The COVID-19 pandemic has caused Indiana University, like many colleges across the United States, to suspend in-person classes, transitioning fully and abruptly to online learning. This situation offers a unique opportunity to understand how exclusive use of online education affects course instruction and student learning and behavior. This understanding will help us implement changes essential to a resilient higher education system, improving computer-mediated instruction on an ongoing basis, and minimizing the disruption caused by any future campus closures. Barring systematic study, educators and administrators alike will be left to guesswork and armchair analysis in interpreting the outcomes of the current situation. Studying the current unprecedented situation presents the opportunity to prepare for other small-or large-scale catastrophic events in the future.
Response Rate
Overall Response Rate: 9.2%
The COVID-19 pandemic has caused Indiana University, like many colleges across the United States, to suspend in-person classes, transitioning fully and abruptly to online learning. This situation offers a unique opportunity to understand how exclusive use of online education affects course instruction and student learning and behavior. This understanding will help us implement changes essential to a resilient higher education system, improving computer-mediated instruction on an ongoing basis and minimizing the disruption caused by any future campus closures. Barring systematic study, educators and administrators alike will be left to guesswork and armchair analysis in interpreting the outcomes of the current situation. Studying the current unprecedented situation presents the opportunity to prepare for other small-or large-scale catastrophic events in the future.
Response Rate
Overall Response Rate: 19.0%
Data & Analysis
Article published using the survey results:
Motz, B. A., Quick, J. D., & Morrone, A. S. (2022). When Online Courses Became the Student Union: Technologies for Peer Interaction and Their Association With Improved Outcomes During COVID-19. Technology, Mind, and Behavior, 3(1). https://doi.org/10.1037/tmb0000061
The survey is being sent to one HR Rep per RC to gather summary information from them for their unit on needs and challenges of staff under five different restart scenarios following the COVID-19 crisis.
Response Rate
Overall Response Rate: 97.1%. (33 responders/34 surveys)
Data & Analysis
In summer 2020, the Campus Restart Committee Personnel Taskforce sent the survey to 34 HR directors at IUB. All of them started the survey and 33 finished it. The valid response rate is 33/34=97.1%. The questions in the survey are aimed to help the Campus Restart Committee Task Force Groups better assess the needs and challenges of appointed staff under the five different scenarios outlined for the Fall '20 and Spring '21 semesters. Here is the link to the taskforce report, including the key findings from the survey and recommendations: https://provost.indiana.edu/statements/covid/covid-committees/committee-reports/personnel.html
BCSSE collects data about entering college students' high school academic and co-curricular experiences, as well as their expectations for participating in educationally purposeful activities during the first college year. BCSSE administration usually takes place prior to the start of fall classes and is designed to be paired with a NSSE administration at the end of the first college year, providing an in-depth understanding of first-year student engagement on your campus.
Response Rate
Overall Response Rate: 45%
Data & Analysis
Contact Sarah Nagy or Angie Gast for results
Collect data to report on the results the NSF funded TRESTLE project.
Response Rate
Overall Response Rate: 13%
