Information Technology Reference
In-Depth Information
money” (where more than twice the respondents felt that the institution saved money than
students). The “information provision” administrative usages were the most commonly used
(Important notices, schedules/timetables, assignment, and grade distribution). Less common
were the more “interactive” options, assignment collection, and student enrollment. Educa-
tional uses of the Internet were seen as providing slightly more benefits for students than
institutions. Their use were seen as providing more information and improving quality more
on average than the administrative uses. As with Administrative usages, the easiest
educational features to set up were the most commonly used (Distribute Course/Subject
Notes, Provide External Links). Less common were the more “interactive” options, discussion
lists, and online chat groups. About three quarters of respondents used the Internet to answer
student queries (probably by email). As with Administrative uses, most of the benefits are
similar for students and the institution, with (again) some differences for instances where the
benefits save money more for the institution than students. More respondents saw the
differences in the benefits of educational uses flowing to students than to institutions than
with administrative uses. In three of the uses, saving time
was not
the most common benefit
identified. These were the provision of external links to additional resources, discussion lists,
and online chats, where improved quality of information and more information were more
commonly identified.
COMPARISON OF BENEFITS FOR
INSTITUTION AND STUDENTS
A comparison of responses for each of the areas was carried out by calculating the
correlation coefficient for responses for the institution against those returned for students.
The correlation coefficient was calculated using the Data Analysis Toolpak in MS Excel 2000.
In this case, as the correlation coefficient approaches the value 1, it means that there is a
greater likelihood that there is a positive association between the two sets of numbers (that
is, benefits for institution and students). Table 2 shows these results.
Table 2. Correlation between institution and student responses
Type of Use
Correlation
Coefficient
(Institution Versus
Student Results)
Administrative
Student enrollment
0.95
Assignment distribution
0.43
Assignment collection
0.99
Distribution of grades
0.75
Schedules/timetables
0.57
Important notices
0.87
Educational
Distribute course/subject notes
0.44
Conduct online moderated
discussion list
0.96
Online chat facility
0.98
Provide links to additional
resources
0.99
Answer student queries
0.98
