1.
New Media
‐ the challenge for traditional media,
advertisers and communicators ‐
Erasmus Course Evaluation
Lecturer: Ana ADI
Session 2009/20010
Semester 1 – December 2009
Ana ADI
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2. At the end of the New Media course, the 14 participating students were asked to
take a survey in order to evaluate the New Media course together with the lecturer’s
method, approach and enthusiasm. The evaluation survey was accessible online
leaving students with the option of taking it at their own pace and in the absence of
the lecturer. To avoid bias, students were asked to submit their answers before their
finals grades were delivered. 11 out of the total of 14 students took the survey,
offering responses from 78.5% of the course participants.
The survey’s structure can be seen in the attached document.
The answers to the survey together with the percentages are to be seen in the pages
below:
1. Overall course evaluation results
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3. 2. Specific course elements evaluation
Online video guest lecture evaluation
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4.
Other course dimensions evaluated
Students’ expected grades
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5.
Students’ attendance and submitted assignments
New course elements wanted
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6.
Suggested improvements
“What did you like more about this course” answers
Ana ADI
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7. Observations and Conclusions:
All the answers given to the questions asked are in the higher positive range – from
good to excellent.
The areas marked the students as being excellent (obtaining also the majority vote)
were:
• The lecturer’s use of technology (91%)
• The lecturer's availability to offer students extra help when you asked (91%)
• The lecturer’s organization of the course (73%)
• The lecturer’s use of examples and illustrations (73%)
• the lecturer's enthusiasm (73%)
It is considered that continuing to integrate an online live video guest lecture and a
company visit in the course provided students with memorable and positive
examples. As a matter of fact, both the Netlog visit and the online live guest lecture
had highly positive scores and mentions.
Three qualitative questions were part of the survey as well. They aimed to determine
the areas that students most liked or disliked as well as the elements that they
would have wanted the course to cover. Even with the course being extended to 8
sessions compared to five in previous semesters, some students suggested the
course to take even longer. Division of teams into even smaller groups (from three‐
four members to only two) were also suggested.
The practical aspects of the course were mentioned as strong points of the course
and good learning experiences. It should be noted that this semester featured two
in‐class assignments, one individual and one based on team‐work. To showcase the
students’ results three online spaces were created:
http://kathonewmedia.wordpress.com
http://kathonewmedia.posterous.com
http://kathonewmedia.pbworks.com
These spaces were also used to showcase the student’s final practical projects.
Recommendations and suggestions:
Taking into account the students’ observations and in an attempt to make a link to
the areas determined in the course evaluation as having a potential for improvement
it is suggested:
• to attempt selecting students prior to begging of class (submission of online
resume and Skype interview would allow the lecturer to interact first hand
with the students and ensure interest, motivation and preparation are high)
Ana ADI
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8. • to continue emphasizing on the practical aspects of new media
• to liaise with commercial clients and thus offer the students the opportunity
to work on projects with real impact on business actors
• to continue to have guest lecturers from different universities joining via
online live video
• to continue emphasizing on short‐deadline assignments
• to extend the course further from 8 session to 10
• to offer the course to returning students (if they want to), their assignment
being to develop an online communication strategy or campaign for a
product/company of their choice or to work on new media aspects that could
relate to their honour’s degrees for their home institutions
Ana ADI
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