Teaching and Engaging Computer Literacy Students in a Digital Environment Bill Jaber, PhD and Mava Wilson, PhD Bill Jaber, PhD and Mava Wilson, PhD Computer Information Systems Computer Information Systems Lee University, Department of Business Lee University, Department of Business
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Teaching and Engaging Computer Literacy Students in a Digital Environment Bill Jaber, PhD and Mava Wilson, PhD Computer Information Systems Lee University,
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Teaching and Engaging Computer Literacy Students in a Digital Environment
Bill Jaber, PhD and Mava Wilson, PhD Bill Jaber, PhD and Mava Wilson, PhD Computer Information SystemsComputer Information SystemsLee University, Department of BusinessLee University, Department of Business
BackgroundComputer 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
Student Needs Students largely disengaged
o Students growing up with technology
Misunderstood surfing and social networking as computer literate
Experience indicated students not skilled in computer concepts
o CISS 100 (Word, Excel, and PowerPoint)
o CISS 101 (Excel and Access)
The Plan Past computer literacy exam produced few passing scores
Developed two proposals for considerationo Plan 1 - The courses are going to be self-paced with a schedule using
SAM and e-books/traditional textbooks
o Plan 2 - The courses are going to traditional classroom setting
Presented these plans to Department Chair and Deano The administrations elected to try Plan 1
Pilot in Fall 2010, Expanded Pilot in Spring 2011
Implementation in Fall 2011
The DesignGeneral Literacy Course
o Pre/Post-Tests in Excel, Word, PP, Computer Literacy Option to receive “P” by passing all four with 80+
No one was eligible Fall 2010 and Spring 2011o Fall 2010
SAM and e-book Two sections
o Spring 2011 SAM and B/W printed copy of textbook TA for every 25 - 30 students Tutoring Labs monitored by TAs Two sections
The Design (cont)
Business Literacy Courseo Two regular sections (30 – 32 students) – Fall 2010
SAM and Printed textbooks Pre/Post-Tests in Excel & Access
o Two large sections (50 – 60 students) – Spring 2011 SAM and e-books Added TAs for every 25 – 30 students Added multiple tutoring labs monitored by TAs Class divided into half - Students attend one day a week, plus labs Pre/Post-Tests in Excel & Access
The Design (Administrative Issues) Fewer Sections Fewer Part-time faculty Faculty Administrator responsible for all sections to
maintain continuity between sections (especially SAM) Tutoring Lab TAs/Coordinator Scheduling Rooms for Labs ROI vs Student Achievement/Satisfaction
The Design (Class Setup) Calendar with DUE dates Pre-Tests Training (simulation; observe, practice, apply; not for grade) Tutorials (simulation; up-to-three times; 10 chances per task;
graded) Projects (case problem; live in software; submit/receive
feedback immediately; submit up-to-three times; graded) Quizzes (second scenario; live in software; submit one time;
graded) Capstone Projects (cumulative; graded) Post-Tests (graded as test)
The Operation Attendance not required Self-paced, meeting deadlines Material completed = course completed Help = mini-lectures / explanations
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…a good grade it’s easy to attain…a matter of time management…”
“Like doing the assignments in SAM not from book” & “I love SAM!!! I hate SAM and the book together…” & “I love this kind of learning method. All CISS 100 classes should use SAM 2007”
“…wish training covered the whole project just not part…” “…love not having to go to class in order to learn…”
The Feedback (cont) “I like the way it works. …wasn’t so picky or would give a more
definitive answer to ones that are missed” & “SAM… is temperamental…”
“format of class is excellent; SAM site is not always the best to work with…automated feedback on projects … obscure or confusing leading to some degree of frustration instead rather than learning”
“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…”
The Feedback (cont) “…tutorials, case problems and quizzes are a bit of overkill. I
definitely know the material by the time I am done with each section but can't help feeling like I've been asked the same question four or five times. I think it could be toned back a little bit and still learn the material well…”
“…to me, all the materials for this course helps me learn in the best possible way.”
“…the material covered in SAM is not sufficient for the Case Problems…. the instructions for Case Problems in the book are really confusing and SAM explains them MUCH better…”