Institutional Readiness Questionnaire Bonnie Luterbach, Raymond Guy, Kathleen Matheos Funding for this study was provided by HRSDC and CNIE

CADE/AMTEC 2007 Presented Initial Stages of this Study Literature review and interview findings Indicators, Barriers Sought Feedback from participants Synthesized the findings and input Bilingual questionnaire Institutional Readiness Questionnaire

Presented Initial Stages of this Study

Literature review and interview findings

Indicators, Barriers

Sought Feedback from participants

Synthesized the findings and input

Bilingual questionnaire

Institutional Readiness Questionnaire

Indicators of Organizational Readiness Pervasive institutional adoption of technologies (online, interactive and user-based systems) for: Administration (e.g., finance, human resources); Student affairs (e.g., registration, student portals); and Educational support services (e.g. library. LMS).

Pervasive institutional adoption of technologies (online, interactive and user-based systems) for:

Administration (e.g., finance, human resources);

Student affairs (e.g., registration, student portals); and

Educational support services (e.g. library. LMS).

Indicators of Organizational Readiness Educational technology is: In place and financially supported and renewed; Is part of strategic plan, mirrored in departmental plans; Linked to student engagement in learning (e.g., qualities of a graduate) as a way to improve teaching and learning. New ways of teaching and learning are part of the strategic academic plan (e.g., use of asynchronous technologies, blended learning).

Educational technology is:

In place and financially supported and renewed;

Is part of strategic plan, mirrored in departmental plans;

Linked to student engagement in learning (e.g., qualities of a graduate) as a way to improve teaching and learning.

New ways of teaching and learning are part of the strategic academic plan (e.g., use of asynchronous technologies, blended learning).

Indicators of Organizational Readiness Appropriate leadership New policies Transfer credits Residency Tenure and promotion Technology support Project-based funding leading to sustained funding

Appropriate leadership

New policies

Transfer credits

Residency

Tenure and promotion

Technology support

Project-based funding leading to sustained funding

Questionnaire Questions were built on the literature review and the interview findings with input from CNIE Board members Online survey Pilot tested with 24 institutions (Anglophone and Francophone) Complete responses received from 12 institutions (50% response rate)

Questions were built on the literature review and the interview findings with input from CNIE Board members

Online survey

Pilot tested with 24 institutions (Anglophone and Francophone)

Complete responses received from 12 institutions (50% response rate)

Demographics Sample 7 medical doctoral 4 comprehensive 1 undergraduate 1 college/CEGEP included open, dual mode, traditional face-to-face Student population 31%  Greater than 30,000 23%  20,000 – 29,999 23%  15,000 – 19,999 23%  Under 15,000

Sample

7 medical doctoral

4 comprehensive

1 undergraduate

1 college/CEGEP

included open, dual mode, traditional face-to-face

Student population

31%  Greater than 30,000

23%  20,000 – 29,999

23%  15,000 – 19,999

23%  Under 15,000

Key Findings Administrative Applications Provide online bookstore services Over 70% Accept admission and registration payment online 90% Allow submission of applications for employment online 90% Access forms, financial records, and employment opportunities 100%

Administrative Applications

Key Findings Continued Educational Technology Provide internet connectivity in at least 50% of the classrooms Over 80% Require faculty and staff to use of an institutional portal Over 50% Allow faculty and staff to access class lists and enter grades online 100% Support a single commercial product Over 80% Support a LMS 100%

Educational Technology

Key Findings Continued Student Services Provide on-campus wireless services and an email address 90% Provide computing facilities 24/7 50% Require students to use the portal 70% Have a student portal 80% Provide students with virtual library services, and help desk support in the use of technology 100%

Student Services

Key Findings Continued Student Services (continued) Students can access grades online 100% Students can submit assignments online 80% Provide computing facilities in campus residences 45% Students can access class lists on line 60%

Student Services (continued)

Anticipated Barriers Rapid technology change Lack of funding Appears from the data that these barriers have been ameliorated.

Rapid technology change

Lack of funding

Appears from the data that these barriers have been ameliorated.

Key Findings Strategic Planning and Leadership Have an institution wide inventory of blended and online courses 75% Educational technology is a component of the strategic plan 50% Senior administration promotes the use of technology in teaching and learning 75%

Strategic Planning and Leadership

Anticipated Barriers Varied definitions, even within an institution – hard to get an inventory of what is really happening Legal issues (e.g., copyright) Governance and cultures of universities (not colleges) Changes in roles and responsibilities of units Constant need to change administrative structure

Varied definitions, even within an institution – hard to get an inventory of what is really happening

Legal issues (e.g., copyright)

Governance and cultures of universities (not colleges)

Changes in roles and responsibilities of units

Constant need to change administrative structure

Key Findings Teaching and Learning Provide incentives for the development of online and technology-enhanced teaching 75% See teaching with technology as a major component of teaching services 40% Have a teaching with technology centre 80%

Teaching and Learning

Key Findings Pedagogical Practice Have reduced face to face teaching time with the integration of technology Less than 40% of courses Have interactive components in less than 60% of the courses across institutions 90% Over half the courses have websites 70%

Pedagogical Practice

Anticipated Barriers Rapid technology change Lack of appropriate monetary compensation Lack of time Tenure and promotion dilemma Teaching as a public versus private activity Student Assessment Unfamiliarity with the pedagogy of the online learning environment (e.g., concerns about quality, preferred face-to-face, etc.) Lack of technical expertise

Rapid technology change

Lack of appropriate monetary compensation

Lack of time

Tenure and promotion dilemma

Teaching as a public versus private activity

Student Assessment

Unfamiliarity with the pedagogy of the online learning environment (e.g., concerns about quality, preferred face-to-face, etc.)

Lack of technical expertise

Overall Assessment Administrative applications 3.64/5 Support for Teaching & Learning with technology 2.75/5 Teaching and learning 2.64/5 Dedicated resources for Teaching & Learning with technology 2.55/5 Strategic planning and leadership 2.42/5

Administrative applications 3.64/5

Support for Teaching &

Learning with technology 2.75/5

Teaching and learning 2.64/5

Dedicated resources for Teaching

& Learning with technology 2.55/5

Strategic planning and

leadership 2.42/5

Unintended Findings Difficult to find one individual in an institution who had overall knowledge in order to answer the survey. Nor did some of the respondents know where they could find the answers to the survey questions. Technology is pervasive but extremely pocketed within institutions, no common ‘go to’ point for information.

Difficult to find one individual in an institution who had overall knowledge in order to answer the survey.

Nor did some of the respondents know where they could find the answers to the survey questions.

Technology is pervasive but extremely pocketed within institutions, no common ‘go to’ point for information.

Potential Next Steps Increase sample size. Broaden the scope of the project to all HE institutions in Canada – Need ethics approval. Request completion by a group of individuals within the institution. Researchers compile and analyze the data and provide further feedback to CNIE. Develop and provide a comparison analysis online report so year by year institutions could determine how well they are doing compared to institutions across Canada.

Increase sample size.

Broaden the scope of the project to all HE institutions in Canada – Need ethics approval.

Request completion by a group of individuals within the institution.

Researchers compile and analyze the data and provide further feedback to CNIE.

Develop and provide a comparison analysis online report so year by year institutions could determine how well they are doing compared to institutions across Canada.

Thoughts We probably need to add questions in the survey that actually define what the barriers are. What areas do you think HE should pay attention to? Are there areas that we have not addressed in this survey that should be included?

We probably need to add questions in the survey that actually define what the barriers are.

What areas do you think HE should pay attention to?

Are there areas that we have not addressed in this survey that should be included?

Questions