You are entitled to participate in an online survey. The details of the survey are:
Strategisches Controlling
Ansprechpartnerin: Wenke Seemann
Team Strategische Lehrentwicklung
Zentrale Lehrendenbefragung #2
Welcome to the 2nd Central Instructor Survey on teaching and conducting examinations under pandemic conditions This survey is aimed at all teachers at the TU Berlin, i.e. all professors, research assistants and honorary lecturers. The more who participate, the more complete and reliable the current situation can be assessed. We would therefore be very pleased if you, as a teacher, would take the time to participate in the survey. Content The survey is made up of 5 topic areas: 1. Personal details (grouping variables) 2. Current teaching situation in the winter semester 2021/22 3. Inventory: teaching under pandemic conditions 4. Inventory: examinations under pandemic conditions 5. Post-pandemic perspectives: Digital teaching and distance exams General information about the survey: The survey takes about 15 minutes to complete. In addition to closed-ended questions, you also have the option to share comments in free-text fields. Here you can find a brief description of the survey as well as a guide for answering questions you can have open while completing the survey. The guide provides a list of the academic chairs and their respective institutes and faculties. Contact person for questions and information about the survey: Wenke Seemann | Strategic Controlling | Strategic Teaching Development Team (SC L2) Email: wenke.seemann@tu-berlin.de Thank you in advance for your participation! We look forward to your feedback.
Information about data protection: Participation in this survey, including the answering of individual questions, is voluntary and anony-mous. All data are aggregated when evaluated and cannot be traced back to a single person. Deanonymization is not possible. However if you feel that your answer to a question will make it possible to identify you, please skip it and move on to the next question. Please also avoid sharing any personal information in the free-text fields. Any personal information inadvertently provided will be immediately and completely deleted by Wenke Seemann while the data are prepared for evaluation. By participating in the survey, you consent to the processing and evaluation of the information you provide. The TU Berlin data protection officer has approved this survey.
The evaluation of the data as well as the publication of the results are exclusively aggregated and without inference to the identity of individual persons, - deanonymization is excluded. If you are nevertheless concerned that you may be identifiable by answering individual questions, please skip the corresponding question.
Which status group do you belong to?
Professors (including visiting and endowed professorships) Question Which status group do you belong to? Teaching and research assistants/instructors for special tasks Question Which status group do you belong to? Privatdozent*innen/contract teachers Question Which status group do you belong to? NA Question Which status group do you belong to?
Which faculty do you belong to?
Please select... Faculty 1 - Humanities Faculty 2 - Mathematics and Natural Sciences Faculty 3 - Process Sciences Faculty 4 - Electrical Engineering and Computer Science Faculty 5 - Mechanical Engineering and Transport Systems Faculty 6 - Planning Building Environment Faculty 7 - Economics and Management ZI School of Education ZI Euref Modern Language Center
Which institute of faculty 1 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Institute for Philosophy, History of Literature, Science and Technology Institute for Art Research and Historical Urban Studies Institute of Education Science Institute for Language and Communication Institute for Vocational Education and Work Science Center for anti-Semitism research Center for Interdisciplinary Women's and Gender Research / Center for Cultural Studies on Science and Technology in China Center for Metropolitan Studies Techno Club
Which institute of faculty 2 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Institute of Chemistry Institute of Matematics Institute of Solid State Physics Institute for Optics and Atomic Physics Institute for Theoretical Physics Center for Astronomy and Astrophysics "Unifying Systems in Catalysis" MATH+ Berlin Mathematics Research Center BERLIN MATHEMATICAL SCHOOL (BMS) DFG Forschungszentrum MATHEON Einstein Zentrum Mathematik (ECMath)
Which institute of faculty 3 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Biotechnology Energy technology Food technology and food chemistry Chemical and process engineering Environmental Technology Institute for Material Sciences and Technology
Which institute of faculty 4 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Institute of Energy and Automation Technology Institute of High-Frequency and Semiconductor System Technologies Institute of Telecommunication Systems Institute of Computer Engineering and Microelectronic Institute of Software Engineering and Theoretical Computer Science Institute of Commercial Information Technology and Quantitative Methods Center for International and Intercultural Communication
Which institute of faculty 5 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Institute of Fluid Dynamics and Technical Acoustics Insitute of Psychology and Ergonomics Institute of Land and Sea Transport Systems Institute of Aeronautics and Astronautics Institute of Engineering Design, Micro and Medical Institute of Machine Tools and Factory Management Institute of Mechanics MOVE-IT IT center for mobility and traffic ZMMS Center for Human-Machine Systems
Which institute of faculty 6 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Institute of Architecture Institute of Civil Engineering Institute of Applied Geosciences Institute of Geodesy and Geoinformation Science Institute of Landscape Architecture and Environmental Planning Institute of Ecology Institute of Sociology Institute of Urban and Regional Planning
Which institute of faculty 7 do you belong to? If you are unsure, - here you will find a list of the chairs of all institutes.
Please select... Technology and Management Business Administration Economics and Law
What is your gender?
male Question What is your gender? female Question What is your gender? diverse Question What is your gender? NA Question What is your gender?
How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester?
None Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? About 1/4 (25%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? About 1/3 (33%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? About half (50%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? About 2/3 (66%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? About 3/4 (75%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? More than 3/4 (>75%) Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? all Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester? I'm not teaching any courses currently Question How many of your courses (taught by you personally, excluding tutorials) are being held in person during the current winter semester?
How many of the tutorials for your courses are being held in person this winter semester?
Tutorials are not offered for any of my courses. Question How many of the tutorials for your courses are being held in person this winter semester? none Question How many of the tutorials for your courses are being held in person this winter semester? About 1/4 (25%) Question How many of the tutorials for your courses are being held in person this winter semester? About 1/3 (33%) Question How many of the tutorials for your courses are being held in person this winter semester? About half (50%) Question How many of the tutorials for your courses are being held in person this winter semester? About 2/3 (66%) Question How many of the tutorials for your courses are being held in person this winter semester? About 3/4 (75%) Question How many of the tutorials for your courses are being held in person this winter semester? More than 3/4 (>75%) Question How many of the tutorials for your courses are being held in person this winter semester? all Question How many of the tutorials for your courses are being held in person this winter semester?
How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)?
very good
Answer option 1 of 5 How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)? very goodAnswer option 2 of 5 How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)? Answer option 3 of 5 How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)? Answer option 4 of 5 How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)? Answer option 5 of 5 How would you assess the feasibility of implementing the current coronavirus regulations for in-person courses (e.g. confirming students meet 3G rule, room occupancy, hygiene and minimum distancing requirements)? not feasible
not feasible
NA
Have you already offered a live stream during an in-person course or made a recording of the session for students to watch at another time this current winter semester?
Please select... Yes, I offered a live stream of the class Yes, I recorded the class for students to access asynchronously Yes, I both offered a live stream and made a recording no
How would you assess the success of hybrid in-person and online courses in the current semester?
Answer option 1 of 5 How would you assess the success of hybrid in-person and online courses in the current semester? very goodAnswer option 2 of 5 How would you assess the success of hybrid in-person and online courses in the current semester? Answer option 3 of 5 How would you assess the success of hybrid in-person and online courses in the current semester? Answer option 4 of 5 How would you assess the success of hybrid in-person and online courses in the current semester? Answer option 5 of 5 How would you assess the success of hybrid in-person and online courses in the current semester? not at all
not at all
Have you offered teaching in the past digital semesters?
yes Question Have you offered teaching in the past digital semesters? no Question Have you offered teaching in the past digital semesters?
If you compare online teaching from past semesters to regular face-to face teaching, how would you assess the following aspects of the past digital semesters in retrospect?
Overall satisfaction with my teaching
significantly higher Overall satisfaction with my teaching higher Overall satisfaction with my teaching the same Overall satisfaction with my teaching lower Overall satisfaction with my teaching significantly lower Overall satisfaction with my teaching
I am unable to say Overall satisfaction with my teaching
Effort to conduct my classes
significantly higher Effort to conduct my classes higher Effort to conduct my classes the same Effort to conduct my classes lower Effort to conduct my classes significantly lower Effort to conduct my classes
I am unable to say Effort to conduct my classes
Effort to conduct examinations
significantly higher Effort to conduct examinations higher Effort to conduct examinations the same Effort to conduct examinations lower Effort to conduct examinations significantly lower Effort to conduct examinations
I am unable to say Effort to conduct examinations
Active participation by students in the course
significantly higher Active participation by students in the course higher Active participation by students in the course the same Active participation by students in the course lower Active participation by students in the course significantly lower Active participation by students in the course
I am unable to say Active participation by students in the course
Quality of communication/interaction with students
significantly higher Quality of communication/interaction with students higher Quality of communication/interaction with students the same Quality of communication/interaction with students lower Quality of communication/interaction with students significantly lower Quality of communication/interaction with students
I am unable to say Quality of communication/interaction with students
Students' learning success
significantly higher Students' learning success higher Students' learning success the same Students' learning success lower Students' learning success significantly lower Students' learning success
I am unable to say Students' learning success
How often did you use the following digital teaching instruments or formats in the past semesters?
Email
by default Email frequently Email sometimes Email rarely Email never Email
NA Email
ISIS course (Moodle)
by default ISIS course (Moodle) frequently ISIS course (Moodle) sometimes ISIS course (Moodle) rarely ISIS course (Moodle) never ISIS course (Moodle)
NA ISIS course (Moodle)
ISIS forum (Moodle)
by default ISIS forum (Moodle) frequently ISIS forum (Moodle) sometimes ISIS forum (Moodle) rarely ISIS forum (Moodle) never ISIS forum (Moodle)
NA ISIS forum (Moodle)
Chat services (e.g. Matrix)
by default Chat services (e.g. Matrix) frequently Chat services (e.g. Matrix) sometimes Chat services (e.g. Matrix) rarely Chat services (e.g. Matrix) never Chat services (e.g. Matrix)
NA Chat services (e.g. Matrix)
Audio or video recordings (including screencasts and podcasts)
by default Audio or video recordings (including screencasts and podcasts) frequently Audio or video recordings (including screencasts and podcasts) sometimes Audio or video recordings (including screencasts and podcasts) rarely Audio or video recordings (including screencasts and podcasts) never Audio or video recordings (including screencasts and podcasts)
NA Audio or video recordings (including screencasts and podcasts)
Live courses as video conferences (e.g. synchronously via Zoom)
by default Live courses as video conferences (e.g. synchronously via Zoom) frequently Live courses as video conferences (e.g. synchronously via Zoom) sometimes Live courses as video conferences (e.g. synchronously via Zoom) rarely Live courses as video conferences (e.g. synchronously via Zoom) never Live courses as video conferences (e.g. synchronously via Zoom)
NA Live courses as video conferences (e.g. synchronously via Zoom)
Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS)
by default Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) frequently Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) sometimes Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) rarely Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) never Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS)
NA Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS)
Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests)
by default Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) frequently Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) sometimes Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) rarely Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) never Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests)
NA Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests)
Courses using a flipped/inverted classroom concept
by default Courses using a flipped/inverted classroom concept frequently Courses using a flipped/inverted classroom concept sometimes Courses using a flipped/inverted classroom concept rarely Courses using a flipped/inverted classroom concept never Courses using a flipped/inverted classroom concept
NA Courses using a flipped/inverted classroom concept
Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)
by default Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) frequently Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) sometimes Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) rarely Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) never Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)
NA Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)
ISIS tests for examinations
by default ISIS tests for examinations frequently ISIS tests for examinations sometimes ISIS tests for examinations rarely ISIS tests for examinations never ISIS tests for examinations
NA ISIS tests for examinations
ISIS tests for ongoing assessments throughout the semester
by default ISIS tests for ongoing assessments throughout the semester frequently ISIS tests for ongoing assessments throughout the semester sometimes ISIS tests for ongoing assessments throughout the semester rarely ISIS tests for ongoing assessments throughout the semester never ISIS tests for ongoing assessments throughout the semester
NA ISIS tests for ongoing assessments throughout the semester
Online office hours
by default Online office hours frequently Online office hours sometimes Online office hours rarely Online office hours never Online office hours
NA Online office hours
Students create media (video, audio, blog, etc.) for coursework
by default Students create media (video, audio, blog, etc.) for coursework frequently Students create media (video, audio, blog, etc.) for coursework sometimes Students create media (video, audio, blog, etc.) for coursework rarely Students create media (video, audio, blog, etc.) for coursework never Students create media (video, audio, blog, etc.) for coursework
NA Students create media (video, audio, blog, etc.) for coursework
How likely are you to integrate the following instruments for digital teaching into your teaching after a full return to in-person operations?
for sure ISIS forum (Moodle) probably ISIS forum (Moodle) probably not ISIS forum (Moodle) certainly not ISIS forum (Moodle)
keine Angabe ISIS forum (Moodle)
for sure Chat services (e.g. Matrix) probably Chat services (e.g. Matrix) probably not Chat services (e.g. Matrix) certainly not Chat services (e.g. Matrix)
keine Angabe Chat services (e.g. Matrix)
for sure Audio or video recordings (including screencasts and podcasts) probably Audio or video recordings (including screencasts and podcasts) probably not Audio or video recordings (including screencasts and podcasts) certainly not Audio or video recordings (including screencasts and podcasts)
keine Angabe Audio or video recordings (including screencasts and podcasts)
for sure Live courses as video conferences (e.g. synchronously via Zoom) probably Live courses as video conferences (e.g. synchronously via Zoom) probably not Live courses as video conferences (e.g. synchronously via Zoom) certainly not Live courses as video conferences (e.g. synchronously via Zoom)
keine Angabe Live courses as video conferences (e.g. synchronously via Zoom)
for sure Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) probably Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) probably not Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS) certainly not Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS)
keine Angabe Tools for synchronous group work (e.g. breakout room/ZOOM, WebEx, groups in ISIS)
for sure Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) probably Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) probably not Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests) certainly not Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests)
keine Angabe Live voting systems or quiz tools to gain student feedback on how well they understood lesson content (e.g. PINGO, Tweetback, ISIS tests)
for sure Courses using a flipped/inverted classroom concept probably Courses using a flipped/inverted classroom concept probably not Courses using a flipped/inverted classroom concept certainly not Courses using a flipped/inverted classroom concept
keine Angabe Courses using a flipped/inverted classroom concept
for sure Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) probably Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) probably not Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet) certainly not Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)
keine Angabe Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)
for sure ISIS tests for examinations probably ISIS tests for examinations probably not ISIS tests for examinations certainly not ISIS tests for examinations
keine Angabe ISIS tests for examinations
for sure ISIS tests for ongoing assessments throughout the semester probably ISIS tests for ongoing assessments throughout the semester probably not ISIS tests for ongoing assessments throughout the semester certainly not ISIS tests for ongoing assessments throughout the semester
keine Angabe ISIS tests for ongoing assessments throughout the semester
for sure Online office hours probably Online office hours probably not Online office hours certainly not Online office hours
keine Angabe Online office hours
for sure Students create media (video, audio, blog, etc.) for coursework probably Students create media (video, audio, blog, etc.) for coursework probably not Students create media (video, audio, blog, etc.) for coursework certainly not Students create media (video, audio, blog, etc.) for coursework
keine Angabe Students create media (video, audio, blog, etc.) for coursework
How would you prefer to hold your courses after a full return to in-person operations? Please indicate your preference for the listed course formats and use the description of the teaching forms to understand the choices: digital = digital only courses without any mandatory in-person components (e.g. online lecture) mix = an equal hybrid of digital (distance) learning and in-person events (inverted classroom, blended learning, e.g. combination of asynchronous learning videos and in-person class) digital supplement = In-person courses supplemented with digital media/content (e.g. quiz tools, videos) hybrid = Hybrid courses where students can either participate in-person or via live stream in person = in-person courses, primarily without the use of digital media
Lectures
digital Lectures mix Lectures digital supplement Lectures hybrid Lectures in person Lectures
keine Angabe Lectures
Seminars/integrated courses
digital Seminars/integrated courses mix Seminars/integrated courses digital supplement Seminars/integrated courses hybrid Seminars/integrated courses in person Seminars/integrated courses
keine Angabe Seminars/integrated courses
Practical tutorials (Übungen)/tutorials
digital Practical tutorials (Übungen)/tutorials mix Practical tutorials (Übungen)/tutorials digital supplement Practical tutorials (Übungen)/tutorials hybrid Practical tutorials (Übungen)/tutorials in person Practical tutorials (Übungen)/tutorials
keine Angabe Practical tutorials (Übungen)/tutorials
Colloquia/projects/practical formats
digital Colloquia/projects/practical formats mix Colloquia/projects/practical formats digital supplement Colloquia/projects/practical formats hybrid Colloquia/projects/practical formats in person Colloquia/projects/practical formats
keine Angabe Colloquia/projects/practical formats
Did you conduct exams/were you involved in organizing or conducting examinations during the digital semesters?
yes Question Did you conduct exams/were you involved in organizing or conducting examinations during the digital semesters? no Question Did you conduct exams/were you involved in organizing or conducting examinations during the digital semesters?
Which types of examinations did you conduct or supervise in the past two semesters? Please select all types of examinations that apply (MC):
Compared to regular examination periods before the start of the coronavirus pandemic, how did the number of participants in your written examinations change?
The number of students who took part in written examinations was...
significantly higher
Answer option 1 of 5 The number of students who took part in written examinations was... significantly higherAnswer option 2 of 5 The number of students who took part in written examinations was... Answer option 3 of 5 The number of students who took part in written examinations was... Answer option 4 of 5 The number of students who took part in written examinations was... Answer option 5 of 5 The number of students who took part in written examinations was... significantly lower
significantly lower
I am unable to say
Student performance in my written examinations was...
significantly better
Answer option 1 of 5 Student performance in my written examinations was... significantly betterAnswer option 2 of 5 Student performance in my written examinations was... Answer option 3 of 5 Student performance in my written examinations was... Answer option 4 of 5 Student performance in my written examinations was... Answer option 5 of 5 Student performance in my written examinations was... significantly worse
significantly worse
Compared to regular examination periods before the start of the coronavirus pandemic, how did student cheating or misconduct change?
The number of students who cheated was…
significantly higher The number of students who cheated was… higher The number of students who cheated was… the same The number of students who cheated was… lower The number of students who cheated was… significantly lower The number of students who cheated was…
I am unable to say The number of students who cheated was…
LEGAL challenges of (primarily) digital examinations:
Did the following legal aspects pose a challenge for you when conducting digital examinations?
Observing data privacy/personal rights
yes, significantly Observing data privacy/personal rights yes Observing data privacy/personal rights partly Observing data privacy/personal rights a few Observing data privacy/personal rights no challenge Observing data privacy/personal rights
I am unable to say Observing data privacy/personal rights
Ensuring equality of opportunity/fairness
yes, significantly Ensuring equality of opportunity/fairness yes Ensuring equality of opportunity/fairness partly Ensuring equality of opportunity/fairness a few Ensuring equality of opportunity/fairness no challenge Ensuring equality of opportunity/fairness
I am unable to say Ensuring equality of opportunity/fairness
Implementing academic adjustments (Nachteilsausgleich)
yes, significantly Implementing academic adjustments (Nachteilsausgleich) yes Implementing academic adjustments (Nachteilsausgleich) partly Implementing academic adjustments (Nachteilsausgleich) a few Implementing academic adjustments (Nachteilsausgleich) no challenge Implementing academic adjustments (Nachteilsausgleich)
I am unable to say Implementing academic adjustments (Nachteilsausgleich)
Managing misconduct and attempts to cheat
yes, significantly Managing misconduct and attempts to cheat yes Managing misconduct and attempts to cheat partly Managing misconduct and attempts to cheat a few Managing misconduct and attempts to cheat no challenge Managing misconduct and attempts to cheat
I am unable to say Managing misconduct and attempts to cheat
Archiving online examinations (requirement to document and save) in accordance with legal regulations
yes, significantly Archiving online examinations (requirement to document and save) in accordance with legal regulations yes Archiving online examinations (requirement to document and save) in accordance with legal regulations partly Archiving online examinations (requirement to document and save) in accordance with legal regulations a few Archiving online examinations (requirement to document and save) in accordance with legal regulations no challenge Archiving online examinations (requirement to document and save) in accordance with legal regulations
I am unable to say Archiving online examinations (requirement to document and save) in accordance with legal regulations
Organizing the exam reviews for students
yes, significantly Organizing the exam reviews for students yes Organizing the exam reviews for students partly Organizing the exam reviews for students a few Organizing the exam reviews for students no challenge Organizing the exam reviews for students
I am unable to say Organizing the exam reviews for students
How did you try to minimize or prevent cheating or misconduct during your online written exams?
ORGANIZATIONAL challenges of (primarily) digital examinations:
Did the following organizational aspects pose a challenge for you when conducting digital examinations?
Planning reliability (dates, feasibility)
yes, significantly Planning reliability (dates, feasibility) yes Planning reliability (dates, feasibility) partly Planning reliability (dates, feasibility) a few Planning reliability (dates, feasibility) no challenge Planning reliability (dates, feasibility)
I am unable to say Planning reliability (dates, feasibility)
Planning rooms for in-person examinations
yes, significantly Planning rooms for in-person examinations yes Planning rooms for in-person examinations partly Planning rooms for in-person examinations a few Planning rooms for in-person examinations no challenge Planning rooms for in-person examinations
I am unable to say Planning rooms for in-person examinations
Problems with student examination registrations (Examination Office)
yes, significantly Problems with student examination registrations (Examination Office) yes Problems with student examination registrations (Examination Office) partly Problems with student examination registrations (Examination Office) a few Problems with student examination registrations (Examination Office) no challenge Problems with student examination registrations (Examination Office)
I am unable to say Problems with student examination registrations (Examination Office)
Verifying students’ identity (at the start of the exam)
yes, significantly Verifying students’ identity (at the start of the exam) yes Verifying students’ identity (at the start of the exam) partly Verifying students’ identity (at the start of the exam) a few Verifying students’ identity (at the start of the exam) no challenge Verifying students’ identity (at the start of the exam)
I am unable to say Verifying students’ identity (at the start of the exam)
Preventing cheating/misconduct
yes, significantly Preventing cheating/misconduct yes Preventing cheating/misconduct partly Preventing cheating/misconduct a few Preventing cheating/misconduct no challenge Preventing cheating/misconduct
I am unable to say Preventing cheating/misconduct
Supervising digital exams
yes, significantly Supervising digital exams yes Supervising digital exams partly Supervising digital exams a few Supervising digital exams no challenge Supervising digital exams
I am unable to say Supervising digital exams
Organizing the exam review
yes, significantly Organizing the exam review yes Organizing the exam review partly Organizing the exam review a few Organizing the exam review no challenge Organizing the exam review
I am unable to say Organizing the exam review
Archiving online examinations
yes, significantly Archiving online examinations yes Archiving online examinations partly Archiving online examinations a few Archiving online examinations no challenge Archiving online examinations
I am unable to say Archiving online examinations
TECHNICAL challenges of (primarily) digital examinations
Did the following technical aspects pose a challenge for you when conducting digital examinations?
Issues accessing ISIS for regular TU students
yes, significantly Issues accessing ISIS for regular TU students yes Issues accessing ISIS for regular TU students partly Issues accessing ISIS for regular TU students a few Issues accessing ISIS for regular TU students no challenge Issues accessing ISIS for regular TU students
I am unable to say Issues accessing ISIS for regular TU students
Issues accessing ISIS for visiting or auditing students
yes, significantly Issues accessing ISIS for visiting or auditing students yes Issues accessing ISIS for visiting or auditing students partly Issues accessing ISIS for visiting or auditing students a few Issues accessing ISIS for visiting or auditing students no challenge Issues accessing ISIS for visiting or auditing students
I am unable to say Issues accessing ISIS for visiting or auditing students
Implementation of examinations in ISIS
yes, significantly Implementation of examinations in ISIS yes Implementation of examinations in ISIS partly Implementation of examinations in ISIS a few Implementation of examinations in ISIS no challenge Implementation of examinations in ISIS
I am unable to say Implementation of examinations in ISIS
low ISIS functionality
yes, significantly low ISIS functionality yes low ISIS functionality partly low ISIS functionality a few low ISIS functionality no challenge low ISIS functionality
I am unable to say low ISIS functionality
Incorporation of complex questions (e.g. Stack, Coderunner)
yes, significantly Incorporation of complex questions (e.g. Stack, Coderunner) yes Incorporation of complex questions (e.g. Stack, Coderunner) partly Incorporation of complex questions (e.g. Stack, Coderunner) a few Incorporation of complex questions (e.g. Stack, Coderunner) no challenge Incorporation of complex questions (e.g. Stack, Coderunner)
I am unable to say Incorporation of complex questions (e.g. Stack, Coderunner)
Inclusion of graphics, animations, etc.
yes, significantly Inclusion of graphics, animations, etc. yes Inclusion of graphics, animations, etc. partly Inclusion of graphics, animations, etc. a few Inclusion of graphics, animations, etc. no challenge Inclusion of graphics, animations, etc.
I am unable to say Inclusion of graphics, animations, etc.
ISIS/Campus Management infrastructure (e.g. server capacity)
yes, significantly ISIS/Campus Management infrastructure (e.g. server capacity) yes ISIS/Campus Management infrastructure (e.g. server capacity) partly ISIS/Campus Management infrastructure (e.g. server capacity) a few ISIS/Campus Management infrastructure (e.g. server capacity) no challenge ISIS/Campus Management infrastructure (e.g. server capacity)
I am unable to say ISIS/Campus Management infrastructure (e.g. server capacity)
The quality of your own internet connection
yes, significantly The quality of your own internet connection yes The quality of your own internet connection partly The quality of your own internet connection a few The quality of your own internet connection no challenge The quality of your own internet connection
I am unable to say The quality of your own internet connection
The quality of students’ internet connection
yes, significantly The quality of students’ internet connection yes The quality of students’ internet connection partly The quality of students’ internet connection a few The quality of students’ internet connection no challenge The quality of students’ internet connection
I am unable to say The quality of students’ internet connection
Challenges of (primarily) digital examinations with regards to DESIGN and CONTENT
Did the following aspects regarding exam content or design pose a challenge for you when conducting digital examinations?
Preparing students for new digital types of examination
yes, significantly Preparing students for new digital types of examination yes Preparing students for new digital types of examination partly Preparing students for new digital types of examination a few Preparing students for new digital types of examination no challenge Preparing students for new digital types of examination
I am unable to say Preparing students for new digital types of examination
Transferring/re-creating examination questions for an online format
yes, significantly Transferring/re-creating examination questions for an online format yes Transferring/re-creating examination questions for an online format partly Transferring/re-creating examination questions for an online format a few Transferring/re-creating examination questions for an online format no challenge Transferring/re-creating examination questions for an online format
I am unable to say Transferring/re-creating examination questions for an online format
Adapting the exam to open-book format (time for completion/degree of difficulty)
yes, significantly Adapting the exam to open-book format (time for completion/degree of difficulty) yes Adapting the exam to open-book format (time for completion/degree of difficulty) partly Adapting the exam to open-book format (time for completion/degree of difficulty) a few Adapting the exam to open-book format (time for completion/degree of difficulty) no challenge Adapting the exam to open-book format (time for completion/degree of difficulty)
I am unable to say Adapting the exam to open-book format (time for completion/degree of difficulty)
Creating variations of the same question/individual exams to prevent misconduct/cheating
yes, significantly Creating variations of the same question/individual exams to prevent misconduct/cheating yes Creating variations of the same question/individual exams to prevent misconduct/cheating partly Creating variations of the same question/individual exams to prevent misconduct/cheating a few Creating variations of the same question/individual exams to prevent misconduct/cheating no challenge Creating variations of the same question/individual exams to prevent misconduct/cheating
I am unable to say Creating variations of the same question/individual exams to prevent misconduct/cheating
Creating exam questions to test students’ skills (ability to apply knowledge or analyze)
yes, significantly Creating exam questions to test students’ skills (ability to apply knowledge or analyze) yes Creating exam questions to test students’ skills (ability to apply knowledge or analyze) partly Creating exam questions to test students’ skills (ability to apply knowledge or analyze) a few Creating exam questions to test students’ skills (ability to apply knowledge or analyze) no challenge Creating exam questions to test students’ skills (ability to apply knowledge or analyze)
I am unable to say Creating exam questions to test students’ skills (ability to apply knowledge or analyze)
Creating multiple choice questions with several correct answers
yes, significantly Creating multiple choice questions with several correct answers yes Creating multiple choice questions with several correct answers partly Creating multiple choice questions with several correct answers a few Creating multiple choice questions with several correct answers no challenge Creating multiple choice questions with several correct answers
I am unable to say Creating multiple choice questions with several correct answers
Communicating with students during the examination
yes, significantly Communicating with students during the examination yes Communicating with students during the examination partly Communicating with students during the examination a few Communicating with students during the examination no challenge Communicating with students during the examination
I am unable to say Communicating with students during the examination
Communicating with students before and after the examination
yes, significantly Communicating with students before and after the examination yes Communicating with students before and after the examination partly Communicating with students before and after the examination a few Communicating with students before and after the examination no challenge Communicating with students before and after the examination
I am unable to say Communicating with students before and after the examination
Integrating multimedia components into the exercises (e.g. graphics, animation, etc).
yes, significantly Integrating multimedia components into the exercises (e.g. graphics, animation, etc). yes Integrating multimedia components into the exercises (e.g. graphics, animation, etc). partly Integrating multimedia components into the exercises (e.g. graphics, animation, etc). a few Integrating multimedia components into the exercises (e.g. graphics, animation, etc). no challenge Integrating multimedia components into the exercises (e.g. graphics, animation, etc).
I am unable to say Integrating multimedia components into the exercises (e.g. graphics, animation, etc).
Grading system and point distribution
yes, significantly Grading system and point distribution yes Grading system and point distribution partly Grading system and point distribution a few Grading system and point distribution no challenge Grading system and point distribution
I am unable to say Grading system and point distribution
How would you assess the suitability of the following digital written examinations as currently offered to realistically test students’ skills and knowledge?
Open-book format (with aids, via ISIS, from home)
very good Open-book format (with aids, via ISIS, from home) good Open-book format (with aids, via ISIS, from home) partially Open-book format (with aids, via ISIS, from home) hardly Open-book format (with aids, via ISIS, from home) not at all Open-book format (with aids, via ISIS, from home)
I am unable to say Open-book format (with aids, via ISIS, from home)
Closed-book format with video supervision (no aids, via ISIS, from home)
very good Closed-book format with video supervision (no aids, via ISIS, from home) good Closed-book format with video supervision (no aids, via ISIS, from home) partially Closed-book format with video supervision (no aids, via ISIS, from home) hardly Closed-book format with video supervision (no aids, via ISIS, from home) not at all Closed-book format with video supervision (no aids, via ISIS, from home)
I am unable to say Closed-book format with video supervision (no aids, via ISIS, from home)
Closed-book format without video supervision (no aids, via ISIS, from home)
very good Closed-book format without video supervision (no aids, via ISIS, from home) good Closed-book format without video supervision (no aids, via ISIS, from home) partially Closed-book format without video supervision (no aids, via ISIS, from home) hardly Closed-book format without video supervision (no aids, via ISIS, from home) not at all Closed-book format without video supervision (no aids, via ISIS, from home)
I am unable to say Closed-book format without video supervision (no aids, via ISIS, from home)
Take-home exam (short "term paper" or similar, submitted through ISIS or email)
very good Take-home exam (short "term paper" or similar, submitted through ISIS or email) good Take-home exam (short "term paper" or similar, submitted through ISIS or email) partially Take-home exam (short "term paper" or similar, submitted through ISIS or email) hardly Take-home exam (short "term paper" or similar, submitted through ISIS or email) not at all Take-home exam (short "term paper" or similar, submitted through ISIS or email)
I am unable to say Take-home exam (short "term paper" or similar, submitted through ISIS or email)
ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework)
very good ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework) good ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework) partially ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework) hardly ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework) not at all ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework)
I am unable to say ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework)
Which information and advising services, such as from the ZEWK online teaching team and/or the innoCampus ISIS team, did you take advantage of when planning, designing, and/or conducting your digital examinations? (Multiple answers possible) (Multiple answers possible)
How satisfied were you with the information and support services for holding digital online exams?
very satisfied
Answer option 1 of 5 How satisfied were you with the information and support services for holding digital online exams? very satisfied Answer option 2 of 5 How satisfied were you with the information and support services for holding digital online exams? Answer option 3 of 5 How satisfied were you with the information and support services for holding digital online exams? Answer option 4 of 5 How satisfied were you with the information and support services for holding digital online exams? Answer option 5 of 5 How satisfied were you with the information and support services for holding digital online exams? not at all satisfied
not at all satisfied
Have you seen any positive developments or potential for your future exams as a result of the pandemic-related exam situation?
yes Question Have you seen any positive developments or potential for your future exams as a result of the pandemic-related exam situation? partly Question Have you seen any positive developments or potential for your future exams as a result of the pandemic-related exam situation? no Question Have you seen any positive developments or potential for your future exams as a result of the pandemic-related exam situation?
Can you imagine using remote digital examination formats for your courses in the future?
yes Question Can you imagine using remote digital examination formats for your courses in the future? no Question Can you imagine using remote digital examination formats for your courses in the future? still unsure/don't know yet Question Can you imagine using remote digital examination formats for your courses in the future?
How would you assess the following statements when considering the future of teaching at TU Berlin?
Digital teaching and learning formats should become a standard component of University teaching.
I strongly agree Digital teaching and learning formats should become a standard component of University teaching. mostly agree Digital teaching and learning formats should become a standard component of University teaching. somewhat agree Digital teaching and learning formats should become a standard component of University teaching. mostly disagree Digital teaching and learning formats should become a standard component of University teaching. strongly disagree Digital teaching and learning formats should become a standard component of University teaching.
All instructors should integrate digital teaching and learning formats into their teaching in the future.
I strongly agree All instructors should integrate digital teaching and learning formats into their teaching in the future. mostly agree All instructors should integrate digital teaching and learning formats into their teaching in the future. somewhat agree All instructors should integrate digital teaching and learning formats into their teaching in the future. mostly disagree All instructors should integrate digital teaching and learning formats into their teaching in the future. strongly disagree All instructors should integrate digital teaching and learning formats into their teaching in the future.
TU Berlin will need significantly fewer large lecture halls for teaching in the future.
I strongly agree TU Berlin will need significantly fewer large lecture halls for teaching in the future. mostly agree TU Berlin will need significantly fewer large lecture halls for teaching in the future. somewhat agree TU Berlin will need significantly fewer large lecture halls for teaching in the future. mostly disagree TU Berlin will need significantly fewer large lecture halls for teaching in the future. strongly disagree TU Berlin will need significantly fewer large lecture halls for teaching in the future.
Digital teaching and learning formats need to be meaningfully further developed.
I strongly agree Digital teaching and learning formats need to be meaningfully further developed. mostly agree Digital teaching and learning formats need to be meaningfully further developed. somewhat agree Digital teaching and learning formats need to be meaningfully further developed. mostly disagree Digital teaching and learning formats need to be meaningfully further developed. strongly disagree Digital teaching and learning formats need to be meaningfully further developed.
TU Berlin needs binding quality standards for digital teaching formats.
I strongly agree TU Berlin needs binding quality standards for digital teaching formats. mostly agree TU Berlin needs binding quality standards for digital teaching formats. somewhat agree TU Berlin needs binding quality standards for digital teaching formats. mostly disagree TU Berlin needs binding quality standards for digital teaching formats. strongly disagree TU Berlin needs binding quality standards for digital teaching formats.
TU Berlin needs binding quality standards for digital examination formats.
I strongly agree TU Berlin needs binding quality standards for digital examination formats. mostly agree TU Berlin needs binding quality standards for digital examination formats. somewhat agree TU Berlin needs binding quality standards for digital examination formats. mostly disagree TU Berlin needs binding quality standards for digital examination formats. strongly disagree TU Berlin needs binding quality standards for digital examination formats.
TU Berlin needs a viable digitalization strategy for teaching and learning.
I strongly agree TU Berlin needs a viable digitalization strategy for teaching and learning. mostly agree TU Berlin needs a viable digitalization strategy for teaching and learning. somewhat agree TU Berlin needs a viable digitalization strategy for teaching and learning. mostly disagree TU Berlin needs a viable digitalization strategy for teaching and learning. strongly disagree TU Berlin needs a viable digitalization strategy for teaching and learning.
Asynchronous lecture formats will largely replace in-person lectures.
I strongly agree Asynchronous lecture formats will largely replace in-person lectures. mostly agree Asynchronous lecture formats will largely replace in-person lectures. somewhat agree Asynchronous lecture formats will largely replace in-person lectures. mostly disagree Asynchronous lecture formats will largely replace in-person lectures. strongly disagree Asynchronous lecture formats will largely replace in-person lectures.
Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM).
I strongly agree Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM). mostly agree Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM). somewhat agree Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM). mostly disagree Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM). strongly disagree Technical and media didactic support offers for instructors need to be expanded (ZEWK/OLT/innoCampus/ZECM).
It should be possible to require instructors to attend trainings to learn how to use media in their teaching.
I strongly agree It should be possible to require instructors to attend trainings to learn how to use media in their teaching. mostly agree It should be possible to require instructors to attend trainings to learn how to use media in their teaching. somewhat agree It should be possible to require instructors to attend trainings to learn how to use media in their teaching. mostly disagree It should be possible to require instructors to attend trainings to learn how to use media in their teaching. strongly disagree It should be possible to require instructors to attend trainings to learn how to use media in their teaching.
How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient)
1 (very good)
Answer option 1 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) 1 (very good)Answer option 2 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) Answer option 3 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) Answer option 4 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) Answer option 5 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) Answer option 6 of 6 How would you assess TU Berlin's progress overall regarding the digitalization of its teaching since the beginning of the pandemic in March 2020? (Please assess using the academic grading scale: 1 = very good to 6 = insufficient) 6 (insufficient)
6 (insufficient)
Overall, how would you assess the level of digitalization (scope and quality of digital offers and processes) in the following areas at TU Berlin? (Please assess using the academic grading scale: 1 = very good (fit for the future) to 6 = insufficient (outdated))
Digital teaching
1 Digital teaching 2 Digital teaching 3 Digital teaching 4 Digital teaching 5 Digital teaching 6 Digital teaching
Digital examinations
1 Digital examinations 2 Digital examinations 3 Digital examinations 4 Digital examinations 5 Digital examinations 6 Digital examinations
Infrastructure/technical equipment
1 Infrastructure/technical equipment 2 Infrastructure/technical equipment 3 Infrastructure/technical equipment 4 Infrastructure/technical equipment 5 Infrastructure/technical equipment 6 Infrastructure/technical equipment
Communication
1 Communication 2 Communication 3 Communication 4 Communication 5 Communication 6 Communication
Administrative procedures
1 Administrative procedures 2 Administrative procedures 3 Administrative procedures 4 Administrative procedures 5 Administrative procedures 6 Administrative procedures
How significantly did the hacker attack on TU Berlin's IT systems impact your work in summer semester 2021?
Teaching
very significantly Teaching significantly Teaching somewhat Teaching a little Teaching very little Teaching
Examinations
very significantly Examinations significantly Examinations somewhat Examinations a little Examinations very little Examinations
Research
very significantly Research significantly Research somewhat Research a little Research very little Research
Administration
very significantly Administration significantly Administration somewhat Administration a little Administration very little Administration
Thank you for your participation. The results of this survey will be shared with the relevant committees, in TU intern, as well as on the Strategic Controlling as soon as they are available.
