulty getting on to the wifi. "
## [12] "No"
## [13] "Trying to video zoom through the projector or TVs, not sure how to set that up. "
## [14] "nope"
## [15] "I think that, in general, faculty are not aware of the many ways that they can use technology. I have seen seasoned professors still struggle with using SmartBoards, especially in terms of using their features to enhance PowerPoints that accompany lectures. It may be helpful to offer opportunities (like workshops or drop in time) for faculty to learn more about how they could utilize this technology in their lessons. I think it would also be helpful to provide like a binder in each classroom with basic troubleshooting tips. You might already do both of these things, but this is just what came to mind."
## [16] "N/A. "
## [17] "how to use excel "
The word, “wifi”, was mentioned three times in two responses. See below. Two students spoke to the need for stronger wifi.
## [1] "The terrible WiFi connection on campus hinders my ability to do work online. If the WiFi was faster, or even worked on some days, it would certainly benefit my research learning."
## [2] "I just would like to be able to easily charge my laptop where ever I am sitting. I also often have difficulty getting on to the wifi. "
Students picked Google Apps and Youtube as the most important web-based tools.
## [1] "Other apps like padlet"
## [1] "Stack overflow " "Moodle"
## [3] "Back channels" "Microsoft apps"
## [5] "Adobe and Office " "online textbook resources "
## [7] "Moodle App"
Unlike faculty who picked SPSS and R as the most important statistical software, students rated Python as number one. However, this is based on a small sample. Q35 is the least answered question by students.
## [1] "JASP"
## character(0)