LEARNING FROM DATA:

AN ANALYSIS OF STUDENT SURVEY DATA TO IDENTIFY PROFESSIONAL LEARNING NEEDS

ABSTRACT: Traditionally, student end-of-semester evaluations are

reviewed by the designated instructor, department chair/dean, and
administration, on an individual basis. In an effort to identify professional
learning needs of faculty instructors in online courses, student
evaluations were reviewed as a group. Using coding techniques, several
key needs were identified.
The presenter will share her findings, and discuss the implications of how
to use data to improve online courses, and the student learning
experience at the institutional level. This presentation topic is applicable
for both students and instructors.

Emily Robertson
EDCI Doctoral Candidate

OBJECTIVES

At the end of this presentation, participants will be able to

Identify ways to aggregate and present data
Compare and contrast reviewing data individually and holistically
Describe ways to improve online courses

STUDENT OPINION OF INSTRUCTION SURVEYS (SOIS)

1. Demonstrates high level of knowledge in course

subject area

2. Represents positively and genuinely the values of GWU

3. Demonstrates enthusiasm about the course and about

teaching

4. Exhibits a positive attitude toward and genuine interest

in students

5. Demonstrates personal and professional integrity

6. Organizes and manages the course in a clear and

effective manner

7. Makes effective use of resources and course delivery

methods to enhance learning

8. Provides timely feedback on student assignments and

assessments

9. Provides constructive feedback on student

assignments and assessments

10. Is available to students for discussion and help when

needed

11. Creates an environment conducive to learning

12. Course activities and assignments contribute to

student learning

13. Has high academic standards for students in the

course

14. Respects and follows GWU policies and procedures

SOIS PURPOSE & REVIEW

Purpose of SOIs

SOIS reviewed by:

Opportunity for student learner to provide feedback

Individual instructor

Instructors receive feedback about course/delivery

Chair/Dean

Administrators review feedback for concerns over

Degree Completion & Graduate Studies

time

Administrator
Associate Provosts & Provost

Evidence Description: Using information from research

and class instruction, candidates will facilitate a group of
stakeholders to design a sound, research-based process
for conducting the district level CNA.
District: Graduate Schools with established online
programs (5)

Focus: Professional Development (tie in to PE-A)

702 EVIDENCE
COMPREHENSIVE NEEDS ASSESSMENT- COMPONENT B

CODING FOR THEMES

A code in qualitative inquiry is most often a word or short phrase that
symbolically assigns a summative, salient, essence-captureing, and/or evocative
attribute for a portion of language-based or visual data (Saldaa, 2013)
(Q)ualitative codes are essence-captureing and essential elements of the
research story, that, when clustered together according to similarity and
regularity (a pattern), they actively facilitate the development of
categories and thus analysis of their connections. (Saldaa, 2013: 8)

Coding is not just labeling, it is linking (Saldaa, 2013:8)

THEME #1
Positive Comment
I liked
I could view the information
The use of PowerPoint
I appreciated.
I enjoyed
How she utilized
Different learning methods
Always

Negative Comment
Never
Interacted
Posted
Updated course

Minimal comments, no comments

I was disappointed
[the instructor] Didnt
Grade
Respond to class questions/emails

Replied back promptly

Provide meaningful communication

Quickly responded to questions, grading, feedback

Instructor didnt do anything

Fantastic! Excellent

THEME #2
Interaction & Feedback

Organization & Navigation

Minimal comments

The course was definitely organized

I was disappointed with the level of interaction

The entire course was self-guided

I would like to receive feedback

Loved the Blackboard schedule and links. That was

Very timely responses

Provides timely feedback on assignments
Does an excellent job of getting students involved
Zero interaction outside of threat to drop a grade
Great feedback and advice
Professor feedback was not helpful or timely

awesome and helpful

Resource links no longer exist
Assignment descriptions were vague and unclear
Too many places to look for assignments
The course was set up for [instructor]

Interaction
Feedback
Navigation
Organization

AGGREGATED WORD CLOUD

Image created using Tagexdo

RESEARCH RESULTS
LEARNING FROM THE DATA AT THE HOLISTIC LEVEL

Photo credit: http://www.ncsl.org/legislators-staff/legislative-staff/staff-professional-development.aspx

DATA PERSPECTIVES
Individual Perspective

Holistic Perspective

Instructors receive feedback 2-3 months later

Review of feedback at the institutional level

Some feedback can be hurtful, not constructive

Department or Institutional goal

Student surveys are viewed as directly impacting

Constructive feedback directed at whole level rather

promotions & raises

than at an individual.
Influences professional development plans

IMPLICATIONS
Program Evaluation (Evidence & Dissertation)

Online Courses

Evaluate adjunct onboarding process

Center for Excellence in Teaching and Learning

Evaluate professional development plan for adjunct

Quality Matters

instructors teaching online

Standard 1 The overall design of the course is made

clear to the student at the beginning of the course

Standard V. Forms of interaction incorporated in the

course motivate students and promote learning

Standard VI. Course navigation and technology support

student engagement and ensure access to course
components

Promote the use of master course shells (consistent

organization/navigation)

GROUP ACTIVITY
PUTTING IT INTO ACTION

Photo credit: http://www.measuringu.com/blog/quantify-qualitative.php

CONFIDENTIAL DATA
Data has been altered by the

researcher

Purpose of data sharing is for professional

learning; not for critique or evaluation

Instructor names

Comment packets have been labelled #1-25

Gender

Packets will be passed out by the researcher

Course identifiers (subject-specific)

Dates/Terms
Publisher names

and collected at the end of the activity

Please do not leave the room with the

comment packets

ACTIVITY INSTRUCTIONS
1. Break up into small groups
2. Read through student comments- 1st time no action

3. Read student comments- 2nd time note themes

4. Assemble comments into themes/categories

5. Select one representative to post your themes online

Respond at

PollEv.com/gwucetl

Text GWUCETL to 37607 once to join, then text your response

6. View results on PollEverywhere

WRAPPING IT UP

Thoughts?
Questions?

Takeaways?