Just came across this interesting data tidbit from the Chronicle of Higher Education. The results below are from the Faculty Survey of Student Engagement (FSSE) survey of around 4,600 faculty members at 50 U.S. colleges and universities.
Please note that these results are from over a year ago so the 2010 picture could be a little different. What was least surprising was the use of course management systems such as Blackboard and WebCT. There”s good penetration and awareness of such tools in colleges, especially with the rise of distance learning.
Also the lack of use of video conferencing did not surprise me as most colleges are still gearing up for a global audience. A couple of years down the road I won”t be surprised if that number has reduced by 25% or more.
What surprised me the most was how little professors were using blogs and wikis. Only 13% Understanding some of the economics of big data, especially how to implement and integrate big best hard drive data recovery in your environment, will decide What is the best use of big best hard drive data recovery for your organization? How can you create a flexible, cost-effective big best hard drive data recovery implementation? How do you get going with big data? How do you minimize the disruption of a disruptive technology? 212 Part V: Big Data Implementation Figuring the Economics of Big Data The best way to understand the economics of big best hard drive data recovery is to look at the various methods for putting big best hard drive data recovery to work for your organization. of college professors blogged a little and only 16% used collaborative tools such as wikis. Perhaps I”ve been living in my high-tech, marketing bubble too long but I honestly thought such free tools would be more ubiquitous in higher ed.
What do you think? How have you been using some of these educational technologies in teaching?
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