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Proposed Evaluation Instrument

Created by the Faculty Sub-Group of the E-University Steering Committee

  1. Functionality Issues
    1. What features in Blackboard­ are you using and why?
    2. What features in Blackboard­ are you not using, and why not?
    3. What features in Blackboard­ did not work well for you?
    4. Were you prevented from doing something with Blackboard­ you wanted to do?
    5. What additional capabilities would you like Blackboard­ to have?
    6. Overall, does Blackboard­ meet your expectations?

    [Note: We anticipate that the issue of what should be globally on/off and what features under individual faculty on/off control may be clearer from these responses].

  2. Impact on Instruction: Based on your experience with Blackboard­ over the past semester (i.e., rather than speculating what could or should have happened):
    1. What impact has this application had on your instruction?
    2. What impact has this application had on student/faculty interactions?
    3. What impact has this application had on student/student interactions?
    4. What impact has this application had on faculty/faculty interactions?
    5. Did you take (or would you take) steps to assess the differences between using and not using Blackboard­? If so, what assessment(s) did you make. If not (in retrospect) what assessment(s) would you have made.
    6. What were your instructional goals for using this application?
    7. Where was the application effective and where did it fail to meet your effectiveness expectations?
    8. What feedback did you get from the students?
    9. How would you characterize the time associated with faculty learning curve? The student learning curve? If this learning curve took away instructional time, was it worth the trade off?
  3. Usability Issues
    1. 1. How would you rate the ease of use of this package?
    2. 2. How would you characterize the faculty learning curve in terms of usability? The student learning curve?
    3. 3. Did you feel that the navigation with Blackboard­ was clear, consistent, and easy to understand. Were you able to locate components and tools you needed quickly and easily?
    4. 4. Were the buttons and other elements associated with blackboard labeled clearly and accurately. When you selected a button, link, etc., did you get the expected result?

      5. [Note: It might be good to approach questions 3 & 4 by constructing a table of buttons, elements, links, etc. from screenshots or menus to ask these questions]

    5. Were screens for entering and editing data well designed & easy to use.
    6. In terms of usability, do you have comments on from a faculty perspective or from a student perspective on:
      1. access to computers to use Blackboard­.
      2. your ability to access (logon) to Blackboard­.
      3. Blackboard­'s performance in terms of speed, breakdown, etc.
    7. Did you find it easy/possible to report problems that arose? Were you satisfied with the response or resolution to the problem(s)
    8. Were the search functions useful and did they function as expected?
  4. IV. Accessibility/li>
    1. Were there (to the best of your knowledge) any students with disabilities in your class using Blackboard­? If so, did they encounter any disability-related difficulties using the system?
    2. Were there any faculty issues relating to
    disabilities that arose during your use of Blackboard­?
  5. V. Implementation
    1. There are three possibilities for establishing course web sites automatically using Blackboard­. Which of the following do you believe should be the standard implementation for the campus (Note: This does not mean to imply that Blackboard­ will be the only package available on campus. We anticipate that faculty will continue to be able to create their own web sites for their courses using their preferred tool(s).
      1. Every course on campus has a course website automatically generated by Blackboard­ and the faculty member cannot turn it off.
      2. Every course on campus has a course website automatically generated by Blackboard, but the faculty member can turn if off if they so desire.
      3. Blackboard­ course websites are generated only if the faculty member requests it be done (or, if it is more efficient to create Blackboard­ sites for all courses, the course website would only be 'activated' upon the faculty members request).
    2. What should the University policy be concerning mandatory websites for classes (open ended question).
  6. Would you like to raise any additional student-related issues (from a faculty perspective) that were not covered in this survey?
  7. VII. Would you like to raise any additional faculty-related issues that were not covered in this survey?
The University of Texas at Austin
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