Tel survey, csg (final)

Technology Enhanced Learning Survey (Carmarthen/Lampeter)
This spreadsheet presents the outcomes of a survey of current Technology Enhanced Learning practice at Coleg Sir Gâr as partner in the University of Wales
Trinity Saint David group of institutions. The survey involved both staff and students and was carried out online using Survey Monkey. A total of 75 staff
responded to the survey and the results can be viewed by clicking on the Staff Survey Tab at the bottom of the page. The student survey is ongoing and this
document will be updated in due course.
There were 10 questions in the staff survey and 9 in the student survey. They asked specifically about their use of the institutional online learning management
system Moodle as well as their use of other online resources including Social Media applications. The students were also asked about how they engaged with
these online resources using their own devices (Smartphones, Tablets, Laptops, PCs ) and how they felt about that and the use of social media in their learning.

The purpose of the exercise was to contribute to a baseline view of the current use of technology in the learning process to inform TEL planning across the
institution. Similar surveys were carried out at the Swansea, Carmarthen and Lampeter campuses of the University and will also be completed at Coleg
Ceredigion, the othe FE partner in the group. Separate spreadsheets were created to present the outcomes of each of those surveys which, collectively, deliver
a rich picture of usage across the whole institution. A final document that synthesises all the information recieved, draws conclusions and makes
recomendations for consideration by the Technology Enhanced Learning development team at the University, concludes the exercise.

Survey Responses:
Q1:

Technology Enhanced Learning Survey: Staff
Quantitative Summary:

To what extent do you use Moodle in your teaching delivery?
Not at all
As a small part of the teaching mix
As a major part of the teaching mix
Central to the teaching Plan

30%
34%
15%
21%

40%
34%

35%
30%

30%

25%
21%
20%
15%

15%
10%
5%
0%

Not at all

As a small part As a major part Central to the
of the teaching of the teaching teaching Plan
mix
mix

Survey Responses:
Q2:

Do you use Moodle for student assessment?
No
Partly
Mostly
All

67%
19%
11%
3%

80%
70%

67%

60%
50%
40%
30%
19%

20%

11%
10%
3%
0%

No

Partly

Mostly

All

Survey Responses:
Q3:

Do you use Moodle for course management?
No
For a few management functions
For several management functions
It is my main management tool
60%

55%
30%
10%
1%

55%

50%

40%
30%

30%

20%
10%

10%

1%
0%

No

For a few
management
functions

For several
management
functions

It is my main
management
tool

Survey Responses:
Q4:

Do you use any other online applications to support learners?
No
Yes

60%
40%

70%
60%

60%

50%
40%

40%
30%
20%
10%
0%

No

Yes

Survey Responses:
Q5:

Do you make your teaching materials available on Moodle?
No
Some
Most
All

25%
23%
25%
28%

30%

25%

28%
25%

25%
23%

20%

15%

10%

5%

0%

No

Some

Most

All

Survey Responses:
Q6:

What formats do you use for your online teaching materials?
None
Text based
Text with images and links
Multi-media
Other

20%
31%
62%
34%
6%

70%
62%
60%
50%
40%
31%

34%

30%
20%

20%

10%
0%

6%

None

Text based

Text with Multi-media
images and
links

Other

Survey Responses:
Q7:

To what extent do you use open educational resources?
Never
Occasionally
Often
As a key teaching resource
40%
35%

34%
38%
28%
0%
38%

34%

30%

28%

25%
20%
15%
10%
5%
0%

0%
Never

Occasionally

Often

As a key
teaching
resource

Survey Responses:
Q8:


To what extent do you communicate with your students through Moodle?
Never
Occasionally
Frequently
All the time

62%
31%
4%
3%

70%
62%
60%
50%
40%
31%
30%
20%
10%
0%

4%
Never

Occasionally

3%

Frequently

All the time

Survey Responses:
Q9:

Do you communicate online with your students in other ways?
email
Text message
Facebook
Other

89%
11%
26%
13%

100%
90%

89%

80%
70%
60%
50%
40%
30%

26%

20%
10%
0%

13%

11%

email

Text message

Facebook

Other

Survey Responses:
Q10:


If you are happy to do so please indicate your campus, faculty and subject.
No thanks
Yes

43%
57%

Comments for Q1: To what extent do you use Moodle in your teaching delivery? (Is it a planned component of your teaching? How well, and in
what way does it contribute to teaching in your curriculum area? Do you have feedback from students on how useful it is?)
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Feedback from students is they sometimes find it hard to access from home.
It is a planned component, students use it for accessing materials out of college.
moodle is used for: -interaction with the learners -lesson plans -SoW and lecture schedules -Interactives -Communication Big problem is learners are
not using it willingly.
Planned Useful for links and resources for use in the lesson
Give students research ideas and set tasks for them on a weekly basis. Links to blogs, films, documents, powerpoints etc.
I am a librarian.
I am a college-based assessor , so not teaching at present.
Briefs and teaching resources/handouts are posted for each unit to Mooodle
for acces to units
Used mainly for PT HE students
Almost my units and work are stored on moodle, my sessions are delivered from moodle and all the students access and use the resources regularly.
There are aspect I need to develop further though.
My position of sculpture technician means Moodle is not used in my role.
All resources and activities e.g. SMARTBoard notes are stored centrally. Assessments via Turnitin.
use to document lectures, share resources, notes, urls etc.
Teaching ESW Problem Solving Doesn't require much lecturing. It is mostly guiding students through their assignment. I feel that Moodle is not really
helping.
I use Moodle to bring both the lesson plan and scheme of work to life. My learners want to access resources in colour and on their own personal
devices rather than recieve badly photocopied b/w handouts as is usually issued. Moodle allows my learners to revist their learning and those
aiming for higher grades can access further learning content as contact time is limited.
Moodle is an excellent back up to the one to one tutorials that I use as the main tool for delivery of the RAL element of the PPF.
its used as a central site for briefs, films, technological advice and students are expected to view it weekly.
The art and design students tend to only use Moodle if I direct them to download or to look at a file within class. It is helpful to allow access to
electronic documents to fill in before printing. They hardly use it outside of class.
I have all of my teaching material uploaded on to moodle for the students to access as well as extra materials to help them with assignments.

an

Comments for Q2: Do you use Moodle for student assessment? (Do you post assignments on Moodle? Do you use Turnitin for student responses? Do you
respond online? Do you use Moodle assessment tools such as multi-choice questions?)
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I only use it to get the assignments in, I do not currently respond on Moodle.
Assignments on there. Assignments submitted too.
post tasks, use turnitin for C&C studies teaching.
Assignments Issue and Submission. Marking. Respond online etc.
Although not recently I have done in the past
This is an aspect I would like to develop further. I post all the assignments on moodle so the students have access but currently they do not submit
their work through moodle. I have had training on using quzzes on moodle but I havn't really implemented it. I need to do the training again as it is
something I would like to use more.
Turnitin for all work (HE). Quizzes etc.
Students must build a portfolio which would be a hard copy of their work and evidences of steps followed.
I use the assignment tools and multichoice quizzes. The assignment tool allows my learners to submit work when it suits them and it allows me to
set a hand in date that suits my scheme of work and not the opening hours of the college. Multiple choice quizzes allow me to unoffically test
learners and also successes criterea trigger activity unlocking rules that release future lesson content.
Students submit practical work
I would assume the learners would not use it and so I have not tried this yet. I have been made aware of these assessment tools. It certainly could
come in handy for key skills.
All student work is submitted via Moodle. I plan to introduce turnit in in the very near future.
I havn't tried this yet but did start a blog on moodle but students did not respond to it
I use Turnitin for submission with HE groups (we have been told we do not have the licences to extend this facility to HE groups). I respond online
with comments attached
Some assignments are posted via Moodle. Currently piloting 'Turnitin' within specific modules. Yes use Forums extensively and various quiz formats
but currently piloting 'NearPod' via iPads/Smartphones for quiz assessments due to speed of set up.
Assessment outlines are all on Moodle. We will eventually move to using Turnitin
I have set 2 tests for numerical solutions on Moodle with immediate assessment and feedback for students.
Used for students to submit work only.
All student assessments are on MOODLE, their assignements are submitted via turnitin, but as yet results are not posted online

Comments for Q3: Do you use Moodle for course management? (Do you post course announcements for students? Do you use the calendar for key course
events and assignment deadlines? Do you have a course tutor forum?)
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Course Handbook and coursestructure. Gar-i used in conjunction for tracking and monitoring of learner work, attendance, progress etc.
Baisc information uploaded regarding student issues.
I did used to post assignment deadlines and event reminders on moodle but we use the Gar i system now and almost all our students engage and
track their schedule and deadlines and results on it. I have used forum's in the past but not really as effectively as they could be used (I have seen
other staff using them more effectively). I would tend to use My Big Campus for this type of input/feedback.
Assessment schedules.
Garr I System is a better option.
I use the database tool for monitoring, tracking and IV/EV documentation however it is limited.
Weekly events, timetables are posted on moodle.
I think however this would be so helpful. I have been told about my big campus, and I know other tutors may use facebook groups. So it would be a
question of what the learners would like- to use fb or this kind of thing instead.
I set deadlines on the calender and also upload results when a module has been completed
Course announcements and deadlines.
I have used it for some announcements and for assignment deadlines. Also as a skeleton scheme of work
Yes, used to signpost activity for session if unable to attend lecture in person. Don't use calendar / tutor forum - currently performed via college Gar
i System
Not me personally
I message students through moodle btu was not aware of the forum facility
Course announcements are sometimes posted but often given verbally.

Comments for Q4: Do you use any other online applications, in addition to Moodle, to support learners? (If you use other online tools such as social
networking sites, wikis and blogs etc in the support of your learners, please describe them below including the reasons/benefits /circumstances)
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Coleg Sir Gar GarI system
My Big campus Student Blogs
use of scorm - NLN, but these are very outdated, few learners understad how to work NLN. The big disadvantage is the IT here, which works mostly,
but not when you need it.
college email, blogs, facebook
E-resources such as Eurostat, Issue Online and e-books.
I encourage learners to use websites relavant to their QCF Award in HSC, such as SCIE, NICE, and email exchange for submitting assignments and
giving feedback, in addition to classroom development . The majority of my learners are mature candidates, as opposed to school leavers , etc.
Therefore the willingness and abiltiy to use social media and othe ronline tools , etc. varies hugely.- The majority of my learners still prefer face-toface classroom or workplace contact with regard to portfolio development, a s well as benefitting from learning from other HSC colleagues in a
classroom environment during workshops delivered at college.
CSG Gar-i 'Student Admin' site.
CSG Gari system for attendance monitoring, progress and report generation. EBS register systems for class registers.
student-admin, mybigcampus
Facebook
gar i system
Gar i system, My Big Campus, Facebook
All on online systems expect Moodle
Facebook closed group is the main communication tool.
pinterest - a visual research resource facebook - for liks, announcements. more accessible for most students.
Online searching engines are largely used by students as most of the problems they try to solve would require information gathered from internet.
Moodle is the backbone, however I will use YouTube and Scorm however as these are embedded learners may not be aware they are external. I
promote Google Drive as an alternative to Microsoft Office .
Facebook for contacting student groups and apssing on and sharing information
Twitter
Facebook gan fod y myfyrwyr yn ei ddefnyddio yn aml ac maent yn derbyn y wybodaeth yn syth.

Comments for Q5: Do you make your teaching materials available on Moodle? (If you do make materials available, is it for revision purposes? Is it additional
information? is making access to materials online an integral part of your teaching plan?)
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Access is an integral part of my teaching
Revision
To use in lessons and if they have missed a session
Powerpoint lectures after they are given, students can access forms they need or look up online resources
The library adds information to Moodle if students require it for support in this field.
Yes - I don't feel B/W photocopies or handouts with tiny powerpoints slides are acceptable
I make the notes available for students to use in assignment work. It also helps those who miss sessions. I also upload links to interactive sites,
videos and approariate websites as learning activities to reinforce learning
All classnotes, prezis, tasks etc.
There is not much need to teach theories for ESW Problem Solving.
Additional information. To save printing them all out. in case students loose them
The materials on Moodle are a back up to group sessions and one to one tutorials. The information is always available to non-traditional learners,
particularly those in the work place.
Its for catching up if students miss sessions and as a resource for tecniques, skills etc, pointing students in the direction of exhibitions/ tv
programmes etc.
It can be helpful to indicate to learners that they can download materials to use in their work. These would be class worksheets to use in case they
have missed a lesson. I tend to keep folios in class, so again, less reliance on homework within this course.
I make sure that students have access to all material, simply as losing work is a common occurance and it means I do not have to re-print work. I
also have extra material on the moodle to help students with assignments
Integral part of my teaching.
additional videos and handouts and powerpoints from class. No lesson plans
Saves on printing and students can access a lesson even if off sick.
It is integral to my teaching. I am happy to share all resources with my learners and other staff members
Yes I am happy to share my teaching material to extend the learning of students
Revision purposes (the students are given printed handouts in the lesson to work from)
For information, reference and also so students can alter to suit their particular learing need
It is integral to my course. Students can access exactly the same Powerpoint lecture slides through Moodle as delivered in class. Additional
resources are also available on moodle - worksheet questions, answers, mark schemes and past exam papers for revision
For revision, additional information and links to reliable websites, articles, videos.

Comments for Q6: What formats do you use for your online teaching materials? (If you make your teaching materials available online, please describe the
format and reasons why you present them in this way)
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Includes links to websites and scanned copies of some texts
This is the most useful for my students
You tube work sheets website links
Powerpoint, with text, images and links to websites. Films on various photographers.
I have not uploaded anything to Moodle but it is done by senior librarians.
Scorm
Word docs, Powerpoint, You tube and web links. Mostly as I lack the skills and time to develop other types of materials I am ashamed to say. I realy
should be able to use multi media materials more effectively.
pdf's html links video links image files
I may use links for videos we watched in class, or images from community participation activities.
Easier and more accessable for the students
It depends what is most suitable for the topic.
to add illustration to exposition.
Mostly text based but also links to youtube educational videos, websites etc
I try to embed a variety to multi-media to engage and enhance the learning experience of my students.
Powerpoint for animated slides Word documents for worksheets, answers, mark schemes and past exam papers PDFs for static slides for students
who do tno have powerpoint
I teach programming and it is a very useful way to share material with students and demonstrate how programs work.

Comments for Q7: To what extent do you use open educational resources? (Please indicate your use of resources additional to your teaching
notes/materials. Include the library based materials you direct students towards, as well as online resources made available through Moodle and generally
available through other online sites)
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As a Basic Skills tutor I use online materials from many sources, Skillsworkshop. BBC Skillswise etc.
Use respected websites
Issues Online is a resource I recommend and introduce to students regularly. I also use Eurostat when Welsh Bacc students need help with research
and reading data.
animal care resources availabel on Hwb
Often use interactive web sites, and You tube clips, on line text book and links to web sites.
Sport discus, Dawsonera, LRC etc.
This is something I would like to improve on!
NGFL
e-brary/Dawsonera for e-books and access to electronic journals electronic resources via CSG Library and TSD Athens accounts TES online resources
Teachers TV TED youtube
I often use reference material, protocols and YouTube clips online I occasionally adapt Prezi presentations when appropriate.
I direct all students to WJEC resources freely available online and paper-based in the libraries on each campus. I also direct students to GCSE Bitesize
and You Tube for video-based explanations of certain topics.
Links to free e-learning used as an alternative strategy
Generally post journal articles sourced from online sources
BBC skillswise/ Bitesize TEDtalks

Comments for Q8: To what extent do you communicate with your students through Moodle? (Is it a planned component of your teaching? Do you
communicate individually? Though group forums? Do you have feedback on how well it works?)
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Individual communication only. It is very limited.
I don't find forums are welcomed by many learners
Not really any more - use different ways. I have in the past but other ways have taken over.
Forums but Facebook more successful.
Classroom and e-mail communication mostly used.
the students tend not to access it as frequently as facebook. but as a back jup resource that i can direct them to it is ok.
Its a one way communication in that I tell them whats happening there is no feedback from students to me.
I have set up feedback activities so students can comment on content, delivery and assessment for individual sessions. I then analyse the results via
Moodle and use the feedback to inform my teaching of follow on sessions
Via forum activities at the end of most sessions
Students regularly access Moodle and appreciate it.
I message students through Moodle but was not aware of the Forum facility until this survey. Students like the ease with which they can
communicate with me
Students often complain that they find it difficult to navigate Moodle and are often reluctant to use it.

Comments for Q9: Do you communicate online with your students in other ways? (We all use online communications in our daily lives. It will be very
valuable to know how you use such communications in your support of students. It will be equally important to understand, if you don't use online
communications, why you have made this decision)
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My big campus
department facebook page for generic messages
I offer to answer any questions about the course if it is emailed to me.
Twitter
We usually communicate with students through our Library Facebook. No personal contact is made but we update our Library Facebook page daily
so that students who are friends with the Library Facebook profile are able to be receive regular news and updates about the library.
email mainly - face book is more personal and so I don't tend to use this - same for mobiles
see response in No 4
Not regularly though
verbal and written
My Big Campus
Smartphones mean Facebook is the preferred method for learners. Very successful on last minute changes of rooms / times etc.
I e mail weekly timetables each week as students can find problems accessing moodle from home.
I use email as I can always leave information for students taht they can access when it is appropriate for them and they can always get information
to me.
Twitter
Only occassionally. I find the learners do not respond to online communication as we have not set up this kind of learning ethos within art and
design, which is needed.
They tend to respond quicker to facebook messages rather than email when you need to ask them about assignments etc because they have apps
on their phones which alert them of mesages straight away
I believe it is important to offer students advice on assignments during holidays, weekends et.
Just e-mail. Keep meaning to set up a College facebook presence but have not done so yet
Occasionally email - circulate information Text Message - tutor support Via MyBigCampus - to inform students of forthcoming events
Until recently I had just been using email to comunicate with my students. But in the last few weeks it seems not all my emails have been getting
through so I've now started using Facebook too. So far FB is proving very useful as we can have shared conversations on the closed group page, plus
I know how many people have ssen my message.
I use my college email accout to communicate with students

Comments for Q10: If you are happy to do so, please indicate your campus, faculty and subject area. If you prefer not to, that's fine (please add information
about your campus and curriculum area. Also, any comments regarding your personal preferences about using technology in teaching would be welcome
and valuable)
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Computing department Graig Campus Coleg Sir Gar
Teach counselling to HE students in Ammanford,
All campus's, Basic Skills tutor.
Carmarthen Campus Business & Management Curriculum Area
Graig. ALA.
Fine Art Painting, drawing and Printmaking
Art and Design Photography and C&C Studies - Jobswell Campus
Graig Teaching, Learning and Quality Library and Learning Resource Centre
Coleg Sir Gar, Ammanford Campus Health & Social Care.
Aled Richards. L3 Music Technology. CSP. Graig Campus.
Ammanford and Graig CEC SLDD
Graig Campus, CRM faculty of Art & Design, Digital Media & History of Art
Graig
Graig
Graig - ExComputing Lecturer
llanelli
Graig CSP Sport I dont think that high ILT usage is necessary for excellence in teaching. It is simply another tool that we can add to our repertoire.
However digital literacy is of vital importance in every day life for both us and our students and a failure to utilise and develop these skills will limit
potential. I believe that digital literacy will be as important and literacy and numeracy in the future.
Animal studies , Pib
Graig. Creative Industries, Sport and Public Services. FDEG and BSc. Sports Coaching and Performance.
Jobswell. Art and Design. Textiles.
Throughout Campuses, ESW Problem Solving
Work Based Learning fellow with the Wales Institute for Work Based Learning, working through the Carmarthen campus on a zero hours contract.
ADP. Jobswell, Sculpture.
Jobswell, Art & Design
Land based - Gelli Aur
Celf a Dylunio Ffynnon Job

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All lessons are held on Moodle and all paperwork, notes, information, etc for the student cohort is only available via Moodle. The students are
encouraged to access it daily.
Lesson handouts and links to useful videos so therefore I can use them in class but also students can use the same at home. I even put up
smartboard power points etc so students can use those to make their own notes. They can load it in class and copy notes using the pc staright onto
the power point
I am support staff
I only have anecdotal evidence of its usefulness to students. I use digital drop boxes for submission of coursework, homework and activities.
Students can access the content prior to the session to do some preparatory work
It is my SOW. I archive all lecture material including Powerpoint, SmartBoard, Extreme Collaboration, You Tube, Quiz and Forum activities. Host End of module evaluation
I put my teaching handouts on moodle so students can access them easily
All students have access to teaching materials which they can then use as a point of reference. It also helps them with preparation.
Students really appreciate having a full copy of all of my powerpoint slides from lectures with animated questions and answers, so what they can
see at home is exactly what I have been through durign lectures. Additional questions are also set with animated solutions in powerpoint
Used to signpost students to resources, sources of research - as they are HE students Moodle is used to support self-directed learning. Handouts and
other information is uploaded to avoid having to print off copies.
it is a planned component, student will find their lecture slides for each week together with additional reading materials and support materials.
Wikis are included for group work.
I have used Moodle as part of my teaching but students often find it difficult to navigate and to use at home or from moblie devices such as tablets
and phones.

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As the majority of their time in campus with teachers is spent without computers (besides 1 hour for ICT), then this kind of thing may not be
possible unless it is for homework. Even then, for this level of learner it tends to be easier to do most of the work in class.
Blogs - for learners to discuss topics outside of class Social networking - tutorials and announcements
You Tube for videos of animal behaviour etc
I have used wikis and blogs in the past so students are able to work collaboratively. I do not use social networking sites or twitter
Gar i System - Track assignments submission / grades / concerns / attendance etc My Big Campus - Weekly information Extreme Collaboration SmartBoard activities both in class and while undertaking field studies Near Pod - Archive Powerpoint with YouTube and Quizes Optivote Handsets Voting handsets linked to Moodle to archive quiz response
Facebook group better than My Big Campus
I use a blog with some of my learners to encourage debate and work sharing. I have used facebook in the past to help students develop time
management skills, ( reminders of deadlines and suggestions of progress deadlines). I have also used Twitter to encourage learners to share links to
blogs, Pintrest, newspaper articles and TEDtalks that would help them to develop work or wider skills. There were issues with students not being
able to access all the links from college.

Comments continued:
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Integral part of teaching plan, but supportive materials are posted as well

Comments continued:
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Don't use text and we are not allowed to contact students or add them on Facebook
I use email to communicate with students as it is a form of communication they are used to using and they often check email several times a day.
Students often have their email connected to their tablet or phone and so can respond to queries quickly. I have used Twitter in previous academic
years.
Will only contact students through the official college email system. I am fairly formal about contacting students personally due to problems other
staff have had in the past.. so do not use any social media.

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Graig, Myrddin, Art and Design
Based in Graig but also teach in Pibwrlwyd. Curriculum = ALA
Ammanford, HE Social Care team
Pibwrlwyd, DNR, Equine Management
I work in the Faculty of Computing and Engineering on the Graig campus (lecturer in Computing). Moodle has become essential to my teaching. I am
probably more open to using technology in the classroom because of the subject area in which I teach
Graig Campus Sport Moodle is at the core of my teaching and supplements all actions of T&L
BA Textiles, Jobswell, ADP
GCSE Maths lecturer - based at CSG Graig, and also teaching at Ammanford, Pibwrlwyd and Trinity St David campuses. I would like to use the Smart
Boards more but need training in doing so.
Ammanford Campus Care Childcare Entry & Counselling
Pibwrlwyd, Business, HBBECAE
Pibwrlwyd, CRM, catering.
Cross-campus (Pibwrlyd, Graig, Ammanford, Gelli Aur)
ColegsirGar, Graig Campus , Computing department

Surveymonkey Responses:
Q1:

Technology Enhanced Learning Survey: Students

To what extent do you use Moodle as a learning resource?
Not at all
For general course information
For access to the learning materials
As a planned part of course delivery
Other

0%
0%
100%
0%
0%

120%
100%

100%
80%
60%
40%
20%
0%

0%
Not at all

0%

0%

For general For access to As a planned
course
the learning
part of
information materials
course
delivery

0%
Other

Q2:

Are your course materials available on Moodle?
No
Yes, as lecture notes
Yes, as lecture notes with guidance
Yes, including multimedia
Other

0%
0%
0%
50%
50%

60%
50%

50%

50%

40%

The

30%
20%
10%
0%

0%
No

0%

0%

Yes, as
Yes, as
Yes, including
lecture notes lecture notes multimedia
with
guidance

Other

Q3:

Do you use Moodle for assessment submission and feedback?
No
Yes, for written assignments
Yes, for online tests
Other

100%
0%
0%
0%

120%

100%

100%

80%

60%

40%

20%

0%

0%
No

0%

Yes, for written Yes, for online
assignments
tests

0%
Other

Q4:

To what extent do you use Moodle for course communications?
Never
Occasionally
Frequently
All the time

50%
0%
0%
50%

60%

50%

50%

50%

40%

30%

20%

10%

0%

0%
Never

0%

Occasionally

Frequently

All the time

Q5:

Do you use any social media applications in your learning?
No
Yes, for information
Yes, to communicate
Yes, for resources
Other

0%
100%
100%
100%
0%

120%
100%

100%

100%

100%

80%
60%
40%
20%
0%

0%

0%

Q6:

Do you use any other online tools?
No
Wikis
Blogs
Google docs
Other

0%
100%
0%
100%
50%

120%
100%

100%

100%

80%

60%

50%

40%

20%

0%

0%
No

0%
Wikis

Blogs

Google docs

Other

Q7:

What personal devices do you use to go online?
None
Smart phone
Tablet computer
Laptop
PC
Other

0%
100%
0%
50%
50%
0%

120%
100%

100%

80%

60%

50%

50%

40%

20%

0%

0%
None

0%
Smart
phone

Tablet
computer

0%
Laptop

PC

Other

Q8:

What do you feel about using social media and personal devices in your
learning?
I'm happy to use social media
I prefer not to use social media
I'm happy to used my personal devices
I prefer not to use my personal devices

100%
0%
100%
0%

120%
100%

100%

100%

80%
60%
40%
20%
0%

0%
I'm happy to use I prefer not to
social media use social media

0%
I'm happy to
I prefer not to
used my
use my personal
personal devices
devices

Q8:


If you are happy to do so please indicate your campus, faculty and subject.
No thanks
Yes

0%
100%

Comments for Q1: To what extent do you use Moodle as a learning resource? (Moodle is intended to provide flexible online access to learning resources and
student support. How well does it work for you? How easy is it to use? How could it be improved to provide more effective support?)

Comments for Q2: Are your course materials available on Moodle? (What resources do you have available on Moodle for your course? Are they helpful as a
contribution to your learning? Do you have suggestions about how they could be improved?)
1

Welsh Bacc things are available, but not course materials (as far as I'm aware)

Comments for Q3: Do you use Moodle for assessment submission and feedback? (Do you use Turnitin to submit assignments? Do you receive marks and
feedback through Moodle? How well does it work?)

Comments for Q4: To what extent do you use Moodle for course communications? (Is it a planned part of the teaching process? Do you communicate
individually? For group work and group dicussions? Is it an effective way of supporting course communications?)

Comments for Q5: Do you use any social media applications in your learning? (If you use social media or other online resources in your learning, we would
like to know how useful you think they are and what benefits they add to the learning process.)
1

Online resources are good but blocked websites are frustrating because there are times when they could be useful (e.g. Youtube and ebay as I'm
doing business)

Comments for Q6: Do you use any other online tools? (If you use online tools like these for collaboration or group work please give details. We would be
particularly interested if you set up your own collaborative arrangements as students.)
1

Youtube and wiki answers

Comments for Q7: What personal devices do you use to go online? (If you have one or more devices for your personal use, please indicate whether or not
you use them to go online as part of your learning)

Comments for Q8: What do you feel about using social media and personal devices in your learning? (It is known that some people are uncomfortable about
mixing their work activities online with their social activities. It will also be the case that some students do not have access to suitable personal devices.
Your comments on these and other issues will be very valuable here)

Comments for Q9: Finally, if you are happy to do so, please indicate your campus, faculty and subject area. If you prefer not to, that's fine. (please add
information about your campus and curriculum area. Also, any comments regarding your personal preferences about using technology in your learning
would be welcome and valuable)
1
2

Graig campus. Business.
Graig G - Block, Engineering Lvl 3 Mechanical Engineering

Tel survey, csg (final)

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