The survey results from Year 1 HDIP in Computer Science students at WIT showed: - Most students watch lecture videos regularly, either live or later, primarily from the tutors but some from YouTube playlists. About half watch at normal speed while others speed up playback. - Students prefer having the lecturer in the video recordings and like a mixture of live and pre-recorded videos. - On average, students report spending 16 hours per week on the course, with 40% spending 12-18 hours. - Aspects students want to continue include reading weeks, in-depth explanations, recap videos, community on Slack, and the openness and availability of lecturers. - Potential improvements suggested were giving

1. HDIP IN
COMPUTER
SCIENCE
Year 1 Student Survey 2019

2. Video
Summary
◦ 11 students live or later
◦ 9 later
◦ 1 no video

3. Watch Again
◦ 77% always or regularly

4. Watch from
◦ 73% from Tutors
◦ 27% from YouTube playlist

5. Playback Speed
◦ 1 decreased
◦ Half at normal
◦ Rest sped up

6. CC
◦ 1 student

7. Watch on
◦ Mobile * 2
◦ TV * 2
◦ Everyone else on computer

8. Lecturer in
Video
◦ 8/10 Yes
◦ 1/10 Occasionally
◦ 1/10 No Preference
◦ 0 No

9. Video
Recording
Preferences
◦ 1/10 pre-record
◦ 4/10 Live
◦ 5/10 Half Mixture

10. Quality
Expectations
◦ 100% equals or higher

11. Time Spent
hours per week
◦ 13% 10 hours or less
◦ Another 27% 15 or less
◦ 70% >=16
◦ 45% >=18
◦ 40% 12-18
◦ 13% <= 10
◦ Average 16 hours

12. KEEP / CONTINUE
DOING
1
◦ 1

13. Keep/ Continue
Doing
◦ Reading weeks
◦ Labs
◦ In depth explanations
◦ ReCap Videos
◦ Slack Responses / Community
◦ Openness and helpfulness availability of all the lecturers
◦ open, professional, friendly attitude. Very well organised and run.
◦ Commitment of the WIT team
◦ Student Responses (peer learning)
◦ Interactivity in live sessions (Real-time engagement)
◦ Socrative and slack pop quizzes (during all lectures)
◦ available for a little longer
1

14. Keep/ Continue
Doing
◦ Live
◦ Live Sessions
◦ Live Videos
◦ Recordings explaining the notes
◦ Real-time feedback
◦ Videos
◦ Break the videos down into the sub sections
◦ Full class length videos
◦ Bonus videos. (especially on collections in programming)
◦ Sunday night submissions!
◦ Bank Holiday responses!
◦ What you're doing
◦ Courses would be like professor's Eamonn's Leastar
2

15. STOP DOING
1
◦ 1

16. Stop Doing
◦ Assignments
◦ Overlapping / Back-to-back projects assignments.
◦ Very stressful particularly at end of semester
◦ Timing assignments close together across modules
◦ Last assignments too difficult
◦ hard to believe this was a course for people with jobs!
◦ Slack DMs
◦ Make everyone post questions publically
◦ Any direct message that is not personal post it and put the answer in the
thread?
◦ Rushing
◦ Nothing, n/a
◦ Moving tutor from one corner to the other - I love seeing you guys ...
in one consistent place!
◦ Videos
◦ I hate short videos - I'd rather have a full 1,5 hr session... feels much, MUCH
better !
◦ short videos
◦ Assuming people are available during standard working days

17. START DOING
1
◦ 1

18. Start
Doing
◦ Assignments
◦ More time over assignments
◦ Creating asignments with different levels of difficulty as you do now,
but in the way that students would be able to start working on them as they
learn
◦ Give Solutions to the final assignment
◦ Slack
◦ Lecturers giving short answers on slack.
◦ "same day" response on slack
◦ the top students are consistently able to respond to questions much faster than
lecturers
◦ A channel entitled 'questions and discussions that aren't for the
excellent/outstanding grade' though I know that may be empty!
◦ Approach students directly through slack, ask how they do, do they need help
with anything at all
◦ Videos
◦ Downloadable Videos
◦ Live videos where possible.
◦ More interactivity in webinars.
◦ Bookmark videos to match content in notes/slides. or
separate into shorter videos with breaks removed
◦ More recap of difficult concepts
1

19. Start
Doing
◦ Materials
◦ The more material, video, slides or exercises, the better.
◦ Follow on material/books
◦ More facilities should be available for people who need extra help.
◦ Finding different ways of explaining difficult concepts.
◦ Poll the students regularly on whether they are keeping up, and reach
out to those who are falling too far behind
◦ Classes 12.15 to 1.45. Or earlier
2