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F-LIGHT, March 2007
Evaluation of a Pilot Test of a new
Technology for Faculty
Chad Kjorlien, Saint
Mary’s University of Minnesota
The goal of this study was to learn
from a pilot test of a technology designed to digitally
record classes so we could decide whether to adopt a system
across the entire University. Faculty and IT staff began by
testing several systems; we decided that a system called
Tegrity would probably best meet our needs. With this
technology we hoped to address three important needs:
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Provide an easy way for faculty to
capture class content for student playback,
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Give students a tool that would
assist in the complex process of listening skills and
note-taking, and
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Help students build stronger
patterns of self-regulation regarding the organization
and transformation of course materials.
In spring 2006, we evaluated initial
use of Tegrity in three undergraduate courses and in one
graduate course.
Methodology: We used three
strategies to gather data:
1. We surveyed the 72 students better
understand the impact this instructional technology was
having on learning. We had a 61% student return rate on
this survey.
2. The four faculty members who
participated in the pilot were interviewed informally many
times each: 28 discussions in all. The four faculty
participants varied greatly in their technology skill
levels. Interestingly they each used this instructional
technology in dramatically different ways.
3. We also asked these four faculty to
present their evaluation of the pilot to other members of
the faculty and staff at a luncheon. This event was
recorded and shared with decision makers.
Primary finding: Faculty found
Tegrity relatively easy to use. It did not require
significant changes to their teaching style if they already
used a computer in classes. The faculty and their students
reported that it was useful and efficient to use this
technology to quickly review course content and build on
their confidence with the material covered in class.
Those students who relied heavily on
Tegrity felt it greatly assisted them in figuring out parts
of the lecture that they hadn’t understood in class.
Students’ pattern of use showed that they were able to
target what they needed from the course content and access
the captured content quickly.
However, the most influential finding
came from faculty, who reported that the system allowed them
to review and reflect on curriculum. It also freed up
classroom time to move on to new material, and one of four
faculty reported that students asked more advanced questions
during office hours than they had during previous
semesters.
From this successful pilot we
committed, as an institution, to scaling this initiative up
from four to 25 faculty using this system in the fall
semester. During the semester we had three additional
faculty adopt mid-semester and in the current semester (i.e.
Spring 2007) we have 36 faculty using Tegrity. This
represents about 35% of our entire undergraduate faculty
body. We are in the process of incorporating this system
into our graduate and professional programs to facilitate a
blended curriculum.
For more information regarding our Tegrity
initiatives please see our Campus Technology Webinar
http://w.on24.com/r.htm?e=33836&s=1&k=F683EF2D25677E203BCFF70D0AFAC9FC
and register to view this case study of our experience. A
forthcoming ECAR
Research Bulletin (Volume 2007, Issue 8) on April 10, 2007
also will describe this project in more detail.
PS from the editor of F-LIGHT: If you're interested in this type of
study, take a look at
this chapter of the Flashlight Evaluation Handbook.
(It's only available to staff and students at subscriber
institutions. If you're not sure whether your institution is
a subscriber or what the username/password are, check
this list
for your institution and local contact). This case
study
describes an evaluation we did with Purdue of their pilot
test of Acrobat Connect Pro, and includes a lot of detail
about the instruments we used. Thanks to Adobe for their
support for writing this chapter!
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