Tables 4 and 5: Results of surveys on student mini-laptop computer
(Jornada) use in an Evolution course
Data from survey in the first year of Jornada use: number of students responding to
"How useful were the Jornadas in ..."
|
|
Very useful |
Useful |
Neutral |
Not too
useful |
Not at all
useful |
|
Exchanging
information with classmates |
0 |
1 |
6 |
8 |
5 |
|
Jotting down
notes |
0 |
2 |
3 |
9 |
6 |
|
Surfing the
web on campus |
5 |
8 |
4 |
0 |
1 |
|
Surfing the
web off campus |
0 |
0 |
5 |
2 |
13 |
|
Transferring
information to a personal website
|
0 |
1 |
9 |
3 |
7 |
|
Doing homework |
0 |
3 |
7 |
2 |
7 |
|
Viewing
graphics |
4 |
5 |
3 |
3 |
5 |
|
Editing
graphics |
0 |
1 |
6 |
5 |
8 |
|
Providing
feedback to the lecturer |
0 |
3 |
5 |
5 |
7 |
Summary of 3-year study on active learning and Jornada use in the classroom
|
Year |
Percent of
course taught actively |
Student
satisfaction: learning format |
Student
satisfaction: technology |
Student performance |
|
2000 |
40 |
average |
low* |
baseline |
|
2001 |
60 |
high |
high** |
low |
|
2002 |
100 |
low |
high** |
high |
*Jornadas used in and outside of
class **Jornadas used in
classroom only