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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, Department of Business. Background. Computer literate student population Varying degrees of literacy

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teaching and engaging computer literacy students in a digital environment

Teaching and Engaging Computer Literacy Students in a Digital Environment

Bill Jaber, PhD and Mava Wilson, PhD

Computer Information Systems

Lee University, Department of Business

background
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
student needs
Student Needs
  • Students largely disengaged
    • Students growing up with technology
  • Misunderstood surfing and social networking as computer literate
  • Experience indicated students not skilled in computer concepts
    • CISS 100 (Word, Excel, and PowerPoint)
    • CISS 101 (Excel and Access)
the plan
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 using SAM and e-books/traditional textbooks
    • 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
  • Pilot in Fall 2010, Expanded Pilot in Spring 2011
  • Implementation in Fall 2011
the design
The Design
  • General Literacy Course
    • 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 2011
    • Fall 2010
      • SAM and e-book
      • Two sections
    • 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
The Design (cont)
  • Business Literacy Course
    • Two regular sections (30 – 32 students) – Fall 2010
      • SAM and Printed textbooks
      • Pre/Post-Tests in Excel & Access
    • 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
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
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
The Operation
  • Attendance not required
  • Self-paced, meeting deadlines
  • Material completed = course completed
  • Help = mini-lectures / explanations
    • In class
    • TAs
    • Tutoring Labs
    • Via email
  • Pre/Post Tests In-Class
student experience
Student Experience
  • No one passed all pre-tests
  • eBook/access codes slow purchasing
  • B&W book/access codes purchased quickly
  • Time to get into method of learning

Little attendance for 8:00 class

Student group attend class

SAM Very “picky” & doesn’t follow standards

Mac issues

faculty experience
Faculty Experience
  • TAs mediated excessive emails to faculty
  • Tutoring labs minimized last minute “help” on due dates
  • Grading scale “curve”

Difficulty getting everything setup

Issues with access first few days

Important to have everything ready

the feedback cont
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 cont1
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 cont2
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…”
  • “…assignments hard to complete on macbooks”
the feedback unexpected learning
The Feedback - Unexpected learning
  • 2010 - 87%
    • 12 - strongly agree
    • 8 - moderately agree
    • 3 - neutral
    • 0 - moderately disagree
    • 0 - disagree
  • 2011 – 72%
    • 26 - strongly agree
    • 29 - moderately agree
    • 10 - neutral
    • 3 - moderately disagree
    • 8 - disagree
  • Quick feedback on the Case problem projects is helping me to pay more attention to detail and reading instructions carefully
the feedback 2011 preferred method
The Feedback - 2011 Preferred Method
  • Doing Case Problems in:
    • 66 - SAM 85%
    • 12 - Course book 15%
  • Using an eBook vs Paperbook:
    • 9 - strongly agree
    • 10 - moderately agree
    • 19 - neutral
    • 8 - moderately disagree
    • 27 - disagree

26% preferred method

26% neutral

48% NOT preferred method

the feedback where did coursework occur
The Feedback - Where Did Coursework Occur?
  • General Literacy
    • 4 - in the classroom
    • 19 - in my dorm
    • 6 - at home
    • 0 - where I work
    • 8 - computer labs on campus
  • Business Literacy
    • 6 - in the classroom
    • 26 - in my dorm
    • 13 - at home
    • 1 - where I work
    • 32 - computer labs on campus
general literacy ta responsiveness helpfulness
General Literacy TA Responsiveness/Helpfulness
  • Inquiries Outside of Class
    • 3 - Poor
    • 3 - Fair
    • 8 - Good
    • 23 - Excellent
  • During Classtime
    • 2 - Poor
    • 1 - Fair
    • 11 - Good
    • 23 - Excellent
  • During Tutoring Lab Time
    • 2 - Poor
    • 1 - Fair
    • 11 - Good
    • 22 - Excellent
business literacy ta responsiveness helpfulness
Business Literacy TA Responsiveness/Helpfulness
  • Inquiries Outside of Class
    • 5 - Poor
    • 9 - Fair
    • 27 - Good
    • 37 - Excellent
  • During Classtime
    • 2 - Poor
    • 8 - Fair
    • 28 - Good
    • 39 - Excellent
  • During Tutoring Lab Time
    • 2 - Poor
    • 10 - Fair
    • 27 - Good
    • 39 - Excellent
general literary pre post test results
General Literary Pre/Post-Test Results
  • Word - Positive increase - Highest grade 94%
  • 2010 Average increase 30% & 2011 Average increase 25%
2010 general literacy pre post test results
2010 General Literacy Pre-Post Test Results
  • Excel
    • Positive increase
    • Highest Grade 84%
    • Average increase 46%
2010 general literacy pre post test results1
2010 General Literacy Pre-Post Test Results
  • PowerPoint
    • Positive increase
    • Highest Grade 94%
    • Average increase 29%
student classification
Student Classification
  • General Literacy
    • 18 Freshmen
    • 7 Sophomore
    • 6 Junior
    • 6 Senior
  • Business Literacy
    • 39 Freshmen
    • 28 Sophomore
    • 9 Junior
    • 1 Senior
the next phase fall 2011
The Next Phase - Fall 2011
  • Six sections of General Literacy
    • Online format duplicated across all sections
    • 50 students per section
    • Adjunct faculty facilitating
      • Student orientation
      • Monitor coursework
      • Answer email
      • Monitor/maintain gradebook
      • Student exceptions/makeup work
    • Tutoring labs with TAs
    • Pre/Post Test monitored in lab
  • Three large sections of Business Literacy
    • Two faculty
    • 50 – 60 students per section
    • One lab-assistant per section
    • Half of class attend one-day-per-week
    • Scheduled Tutoring labs with TAs
    • Pre/Post Test monitored in class
the future
The Future
  • Questions to be answered
  • Outcomes
  • Course Organization
    • Lab assistants
    • Class size
    • Tutoring Labs
  • Faculty Load/Administration
questions
Questions?

Bill Jaber, PhD

bjaber@leeuniversity.edu

Mava Wilson, PhD

mwilson@leeuniversity.edu