# Online class experience survey

Separate teaching feedback from platform and access friction.

If nothing was unclear or difficult, say so. Skip questions about steps you did not experience; use not applicable where appropriate.

## 1. How easy was it to follow the session online?

Answer: ____________________

## 2. Which activity helped you participate?

Answer: ____________________

## 3. What technical obstacle interrupted learning?

Answer: ____________________

## 4. Could you participate through the available interaction tools?

Answer: ____________________

## 5. What helped you recover after a technical interruption?

Answer: ____________________

## Author notes / illustrative keys where applicable

1. Distinguish difficulty following the teaching from difficulty hearing, seeing or accessing the session. Route technical obstacles separately before revising the instructional explanation itself.
2. Identify an activity that gave the learner a practical way to contribute. Preserve that participation route while checking whether other attendees could access it.
3. Locate the technical interruption and the affected activity so the organizer can reproduce the access problem. Collect only necessary context, never credentials or private device records.
4. Check whether the offered interaction route was usable when the learner wanted to contribute. Having a chat or poll available does not establish accessible participation.
5. Find the resource or alternative route that let the learner resume the class. Make successful recovery options visible without treating recovered access as evidence of learning.

Interpretation caution: A connectivity issue should not be interpreted as a teaching-quality score.