Online Education

A Division of the Office for the Advancement of Teaching & Learning

Technology Survey – Responses to Sakai Questions

Faculty using Sakai

  • 87.4% (257) use Sakai for teaching
  • 29.3% (73) are required to use Sakai by department

List of Sakai tools used by 40% or more faculty teaching in each course delivery method:

Face-to-Face

(N=186)

  • Announcements (81%)
  • Resources (75%)
  • Syllabus (69%)
  • Assignments (61%)
  • Roster (56%)
  • Gradebook (51%)
  • Dropbox (48%)
  • Messages (40%)

Blended

(N=87)

  • Announcements (78%)
  • Syllabus (74%)
  • Assignments (66%)
  • Resources (57%)
  • Roster (52%)
  • Gradebook (40%)

Online

(N=121)

  • Resources (75%)
  • Announcements (72%)
  • Syllabus (72%)
  • Gradebook (63%)
  • Assignments (62%)
  • Roster (57%)
  • Messages (48%)
  • Discussion and Private Messages (45%)
  • Drop Box (42%)
  • Statistics (42%)


Sakai support tools and services


Table 1: Faculty ratings of Sakai Tools and Support Services
**Number of responses varied by question, weighted average included for comparison, with higher numbers corresponding with greater satisfaction.

Completely Satisfied Moderately Satisfied Moderately Dissatisfied Completely Dissatisfied Weighted Average
Weight 4 3 2 1
(1) Ease of Use 52 148 44 11 2.95
(2) Tool Options 50 146 26 5 3.06
(3) Tool Explanations 22 103 54 23 2.61
(4) Online Tutorials 17 70 35 13 2.67
(5) Availability of Training 37 86 34 10 2.90
(6) Sakai Listserv 25 60 19 7 2.93
(7) HelpDesk 37 77 15 7 3.06
(8) Instructional Design Support 18 47 19 14 2.70
(9) Overall User Experience 38 144 43 10 2.90


The response ratings from table 1 are represented below. Numbers correspond to designated items in the table.

 

Faculty not using Sakai

11.8% (N=37) Indicated they do not use Sakai
Among these faculty, the top five reasons for not using Sakai were:

  • Too confusing/difficult (1)
  • Use own website/other option (2)
  • Do not know how (3)
  • Takes too much time (3)
  • Email is more convenient (3)
Think Big We Do

Copyright © 2017 University of Rhode Island.