The data analysis revealed that three-fifths (59.1%) of the participants considered
educational strategies that accommodated diverse talents and different ways of learning
as highest/high priority during the 2002-2003 academic year. Analysis of the data
indicated that 96 (38.9 %) rated this strategy as among the highest priorities, 50 (20.2%)
rated this as a high priority, 46 (18.6%) considered this strategy as a low priority, 14
(5.7%) rated this as a lower priority, 35 (14.2%) indicated that this strategy was among
the lowest priorities, and six (2.4 %) did not respond to this question.
Approximately half of the participants (51.4%) considered teaching and learning
strategies that encouraged the development of reciprocity and cooperation among
students as their highest/high priority. According to the data, 55 participants (22.3%)
considered this strategy as their highest priority, 72 (29.1%) rated this strategy as a high
priority, 56 (22.7%) rated this as a low priority, 41 (16.6 %) considered this strategy as
lower priority, 20 (8.1%) considered this as their lowest priority, and three (1.2%) did not
Research Question 2: What technologies are used to support teaching and
learning strategies at Ohio University?
Participants were asked to indicate the number of courses taught, in which some
specified technologies were used for instruction during the 2002-2003 academic year.
The specified technologies included in this study were: videotapes, word processors,
commercial computer applications, multimedia presentations, asynchronous
communication, synchronous communication, audio conferencing, the Internet, and
graphical calculators. Figure 3 illustrates the general use of technology and number of