GOC survey HT-20
Respondents: 54 Answer Count: 43 Answer Frequency: 79.63%
In my view, I have developed valuable expertise/skills during the course.
In my view, I have developed valuable expertise
/skills during the course. Number of
Responses
to a very small extent 0 (0.0%)
to a small extent 2 (4.7%)
to some extent 19 (44.2%)
to a large extent 18 (41.9%)
to a very large extent 4 (9.3%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, I have developed valuable expertise/skills during
the course. 3.6 0.7 20.6 % 2.0 3.0 4.0 4.0 5.0
In my view, I have achieved all the intended learning outcomes of the course.
In my view, I have achieved all the intended
learning outcomes of the course. Number of Responses
to a very small extent 2 (4.7%)
to a small extent 8 (18.6%)
to some extent 18 (41.9%)
to a large extent 15 (34.9%)
to a very large extent 0 (0.0%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, I have achieved all the intended learning
outcomes of the course. 3.1 0.9 27.9 % 1.0 3.0 3.0 4.0 4.0
In my view, there was a common theme running throughout the course – from learning outcomes to examinations.
In my view, there was a common theme running throughout the course – from learning outcomes to
examinations. Number of
Responses
to a very small extent 4 (9.3%)
to a small extent 6 (14.0%)
to some extent 14 (32.6%)
to a large extent 16 (37.2%)
to a very large extent 3 (7.0%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, there was a common theme running throughout the course –
from learning outcomes to examinations. 3.2 1.1 33.7 % 1.0 3.0 3.0 4.0 5.0
In my view, the course has promoted a scientific way of thinking and reasoning (e.g. analytical and critical thinking, independent search for and evaluation of information).
In my view, the course has promoted a scientific way of thinking and reasoning (e.g. analytical and critical thinking, independent search for and evaluation of
information). Number of
Responses
to a very small extent 1 (2.3%)
to a small extent 9 (20.9%)
to some extent 15 (34.9%)
to a large extent 16 (37.2%)
to a very large extent 2 (4.7%)
Total 43
(100.0%)
MeanStandard
Deviation Coefficient
of Variation Min Lower
Quartile Median Upper Quartile Max In my view, the course has promoted a scientific way of thinking and reasoning
(e.g. analytical and critical thinking, independent search for and evaluation of
information). 3.2 0.9 28.5 % 1.0 3.0 3.0 4.0 5.0
In my view, during the course, the teachers have been open to ideas and opinions about the course’s structure and content.
In my view, during the course, the teachers have been open to ideas and opinions about the course’s
structure and content. Number of
Responses
to a very small extent 3 (7.0%)
to a small extent 9 (20.9%)
to some extent 18 (41.9%)
to a large extent 11 (25.6%)
to a very large extent 2 (4.7%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, during the course, the teachers have been open to ideas and
opinions about the course’s structure and content. 3.0 1.0 32.5 % 1.0 2.0 3.0 4.0 5.0
Have you during the course been subjected to negative discrimination or insults because of your gender, ethnic origin, religion, disability or sexual orientation? If the answer is yes, the programme advises you to contact the study advisor or the student ombudsman; see KI webpage for Contact information.
Have you during the course been subjected to negative discrimination or insults because of your gender, ethnic origin, religion, disability or sexual orientation? If the answer is yes, the programme advises you to contact the study advisor or the student ombudsman; see KI
webpage for Contact information. Number of Responses
Yes 0 (0.0%)
No 43
(100.0%)
Total 43
(100.0%)
MeanStandard
Deviation Coefficient
of Variation Min Lower
Quartile Median Upper Quartile Max Have you during the course been subjected to negative discrimination or insults
because of your gender, ethnic origin, religion, disability or sexual orientation? If the answer is yes, the programme advises you to contact the study advisor or
the student ombudsman; see KI webpage for Contact information. 2.0 0.0 0.0 % 2.0 2.0 2.0 2.0 2.0
What was the reason for the negative discrimination or insult?
What was the reason for the negative
discrimination or insult? Number of
Responses
gender 0 (0.0%)
ethnic origin 0 (0.0%)
religion 0 (0.0%)
disability 0 (0.0%)
sexual orientation 0 (0.0%)
Total 0 (0.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max What was the reason for the negative discrimination or
insult? 0.0 0.0 NaN % ∞ 0.0 0.0 0.0 -∞
To what extent do you feel that the workload during the course was reasonable in relation to the extent of the course/number of credits awarded?
To what extent do you feel that the workload during the course was reasonable in relation to the extent of the
course/number of credits awarded? Number of Responses
To a very small extent 8 (18.6%)
To a small extent 14 (32.6%)
To some extent 12 (27.9%)
To a large extent 9 (20.9%)
To a very large extent 0 (0.0%)
Total 43
(100.0%)
MeanStandard
Deviation Coefficient
of Variation Min Lower
Quartile Median Upper Quartile Max To what extent do you feel that the workload during the course was reasonable
in relation to the extent of the course/number of credits awarded? 2.5 1.0 41.1 % 1.0 2.0 2.0 3.0 4.0
The course structure and methods used (e.g. lectures, exercises, seminars, assignments etc.) were relevant in relation to the learning outcomes.
The course structure and methods used (e.g. lectures, exercises, seminars, assignments etc.) were relevant
in relation to the learning outcomes. Number of Responses
to a very small extent 2 (4.7%)
to a small extent 4 (9.3%)
to some extent 19 (44.2%)
to a large extent 15 (34.9%)
to a very large extent 3 (7.0%)
Total 43
(100.0%)
MeanStandard
Deviation Coefficient
of Variation MinLower
Quartile Median Upper Quartile Max The course structure and methods used (e.g. lectures, exercises, seminars,
assignments etc.) were relevant in relation to the learning outcomes. 3.3 0.9 27.7 % 1.0 3.0 3.0 4.0 5.0
The examination was relevant in relation to the learning outcomes.
The examination was relevant in relation to the
learning outcomes. Number of
Responses
to a very small extent 12 (28.6%)
to a small extent 10 (23.8%)
to some extent 14 (33.3%)
to a large extent 6 (14.3%)
to a very large extent 0 (0.0%)
Total 42 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max The examination was relevant in relation to the learning
outcomes. 2.3 1.1 45.1 % 1.0 1.0 2.0 3.0 4.0
I took responsibility for my own learning during this course.
I took responsibility for my own learning during
this course. Number of
Responses
to a very small extent 0 (0.0%)
to a small extent 1 (2.3%)
to some extent 5 (11.6%)
to a large extent 22 (51.2%)
to a very large extent 15 (34.9%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max I took responsibility for my own learning during this
course. 4.2 0.7 17.5 % 2.0 4.0 4.0 5.0 5.0
When/if I had questions or problems with the course content, I felt that I could turn to my teacher/supervisor for guidance.
When/if I had questions or problems with the course content, I felt that I could turn to my teacher/supervisor
for guidance. Number of
Responses
to a very small extent 0 (0.0%)
to a small extent 1 (2.3%)
to some extent 18 (41.9%)
to a large extent 16 (37.2%)
to a very large extent 8 (18.6%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max When/if I had questions or problems with the course content, I felt that I
could turn to my teacher/supervisor for guidance. 3.7 0.8 21.4 % 2.0 3.0 4.0 4.0 5.0
The feedback that I have received has been important for my development and learning.
The feedback that I have received has been
important for my development and learning. Number of Responses
to a very small extent 3 (7.1%)
to a small extent 6 (14.3%)
to some extent 22 (52.4%)
to a large extent 11 (26.2%)
to a very large extent 0 (0.0%)
Total 42 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max The feedback that I have received has been important for my
development and learning. 3.0 0.8 28.2 % 1.0 3.0 3.0 3.5 4.0
What is your overall opinion of the course?
What is your overall opinion of the course? Number of Responses
very poor 2 (4.7%)
poor 9 (20.9%)
OK 19 (44.2%)
good 12 (27.9%)
very good 1 (2.3%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
What is your overall opinion of the course? 3.0 0.9 29.3 % 1.0 2.5 3.0 4.0 5.0
Rate the following teaching modules Lecture
Lecture Number of Responses
very poor 0 (0.0%)
poor 6 (14.0%)
OK 15 (34.9%)
good 18 (41.9%)
very good 4 (9.3%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Lecture 3.5 0.9 24.7 % 2.0 3.0 4.0 4.0 5.0
Lecture + Self Study (i.e. Subst, Elim, Carbonyl)
Lecture + Self Study (i.e. Subst, Elim,
Carbonyl) Number of
Responses
very poor 0 (0.0%)
poor 11 (25.6%)
OK 13 (30.2%)
good 15 (34.9%)
very good 4 (9.3%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Lecture + Self Study (i.e. Subst, Elim, Carbonyl) 3.3 1.0 29.3 % 2.0 2.5 3.0 4.0 5.0
Seminar
Seminar Number of Responses
very poor 0 (0.0%)
poor 3 (7.0%)
OK 18 (41.9%)
good 14 (32.6%)
very good 8 (18.6%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Seminar 3.6 0.9 24.1 % 2.0 3.0 4.0 4.0 5.0
Self-Study
Self-Study Number of Responses
very poor 1 (2.3%)
poor 6 (14.0%)
OK 22 (51.2%)
good 10 (23.3%)
very good 4 (9.3%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Self-Study 3.2 0.9 27.7 % 1.0 3.0 3.0 4.0 5.0
Labs
Labs Number of Responses
very poor 0 (0.0%)
poor 4 (9.3%)
OK 7 (16.3%)
good 17 (39.5%)
very good 15 (34.9%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Labs 4.0 1.0 23.8 % 2.0 3.5 4.0 5.0 5.0
Intermediate Test
Intermediate Test Number of Responses
very poor 1 (2.3%)
poor 1 (2.3%)
OK 14 (32.6%)
good 21 (48.8%)
very good 6 (14.0%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Intermediate Test 3.7 0.8 22.5 % 1.0 3.0 4.0 4.0 5.0
Final Exam
Final Exam Number of Responses
very poor 19 (44.2%)
poor 12 (27.9%)
OK 11 (25.6%)
good 1 (2.3%)
very good 0 (0.0%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Final Exam 1.9 0.9 47.8 % 1.0 1.0 2.0 3.0 4.0
For the entire course rate the attitude of the people (staff) you have been in contact with the MBB on the course.
Course leader (Bernhard Lohkamp)
Course leader (Bernhard Lohkamp) Number of Responses
very poor 0 (0.0%)
poor 7 (16.3%)
OK 12 (27.9%)
good 13 (30.2%)
very good 11 (25.6%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Course leader (Bernhard Lohkamp) 3.7 1.0 28.6 % 2.0 3.0 4.0 4.5 5.0
Lecturers
Lecturers Number of Responses
very poor 0 (0.0%)
poor 2 (4.7%)
OK 13 (30.2%)
good 20 (46.5%)
very good 8 (18.6%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Lecturers 3.8 0.8 21.2 % 2.0 3.0 4.0 4.0 5.0
Seminar teachers
Seminar teachers Number of Responses
very poor 0 (0.0%)
poor 1 (2.4%)
OK 10 (23.8%)
good 22 (52.4%)
very good 9 (21.4%)
Total 42 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Seminar teachers 3.9 0.7 19.0 % 2.0 3.5 4.0 4.0 5.0
Self-Study help teachers
Self-Study help teachers Number of Responses
very poor 1 (2.4%)
poor 1 (2.4%)
OK 17 (41.5%)
good 16 (39.0%)
very good 6 (14.6%)
Total 41 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Self-Study help teachers 3.6 0.9 23.9 % 1.0 3.0 4.0 4.0 5.0
Lab teachers
Lab teachers Number of Responses
very poor 1 (2.3%)
poor 3 (7.0%)
OK 9 (20.9%)
good 15 (34.9%)
very good 15 (34.9%)
Total 43 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Lab teachers 3.9 1.0 26.3 % 1.0 3.0 4.0 5.0 5.0
Course administrator (Victoria Balabanova)
Course administrator (Victoria Balabanova) Number of Responses
very poor 1 (2.5%)
poor 1 (2.5%)
OK 7 (17.5%)
good 16 (40.0%)
very good 15 (37.5%)
Total 40 (100.0%)
Mean Standard Deviation Coefficient of Variation Min Lower Quartile Median Upper Quartile Max
Course administrator (Victoria Balabanova) 4.1 0.9 23.2 % 1.0 4.0 4.0 5.0 5.0
Course lab (Katalin Benedek and Susanne Larsson)
Course lab (Katalin Benedek and Susanne
Larsson) Number of
Responses
very poor 1 (2.4%)
poor 3 (7.3%)
OK 12 (29.3%)
good 10 (24.4%)
very good 15 (36.6%)
Total 41 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Course lab (Katalin Benedek and Susanne
Larsson) 3.9 1.1 28.2 % 1.0 3.0 4.0 5.0 5.0
Would you like to have more individual lectures (with corresponding self studies) be replaced by blended sessions such as the ones for Substitution, Elimination, and Carbonyl Chemistry?
Would you like to have more individual lectures (with corresponding self studies) be replaced by blended sessions such as the ones for Substitution, Elimination,
and Carbonyl Chemistry? Number of
Responses
Yes, more of these please 22 (52.4%)
No, I prefer traditional teaching 20 (47.6%)
Total 42
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Would you like to have more individual lectures (with corresponding self
studies) be replaced by blended sessions such as the ones for Substitution,
Elimination, and Carbonyl Chemistry? 1.5 0.5 34.2 % 1.0 1.0 1.0 2.0 2.0
Give 3 tips/hands-on advice for the next round of students at the GOC course.
Give 3 tips/hands-on advice for the next round of students at the GOC course.
Study every day and prepare for lectures and do seminars
Make a reaction map to have clear things in your head, go to the seminars prepared because in some cases they really are amazing and make you understand a lot (even if sometimes they're not), do the work as it comes and don't let anything pile up because the rhythm increases a lot towards the end.
1. Be on top of what you know and don't know, it's important to have a realistic picture of your strengths and weaknesses to be able to pass the course.
2. Prepare well for labs, get to know the subject outside of the lab compendium too, this way the lab is a very good learning opportunity on implementing theory to practice.
3. Don't forget to take care of yourself! The course can be very tough: do your best with the resources you have and be kind to yourself.
- Attend as many of the lectures as possible. Big misstake not to go and try this on your own.
- Don't just do the theory, do lots of questions
Make maps/lists of functional groups, reactions etc to look at and memorize.
Solve problems, that helps with learning new things (seminars, problems in the text book).
Try to be on top of the schedule
Make summarizing notes, do practice questions with friends and have discussions, don’t fall behind
1. As soon as you start learning about mechanisms, start memorising them and make sure you understand them. This will decrease your workload before the final exam.
2. If you do not understand a certain topic from a lecture, read about the topic in the course literature.
3. Do lots and lots of exercises.
Do more problems..and understand the concept behind all the reactions.make small notes and go through it again again and again!
1) Spend less time on things like nomenclature (we all got it in the first of the ten lectures) 2) spend more time on how to approach different synthesises
3) don’t make the seminar questions twice as hard as the exam (at least compared to the old exams) it doesn’t help to introduce more difficult topics at a point where we can’t even solve the easier ones
1) Do as many practice questions as possible from day 1
2) It's going to be hard and your mental health will be compromised so take care of yourself 3) Read the textbooks before hand for long lectures
The workload is manageable, but you really need to stay on the top of your tasks! In case you have any sort of issues with the content or anything else regarding the course, just contact the course director or the teachers as soon as possible, because they can help you for sure.
1)The chances of you failing are pretty high if the same examination system continues to exist, so focus on learning the material rather than passing because this is what you will need for the future.
2)Start studying early!! Little by little everyday rather than the whole book last minute.
3)Communicate with the professor early enough if you feel frustrated from the pressure of the course! There might be a chance you find a common ground and make the examination suitable to your skills and knowledges.
Go to seminars and be well prepared because they help a lot (but only if you actually TRY) Don't fall behind! (preferably, try read through the content for the next lecture before) Take good notes!
Remember to take care of yourself even though the course is very dificult! You deserve some time off.
1. Study before the lectures.
2. Do all seminar questions.
3. Try to understand how to write reaction mechanisms early on, so that you understand the general concept before it becomes more advanced.
4. Find people to discuss questions with.
Pre-cook and freeze meals for the final weeks of the course.
Make an overview of all reactions Buy yourself some chocolate
Make sure you don’t fall behind. Stay on top of the topics. Study in groups to make it easier.
1. Do all the seminar and self study questions before attending them.
2. Do preview and review.
3. Look over past tests and exams.
Focus your studying on the topics brought up in previous tests, not just all the lectures Practice final exams.
Keep an organized notebook/note taking system.
Go to as many classes as possible, keep track of the content and study a bit every day.
1. Use your time wisely and remember to review content learnt during lectures.
2. Use lecture PPTs and the textbook in conjunction to increase understanding and retention.
3. Attend seminars and do the self-study questions.
Join the seminar and do self-study for each topic after the lectures directly. However since the lectures are long and compact it might be hard to have time to do this.
Plan your time, make a conspect for reactions, attend seminars.
- If the first week or two seem easy it is because it is the calm before the storm. Start preparing early.
- Look at the slides before the lecture so you don't get lost midway.
- Know that everyone in your class is struggling just as much as you. Give yourself permission to not be perfect, just do your best.
Revise a lot.
Do not skip your daily studying sessions.
Be patient and handle the pressure
Don't think that you will fail the course even before you've started it.
It is difficult but doable, so believe in yourself.
Practice, practice, practice.
Try to see the big picture, it is more logical than you think.
1) Structure your studying from the start and keep up to date.
2) Practice the material (questions, a lot of material is available) during the course.
3) It may seem like a lot of material, but try to find the common patterns (e.g. in the many different mechanisms) and try to understand the core ideas (e.g. electronegativity, inductive effect, resonance effect, stabilisation of molecules etc.)
1. Definitely redraw reaction mechanisms
2. Dont disregard the importance of breaks during a lecture
3. Don’tgo in with a losing mentality, the course is really not as bad as the second years are telling you.
1. don't let work pile up 2. do a lot of practice problems 3. ask a lot of questions
- try to study daily cause being behind is inevitable - ask questions
- practice problems even if not asked to
- Do all of the self-study, seminar and lab questions. It is very good repetition. Also, look at the questions from the old exams.
- Attend interactive parts of the course such as the seminars. Prepare to ask questions.
- Keep up with studying from the very beginning.
Students' suggestions and ideas regarding the web-based teaching were taken into consideration (regarding Covid-19).
Students' suggestions and ideas regarding the web-based teaching were taken into consideration
(regarding Covid-19). Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 7 (16.3%)
To some extend 10 (23.3%)
To a large extend 16 (37.2%)
To a very large extend 9 (20.9%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Students' suggestions and ideas regarding the web-based teaching were
taken into consideration (regarding Covid-19). 3.6 1.1 30.0 % 1.0 3.0 4.0 4.0 5.0
The digital learning environment such as Canvas, Zoom etc. during the web-based course was adequate. (regarding Covid-19).
The digital learning environment such as Canvas, Zoom etc. during the web-based course was adequate.
(regarding Covid-19). Number of
Responses
To a very small extend 2 (4.7%)
To a small extend 6 (14.0%)
To some extend 16 (37.2%)
To a large extend 15 (34.9%)
To a very large extend 4 (9.3%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max The digital learning environment such as Canvas, Zoom etc. during the
web-based course was adequate. (regarding Covid-19). 3.3 1.0 29.9 % 1.0 3.0 3.0 4.0 5.0
Possible changes in the content of the course as a consequence of the current situation (regarding Covid-19) were communicated clearly.
Possible changes in the content of the course as a consequence of the current situation (regarding
Covid-19) were communicated clearly. Number of Responses
To a very small extend 1 (2.3%)
To a small extend 2 (4.7%)
To some extend 12 (27.9%)
To a large extend 22 (51.2%)
To a very large extend 6 (14.0%)
Total 43
(100.0%)
Mean Standard
DeviationCoefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Possible changes in the content of the course as a consequence of the current
situation (regarding Covid-19) were communicated clearly. 3.7 0.9 23.3 % 1.0 3.0 4.0 4.0 5.0
Possible changes in the examination forms of the course as a consequence of the current situation (regarding Covid-19) were communicated clearly.
Possible changes in the examination forms of the course as a consequence of the current situation
(regarding Covid-19) were communicated clearly. Number of Responses
To a very small extend 0 (0.0%)
To a small extend 3 (7.0%)
To some extend 19 (44.2%)
To a large extend 13 (30.2%)
To a very large extend 8 (18.6%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient
of Variation Min Lower
Quartile Median Upper Quartile Max Possible changes in the examination forms of the course as a consequence of
the current situation (regarding Covid-19) were communicated clearly. 3.6 0.9 24.3 % 2.0 3.0 3.0 4.0 5.0
The set-up and activities of the web-based teaching were relevant to the learning outcomes (regarding Covid-19).
The set-up and activities of the web-based teaching were relevant to the learning outcomes (regarding
Covid-19). Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 7 (16.3%)
To some extend 20 (46.5%)
To a large extend 11 (25.6%)
To a very large extend 4 (9.3%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max The set-up and activities of the web-based teaching were relevant to the
learning outcomes (regarding Covid-19). 3.2 0.9 28.5 % 1.0 3.0 3.0 4.0 5.0
Prior to the web-based examination, I received clear instructions regarding, for example, systems (Canvas, Inspera), set-up and times.
Prior to the web-based examination, I received clear instructions regarding, for example, systems (Canvas,
Inspera), set-up and times. Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 6 (14.0%)
To some extend 15 (34.9%)
To a large extend 15 (34.9%)
To a very large extend 6 (14.0%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Prior to the web-based examination, I received clear instructions regarding, for
example, systems (Canvas, Inspera), set-up and times. 3.4 1.0 28.6 % 1.0 3.0 3.0 4.0 5.0
In my view, I could demonstrate my knowledge in the web-based examination just as well as in an ordinary examination.
In my view, I could demonstrate my knowledge in the web-based examination just as well as in an ordinary
examination. Number of
Responses
To a very small extend 18 (41.9%)
To a small extend 10 (23.3%)
To some extend 12 (27.9%)
To a large extend 3 (7.0%)
To a very large extend 0 (0.0%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, I could demonstrate my knowledge in the web-based
examination just as well as in an ordinary examination. 2.0 1.0 50.0 % 1.0 1.0 2.0 3.0 4.0
I have experienced anxiety or had difficulty engaging, as a consequence of the current situation (regarding Covid-19).
I have experienced anxiety or had difficulty engaging, as a consequence of the current situation (regarding
Covid-19). Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 6 (14.0%)
To some extend 15 (34.9%)
To a large extend 11 (25.6%)
To a very large extend 10 (23.3%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max I have experienced anxiety or had difficulty engaging, as a consequence of
the current situation (regarding Covid-19). 3.5 1.1 30.5 % 1.0 3.0 3.0 4.0 5.0
Teachers in the course were open to ideas and suggestions regarding web-based teaching (regarding Covid-19).
Teachers in the course were open to ideas and suggestions regarding web-based teaching (regarding
Covid-19). Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 3 (7.0%)
To some extend 18 (41.9%)
To a large extend 16 (37.2%)
To a very large extend 5 (11.6%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Teachers in the course were open to ideas and suggestions regarding
web-based teaching (regarding Covid-19). 3.5 0.9 25.3 % 1.0 3.0 3.0 4.0 5.0
In my view, the size of the student groups was adapted to the web-based teaching.
In my view, the size of the student groups was
adapted to the web-based teaching. Number of Responses
To a very small extend 0 (0.0%)
To a small extend 3 (7.0%)
To some extend 12 (27.9%)
To a large extend 24 (55.8%)
To a very large extend 4 (9.3%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max In my view, the size of the student groups was adapted to the
web-based teaching. 3.7 0.7 20.3 % 2.0 3.0 4.0 4.0 5.0
I was able to talk with my teacher/supervisor about problems that had emerged because of the web-based teaching.
I was able to talk with my teacher/supervisor about problems that had emerged because of the web-based
teaching. Number of
Responses
To a very small extend 0 (0.0%)
To a small extend 6 (14.0%)
To some extend 19 (44.2%)
To a large extend 11 (25.6%)
To a very large extend 7 (16.3%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max I was able to talk with my teacher/supervisor about problems that had
emerged because of the web-based teaching. 3.4 0.9 27.1 % 2.0 3.0 3.0 4.0 5.0
Possible changes in the course's syllabus as a consequence of the current situation (regarding Covid-19) were communicated clearly.
Possible changes in the course's syllabus as a consequence of the current situation (regarding
Covid-19) were communicated clearly. Number of Responses
To a very small extend 2 (4.7%)
To a small extend 4 (9.3%)
To some extend 15 (34.9%)
To a large extend 15 (34.9%)
To a very large extend 7 (16.3%)
Total 43
(100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max Possible changes in the course's syllabus as a consequence of the current
situation (regarding Covid-19) were communicated clearly. 3.5 1.0 29.6 % 1.0 3.0 4.0 4.0 5.0
The web-based examination was clearly connected to the learning outcomes.
The web-based examination was clearly connected
to the learning outcomes. Number of
Responses
To a very small extend 10 (23.3%)
To a small extend 8 (18.6%)
To some extend 18 (41.9%)
To a large extend 7 (16.3%)
To a very large extend 0 (0.0%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max The web-based examination was clearly connected to the
learning outcomes. 2.5 1.0 41.1 % 1.0 2.0 3.0 3.0 4.0
I had access to the necessary material during the web-based teaching.
I had access to the necessary material during the
web-based teaching. Number of
Responses
To a very small extend 1 (2.3%)
To a small extend 3 (7.0%)
To some extend 7 (16.3%)
To a large extend 24 (55.8%)
To a very large extend 8 (18.6%)
Total 43 (100.0%)
Mean Standard
Deviation Coefficient of
Variation Min Lower
Quartile Median Upper Quartile Max I had access to the necessary material during the
web-based teaching. 3.8 0.9 23.8 % 1.0 3.5 4.0 4.0 5.0
