Between August and December 2016, as part of the needs assessment phase of the Learning Technology Environment (LTE) Renewal project, instructors and students engaged their peers to determine each group’s priorities for replacing Connect, the previous platform for online courses at UBC. The team gathered feedback using a variety of methods, including surveys, focus groups, town halls, and interviews. The findings from these activities are summarized below.
Summary of Results
The analysis of all of the data collected during the needs assessment phase showed that usability was the top priority for UBC faculty and students. Faculty and students also both reported that convenience and reliability were among their top five priorities.
教师确定的优先事项
教师确定了可用性，便利性，等级簿，协作和可靠性作为其最重要优先级。
这些条款的教师定义
Definition:When there is a simple, user-friendly, easy-to-learn interface that allows users to efficiently perform their desired tasks.
- "Simple and intuitive to use"
- “快速且易于更新，直观，不复杂”
Definition:可以访问在线课程内容（例如，讲义，视频，库资源和其他教练导向内容），添加，并随时编辑。
- "Simple and efficient upload, storage, and organization of digital files and resources (i.e. customizable folder structure, drag and drop)"
- "Making content available any time, any place; allowing students to optimize their path through the maze of material, focusing on elements that they individually need most"
Definition:能够在课程中监控和分享学生的学习进步（例如，等级，书面反馈等）。
- "Students do practice tests and assessments online which are automatically and immediately graded (immediate feedback)"
- “灵活的成绩簿 - 能够计算更复杂的性能指标。例如，将不同的措施或部分不同措施放入分数”
Definition:Ability to support and promote knowledge exchange between students, between students and the instructor, and between students and people external to the course.
- “促进同行知识交流”
- "Students post and share data collected in class (during lab time) for further analysis by all"
- "Students need to be able to write and see each other writing in real time"
Definition:When the system is stable and responsive.
- "Needs to be able to handle peak load demands"
Faculty survey results
The faculty version of the survey asked UBC Vancouver and UBC Okanagan faculty about their current and desired uses of technology to support teaching and learning and about aspects of the current learning technology environment that need improvement.
总共有478名教师会回应调查。调查的主要目标之一是确定UBC学习技术环境的教职员工的功能和教学要求。学员的学习技术的当前和所需的使用使用概述了下表。
Faculty: Current and desired uses of technology
The survey also asked faculty members for their view on technology-supported classroom experiences. Faculty responses are outlined in the table below.
Faculty: Technology-supported classroom experiences
学生确定的优先事项
学生确定了可用性，便利性，可靠性，协作以及无缝体验作为其最优先事项。
这些条款的学生定义
Definition:When there is a simple, user-friendly, easy-to-learn interface that allows users to efficiently perform their desired tasks.
- "It must be easy or easy to learn and intuitive"
Definition:When online course content (e.g., lecture notes, videos, library resources, and other instructor-directed content) can be accessed any time and there is flexibility regarding both students' learning process and schedules.
- “技术给了我工作/生活/学校余额，因为我不必组织额外的旅行，在物理上和特定的日期/时间。我有这么多的灵活性。在线学习是我选择UBC的原因。”
Definition:当技术在没有缺陷或故障的情况下可靠，因此学生可以一致地依靠程序来完成所有的任务。
- "It needs to be there when I need it"
Definition:Ability for students to have discussions and work with each other, instructors, and people external to their course through peer instruction, group activities, and other ways to support coming up with answers together.
- "Opportunities for collaboration and connection via the internet with other students, with faculty, and thinkers both within my academic community and beyond it"
Definition:When there is a central place for accessing course materials/grades/due dates etc. in one place, information is not repeated in multiple places, and there is consistency across courses with respect to set-up and layout.
- "All on one site rather than spread out across multiple platforms"
学生调查结果
UBC students from the Okanagan and Vancouver campuses were invited to take a student-focused version of the survey. In total, 1,159 students participated, providing feedback on how they currently use technology, how technology can best support learning, and what they would like to see change for the better. Importantly, over 90% of student respondents agreed that technology could positively impact their learning.
Better understanding how students use (and would like to use) technology to support their learning was a key objective for the survey. Students’ current and desired uses of learning technology are outlined in the table below.
Students: Current and desired uses of technology
该调查还要求学生使用技术的使用来支持他们的课堂和学习经历。学生的回复概述了下表。
学生：技术支持的教室和学习体验
