Information about the 2nd central instructor survey on teaching and conducting examinations under pandemic conditions


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.
 

 

1. PERSONAL DETAILS

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?

What is your gender?

2. Winter semester 2021/21

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?

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

not feasible



200


200


How would you assess the success of hybrid in-person and online courses in the current semester?

very good

not at all


 

200


3.1 Assessment of teaching under pandemic conditions

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

 

  


Effort to conduct my classes

 

  


Effort to conduct examinations

 

  


Active participation by students in the course

 

  


Quality of communication/interaction with students

 

  


Students' learning success

 

  



How often did you use the following digital teaching instruments or formats in the past semesters? 

 

Email

 

  


ISIS course (Moodle)

 

  


ISIS forum (Moodle)

 

  


Chat services (e.g. Matrix)

 

  


Audio or video recordings (including screencasts and podcasts)

 

  


Live courses as video conferences (e.g. synchronously via Zoom)

 

  


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)

 

  


Courses using a flipped/inverted classroom concept

 

  


Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)

 

  


ISIS tests for examinations

 

  


ISIS tests for ongoing assessments throughout the semester

 

  


Online office hours

 

  


Students create media (video, audio, blog, etc.) for coursework

 

  


3.2 Prospects of digital teaching

How likely are you to integrate the following instruments for digital teaching into your teaching after a full return to in-person operations?  

 

ISIS forum (Moodle)

 

  


Chat services (e.g. Matrix)

 

  


Audio or video recordings (including screencasts and podcasts)

 

  


Live courses as video conferences (e.g. synchronously via Zoom)

 

  


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)

 

  


Courses using a flipped/inverted classroom concept

 

  


Tools for asynchronous group work (e.g. Wiki, forums, glossary, Collaboard/Padlet)

 

  


ISIS tests for examinations

 

  


ISIS tests for ongoing assessments throughout the semester

 

  


Online office hours

 

  


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

 

  


Seminars/integrated courses

 

  


Practical tutorials (Übungen)/tutorials

 

  


Colloquia/projects/practical formats

 

  



500


4.1 Assessment of examinations under pandemic conditions

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):


150


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

significantly lower



Student performance in my written examinations was...

significantly better

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…

 

  


4.2 CHALLENGES – EXAMINATIONS UNDER PANDEMIC CONDITIONS

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

 

  


Ensuring equality of opportunity/fairness

 

  


Implementing academic adjustments (Nachteilsausgleich)

 

  


Managing misconduct and attempts to cheat

 

  


Archiving online examinations (requirement to document and save) in accordance with legal regulations

 

  


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)

 

  


Planning rooms for in-person examinations

 

  


Problems with student examination registrations (Examination Office)

 

  


Verifying students’ identity (at the start of the exam)

 

  


Preventing cheating/misconduct

 

  


Supervising digital exams

 

  


Organizing the exam review

 

  


Archiving online examinations

 

  


4.3 CHALLENGES – EXAMINATIONS UNDER PANDEMIC CONDITIONS

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

 

  


Issues accessing ISIS for visiting or auditing students

 

  


Implementation of examinations in ISIS

 

  


low ISIS functionality

 

  


Incorporation of complex questions (e.g. Stack, Coderunner)

 

  


Inclusion of graphics, animations, etc.

 

  


ISIS/Campus Management infrastructure (e.g. server capacity)

 

  


The quality of your own internet connection

 

  


The quality of students’ internet connection

 

  



200


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

 

  


Transferring/re-creating examination questions for an online format

 

  


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

 

  


Creating exam questions to test students’ skills (ability to apply knowledge or analyze)

 

  


Creating multiple choice questions with several correct answers

 

  


Communicating with students during the examination

 

  


Communicating with students before and after the examination

 

  


Integrating multimedia components into the exercises (e.g. graphics, animation, etc).

 

  


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)

 

  


Closed-book format with video supervision (no aids, via ISIS, from home)

 

  


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)

 

  


ISIS functions for portfolio assessments (e.g. tests throughout the semester, upload of term papers or homework)

 

  


4.4 USE & SATISFACTION WITH INFORMATION AND SUPPORT SERVICES for online examinations

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

not at all satisfied



500


4.5 Prospects of remote examinations

Have you seen any positive developments or potential for your future exams as a result of the pandemic-related exam situation?

500


Can you imagine using remote digital examination formats for your courses in the future?

500


5 LOOKING AHEAD – TEACHING AND LEARNING POST-PANDEMIC

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.

 

  
 

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.

 

  
 

Digital teaching and learning formats need to be meaningfully further developed.

 

  
 

TU Berlin needs binding quality standards for digital teaching formats.

 

  
 

TU Berlin needs binding quality standards for digital examination formats.

 

  
 

TU Berlin needs a viable digitalization strategy for teaching and learning.

 

  
 

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).

 

  
 

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)

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

 

  
 

Digital examinations

 

  
 

Infrastructure/technical equipment

 

  
 

Communication

 

  
 

Administrative procedures

 

  
 


How significantly did the hacker attack on TU Berlin's IT systems impact your work in summer semester 2021?  

Teaching

 

  
 

Examinations

 

  
 

Research

 

  
 

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.