Specifically, the pilot study included: A SMARTboard application in an applied statistics course taught concurrently on campus and online; a medical and nursing reference mobile Personal Digital Assistant (PDA) used to supplement the clinical experience in a campus nursing class; a Personal Response System (PRS) interactive tool used in a large lecture-based WebCT mixed mode psychology course; and video podcast lectures and supplemental material in an online graduate business class.

Although both faculty and student surveys were adapted to address the specific technology used in each course, the following basic survey questions were asked: 1) how often students used the specific technology to access information, 2) if the added technology helped them to understand the course material, 3) if the added technology helped them to complete course assignments, 4) if they experienced technical difficulties when using the technology, 5) suggestions for improved use, and 6) general feedback about the overall experience.

Faculty was surveyed to determine: 1) the perceived degree of technological challenge when integrating the technology, 2) the time commitment needed to create and integrate course specific technology, 3) the amount of time spent during the semester maintaining the use of a specific technology, 4) their willingness to continue using the technological addition and 5) suggestions for faculty considering adopting its use.