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What do faculty members do with the online digital resources they find at digital libraries, online collections of open educational resources and so forth.
Do faculty value online educational resources?
How do they use these resources for teaching purposes?
What are the barriers to their use of both resources and digital libraries/collections?
BEN Scholars, 2008 Slide 2
Survey sections and questions◦ Designed to parallel themes from focus group◦ Homage to surveys past
Survey recruitment and delivery◦ Conducted 11 focus groups to ID and test survey
questions◦ Cold e-mailed almost 3000 higher education
institutions◦ Approximately 250 responded, and 120 participated◦ Local coordinators managed delivery
BEN Scholars, 2008 Slide 3
Non-Tenured20%
Librarian3%
Instr./Lec.18%
Other/NR7%
Tenured39%
Adjunct13%
4,678 respondents (4439 who instruct) – 360 Bio STEM and non-STEM faculty included
BEN Scholars, 2008 Slide 4
Faculty Appointment
2 Year25%
4 Year29%
Masters17%
Doctoral25%
Other/NR4%
Type of Institution
Biologists were more heavily represented from 2 Year and Masters granting schools and fewer from 4 Year schools.
Biologists: more heavily represented in tenure and tenure track positions fewer academic staff positions
When we look at traditionally identified faculty populations, we see few differences.◦ The type of institution where they serve◦ The amount of time that they have been teaching◦ Even discipline is less a factor than expected
As far as these traditional groups go, we have a homogenous population
We still believe that there are factors, but they are complex and require further research
BEN Scholars, 2008 Slide 5
BEN Scholars, 2008 Slide 6
Represents the biology instructors responses % Bio
Of great value to my instruction 72
Of some value to my instruction 27
Of no value to my instruction <1
I do not instruct students 0
TOTAL 100
Digital Images, Visual Materials, Historical Documents◦ Drawings, photographs, video, primary source materials,
etc. Simulations/animations
◦ Illustration or programs that present a process or concept that is interactive
Teaching or Learning Activities and Exercises◦ Assignments, tutorials, labs, problem sets, etc.
Online Scholarly Resources◦ Online journals, scholarly articles discussion groups, etc.
Data sets◦ Online collections of data from local and external sources
BEN Scholars, 2008 Slide 7
Rank in order of most to least usedRank in order of most to least used
BEN Scholars, 2008 Slide 8
Represents the biology instructors responses:
Type of Resource
% who selected
very frequent
ly
Digital Images 69
Online Scholarly Resources 60
Teaching/learning Exercises 25
Data Sets 25
Animations/simulations 23
1. Presented in Lecture2. Posted on LMS or course website3. Used in tests/quizzes4. Student study aid, for reviews5. Used in own scholarship6. Professional development as teacher7. Online class discussion8. Student research or problem based
learning
BEN Scholars, 2008 Slide 9
BEN Scholars, 2008 Slide 10
Type of Resource Most Popular Uses
Online Scholarly Resources• Prof. Dev. as Teacher• Grants, Scholarship
Digital Images• Lecture• Prof. Dev. as Teacher• Study Aid
Teaching/learning Exercises• Student Study Aid/Review• Lecture
Data Sets• Prof. Dev. as Teacher• Student Research/PBL
Animations/simulations• Student Study Aid/Review• Lecture
BEN Scholars, 2008 Slide 11
Scale: 1 = very infrequently, 4 = very Frequently
Represents the biology instructors responses
MeanUser
Created
MeanModified Other’s
Mean Used
Other’s As-is
Digital Images 2.53 2.72 3.02
Animations/Simulations 1.49 1.64 2.81
Data Sets 1.51 1.62 2.59
Teaching/Learning Exercises
2.32 2.21 2.46
Online Scholarly Resources
1.68 1.83 3.09
BEN Scholars, 2008 Slide 12
Scale -2 very unlikely to +2 Very Likely
Represents the biology instructors responses
Likelihood of use to find
Mean (SD)Collection of Digital Resources
Mean (SD)Search Engine (Google, Yahoo)
Information that provides students with context for a topic 2.90 (1.06) 3.55 (0.77)
Examples that get students excited about a topic 2.70 (1.06) 3.54 (0.81)
Current information for students 2.87 (1.11) 3.64 (0.70)
Something to illustrate a difficult concept for students
2.77 (1.01) 3.39 (0.88)
Something to provide non-technical background for students
2.31 (1.05) 3.40 (0.97)
Scale 1-4, Very infrequently to Very frequently
BEN Scholars, 2008 Slide 13
Percentage of respondents who ranked feature as most importantPercentage of respondents who ranked feature as most important
Represents the biology instructors responses %
CONTENT
Peer reviewed & high quality 50
Organized to find materials quickly 40
PEDAGOGY
Supplemented w/ materials to explain use in teaching
8
Supplemented w/ materials to use for professional development
2
BEN Scholars, 2008 Slide 14
Rank Order
Motivation
improve students’ learning
stay abreast of professional developments
helps me keep fresh
helps students learn difficult concepts
incorporating DR’s in class is fun
saves me time
help me better accommodate students w/ disabilities
BEN Scholars, 2008 Slide 15
Scale: -2 = strongly disagree, +2 = strongly agree (5 point scale)
Represents the biology instructors responses
MotivationMean
Improve students’ learning 1.42
Stay abreast of professional developments 1.25
Helps me keep fresh 1.22
Helps students learn difficult concepts 1.15
Incorporating DR’s in class is fun 0.96
Saves me time 0.96
Help me better accommodate students w/ disabilities -0.08
I would use technology more if…..
BEN Scholars, 2008 Slide 16
Scale 1 = strongly disagree, 4 = strongly agree
Represents the biology instructors responses
Mean
Had more time 3.07
More Useful DR were available 2.75
More/better training in use of DRS available 2.68
My institution rewarded me for using them 2.48
Technology was more dependable 2.34
Had more access to technology 2.33
Greater priority in my institution 2.10
“Time” doesn’t really describe the barrier
Decisions about spending time are made by performing a cost/benefit analysis
“I don’t have the time” = “In my list of priorities, this either doesn’t rank highly or is not worth the cost (or both)”
BEN Scholars, 2008 Slide 17
How did you learn about incorporating technology into your teaching?
More likely to use collections than search engines to learn about teaching/pedagogy
BEN Scholars, 2008 Slide 18
Represents the biology instructors responses
%
self taught 87
faculty development program 41
another instructor 38
other technology instruction/class 19
TA or grad student 7
Tradition is another powerful driver (change is hard)
All work practices are different Need activation energy to overcome barriers Intrinsic motivation is a powerful force (but
people do not have limitless reservoir) Students are a powerful extrinsic motivator Never underestimate the willingness of a
motivated individual to do their own thing (and to ignore you)
BEN Scholars, 2008 Slide 19
Confounding issues
Based on what you’ve heard, what can you do as a BEN Scholar to encourage your colleagues to use BEN, NSDL and other digital libraries?◦ Motivate faculty ◦ Overcome or by-pass barriers
What kinds of materials, resources would help you in your outreach efforts?
What would you ask of digital libraries in terms of resources and features that would help you ‘sell’ BEN, NSDL and others?
BEN Scholars, 2008 Slide 20
Colleagues:◦ Josh Morrill, Morrill Solutions Research◦ Glenda Morgan, George Mason University◦ Ellen Iverson, Carleton College◦ Cathy Manduca, Carleton College
For more details visit◦http://serc.carleton.edu/facultypart
We wish to acknowledge the National Science Foundation for their support (DUE-0435398). The findings presented here do not necessarily represent the views of the NSF.
BEN Scholars, 2008 Slide 21