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Engaging Students in the First Year Computer Literacy Course with Self-Paced, Flexible, Online Instruction

Engaging Students in the First Year Computer Literacy Course with Self-Paced, Flexible, Online Instruction. Mava Wilson, PhD Bill Jaber, PhD Department of Business Computer Information Systems. Background. Computer literate student population Varying degrees of literacy

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Engaging Students in the First Year Computer Literacy Course with Self-Paced, Flexible, Online Instruction

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  1. Engaging Students in the First Year Computer Literacy Course with Self-Paced, Flexible, Online Instruction

    Mava Wilson, PhD Bill Jaber, PhD Department of Business Computer Information Systems
  2. Background Computer literate student population Varying degrees of literacy Disengaged in the introductory course Computer literacy classes not meeting needs Met and discussed with the administration a new plan for the computer literacy courses
  3. Student Needs Students were largely disengaged Due in large part to students growing up with technology Misunderstood surfing and social networking as computer literate Experience indicated students were not skilled in computer concepts, spreadsheets or database
  4. The Plan Past computer literacy exam produced few passing scores Developed two proposals for consideration Plan 1 - The courses are going to be self-paced with a schedule.   Plan 2 - The courses are going to traditional classroom setting. Presented these plans to Department Chair and Dean The administrations elected to try Plan 1.
  5. The Design General Literacy Course Two sections Pre/Post-Tests in Excel, Word, PP, Computer Literacy Option to receive “P” by passing all four with 80+ Business Literacy Course Two sections Pre/Post-Tests in Excel & Access
  6. The Design (cont) Calendar with DUE dates Training (simulation; observe, practice, apply; not for grade) Tutorials (simulation; up-to-three times; 10 chances per task; graded) Project (case problem; live in software; submit/receive feedback immediately; submit up-to-three times; graded) Quiz (second scenario; live in software; submit one time; graded) Capstone Project (cumulative; graded) Post-Test (graded as test)
  7. The Operation Attendance not required Self-paced, meeting deadlines Material completed = course completed Help / mini-lectures / explanations In class Office hours Via email
  8. The Experience Students No one passed all pre-tests Slow purchasing book/access codes Mac issues Slow getting used to method Book not seen as “necessary” Little attendance for 8:00 class Group that attend class Very “picky” Doesn’t follow standards Faculty Difficult getting everything setup Issues with access first few days Important to have everything ready More questions via email Last minute “help” on due dates Control w/passwords for Capstones Grading scale “curve”
  9. The Survey Feedback 26 responses from General Literacy (out of 55 – 47%)23 responses from Business Literacy (out of 51 – 45%) GL - 25 students like self-paced component; one no opinion BL – 19 students like self-paced component; three dislike; one no opinion One person needs more self-discipline One person likes more one-on-one help in “lecture class” GL – one student felt this way is not quite as good compared to what they’ve heard about other sections; 21 felt it was better or much better BL – one student student felt this way is not quite as good compared to what they’ve heard about other sections; 15 felt it was better or much better
  10. The Feedback (cont) “really enjoying self-paced nature. With my schedule it makes it much easier” “puts a lot of responsibility on the students…catch myself doing it last minute literally…student wants a good grade in this class its easy to attain just a matter of time management…” “Like doing the assignments in SAM not from book” & “I love SAM!!! I hate SAM and the book together…” “…wish training covered the whole project just not part…”
  11. The Feedback (cont) “I like the way it works. Wish it wasn’t so picky or would give a more definitive answer to ones that are missed” “format of class is excellent; SAM site is not always the best to work with…automated feedback on projects can sometimes be obscure or confusing leading to some degree of frustration instead rather than learning” & “Confusing sometimes” “Do not like this way of learning. .. Feel like I am failing in the class because of the lack of one-on-one help. Yes, I can come to class but that one period can only do so much since we do everything outside of class. I’d rather have this be a lecture class explaining in a clearer way what is in each chapter”
  12. The Feedback (cont) Unexpected learning Quick feedback on the Case problem projects is helping me to pay more attention to detail and reading instructions carefully 12 strongly agree 8 moderately agree 3 neutral
  13. The Feedback Video Clips of students
  14. The Next Phase Spring 2011 – online component with black/white copy of book Two sections of General Literacy Similar format Two large sections of Business Literacy One faculty Two lab-assistants Half of class attend one-day-per-week Scheduled labs with assistants
  15. The Future Questions to be answered Outcomes Course Organization Lab assistants Class size Faculty Load/Administration
  16. Questions? Mava Wilson, PhD mwilson@leeuniversity.edu Bill Jaber, PhD bjaber@leeuniversity.edu
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