2025 Learning Environment Survey
In the fall of 2025, the 免费福利资源在线看片 of Lethbridge Teaching Centre ran the 鈥淟earning Environments Survey鈥. The intention of this survey was to learn more about academic staff's perspectives on the services currently offered by the Teaching Centre and to gain insight into what additional teaching and learning supports academic staff might be interested in. In this survey, academic staff were asked 27 questions on teaching and learning-related issues that included topics like 1) pedagogical interests/strategies, 2) classroom design, 3) educational technologies/ LMS, and 4) artificial intelligence. There were 108 respondents to the survey. The following data showcases some of the survey highlights.
Pedagogical Interests and Strategies
Teaching Strategies
To better understand the pedagogical practices taking place on our campus, academic staff were asked about their teaching strategies. The responses show that the teaching strategy used most commonly鈥攆or both in-person and online contexts鈥攚as lecture (with 90 respondents reporting that they lecture in person and 37 reporting that they lecture online), followed by group work (with 73 reporting that they do group work in person and 31 responding that they use group work online). Gamification was the least reported strategy overall (with 8 people responding that they use this in person and 2 selecting that they use gamification online).
Pedagogical Interests
To gain insight into professional development interests, respondents were asked what teaching and learning-focused topics they would want to learn more about. The topics of most interest included enhancing student engagement (with 46 respondents selecting this), developing effective assessments (with 37 selecting this), and using emerging technologies (with 35 selecting this). The topics of least interest included using labour-based/contract-based grading (with 15 selecting this), care-centred pedagogy (with 13 selecting this), and collaborating with teaching assistants (with 10 selecting this).
Classroom Design
Over the years, the Teaching Centre has conducted classroom design work with the intention of creating classrooms that set the stage for engagement and active learning. One of these active learning designs includes the SCALE-UP layout (seen in classrooms like AH177 and SA7212). Because the Teaching Centre is currently in the process of working on new designs, they wanted input from academic staff, as their current use of these spaces will help to inform future designs.
Scale-up Room
The data from this survey shows that the majority of academic staff were not using the classrooms (66 respondents noted that they have not). The 免费福利资源在线看片' short-answer responses to the question of why they use the rooms or not were thematically coded to highlight the top five reasons why folks are not using these rooms. The reasons included 1) perceived booking or room assignment constraints, 2) the room not fitting their pedagogical style, 3) not knowing the room existed, 4) the size of the room not being right for their needs, and 5) issues with the lack of front of room in the design. The responses also show that those who had used the room liked it because 1) they found it good for group work, 2) they found the screens useful, and 3) they liked the numerous whiteboards spread out throughout the room.
scale-up room floor plan
Technology use and LMS
To find out what programs and applications academic staff were using, the survey respondents were asked about teaching and learning technology use.
Teaching Application Usage
The survey results show that the most used teaching applications are Moodle (with 96 respondents selecting this), Zoom (with 53 selecting this), YuJa (with 27 selecting this), and textbook-provided resources (with 26 selecting this).
Artificial Inteligence
To find out more about AI use in teaching and learning, the survey respondents were asked about their use and concerns.
Academic Staff AI Use
When asked about their AI use, 65 of the survey respondents reported that they were not using AI in their teaching, while 42 of the respondents reported that they were using AI for teaching.
Reasons for not using AI
In the survey, those who selected that they are not using AI in their teaching were asked what factors influence their decision not to use AI. The results show that 43 respondents were concerned about academic integrity, 43 were concerned about negative effects on learning, 32 were concerned about ethical impact, 26 were concerned about environmental impact, 22 chose 鈥渙ther鈥 and made comments in a text box (these included statements that often combined some of the statements above or a note that they do not find AI applicable to their pedagogy), and 20 selected that they lacked familiarity or comfort with the technology.
Academic Staff AI Engine Use
Those who indicated in the survey that they were using AI were asked which AI engines they use. The survey results show that the most used engines were ChatGPT (with 34 respondents indicating they use this engine) and Copilot (with 12 respondents indicating they use this engine.
How Are Academic Staff Using AI
The group of self-selected AI users were also asked how they use AI as part of their teaching practice. The responses show that the highest-use cases were for creating course content (with 22 respondents selecting this) and creating assignments (with 19 respondents selecting this).
Permitted AI Use For Students
Academic staff who selected that they do use AI in their instruction were asked how they might permit students to use AI. The survey results show that, in the courses where they do permit AI use, academic staff primarily allow it for brainstorming (with 27 respondents selecting this). Other high response rates include allowing students to use it for planning essays or assignments (with 16 selecting this), for studying (with 15 selecting this), and for editing written assignments (with 14 selecting this).
AI And Changes To Assessment
All survey respondents (both those who selected that they use AI and those who selected that they do not use AI) were asked if they have changed their assessment practices due to AI. The survey findings show that the majority, 53 respondents, reported that they have changed their assessment practices due to AI while 46 reported that they have not changed their practices.
In an open-ended question, academic staff were asked鈥攊f they have changed these practices鈥攈ow they have changed them. These responses were then coded for common themes. The top reported changes include, 1) changing assignments so using AI is less useful, 2) switching to in-class assignments or increasing the number of in-class assignments, 3) changing the weight or importance of the current assignments, 3) using the Testing Centre, and 4) implementing handwritten work.
Thank you!
Thank you to everyone who participated in the 鈥淟earning Environments Survey鈥. If you have any questions or would like access to the full anonymized/aggerate data, please contact us via email at teachingcentre@uleth.ca.