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 EnvironmentBill Jaber, PhD and Mava Wilson, PhD Computer Information SystemsLee University, Department of Business

  • BackgroundComputer literate student populationVarying degrees of literacyDisengaged in the introductory courseComputer literacy classes not meeting needsMet and discussed with the administration a new plan for the computer literacy courses

  • Student NeedsStudents largely disengagedStudents growing up with technologyMisunderstood surfing and social networking as computer literateExperience indicated students not skilled in computer conceptsCISS 100 (Word, Excel, and PowerPoint)CISS 101 (Excel and Access)

  • The PlanPast computer literacy exam produced few passing scoresDeveloped two proposals for considerationPlan 1 - The courses are going to be self-paced with a schedule using SAM and e-books/traditional textbooksPlan 2 - The courses are going to traditional classroom settingPresented these plans to Department Chair and DeanThe administrations elected to try Plan 1Pilot in Fall 2010, Expanded Pilot in Spring 2011Implementation in Fall 2011

  • The DesignGeneral Literacy CoursePre/Post-Tests in Excel, Word, PP, Computer LiteracyOption to receive P by passing all four with 80+No one was eligible Fall 2010 and Spring 2011Fall 2010SAM and e-bookTwo sectionsSpring 2011SAM and B/W printed copy of textbookTA for every 25 - 30 studentsTutoring Labs monitored by TAsTwo sections

  • The Design (cont)Business Literacy CourseTwo regular sections (30 32 students) Fall 2010SAM and Printed textbooksPre/Post-Tests in Excel & AccessTwo large sections (50 60 students) Spring 2011SAM and e-booksAdded TAs for every 25 30 studentsAdded multiple tutoring labs monitored by TAsClass divided into half - Students attend one day a week, plus labsPre/Post-Tests in Excel & Access

  • The Design (Administrative Issues)Fewer SectionsFewer Part-time facultyFaculty Administrator responsible for all sections to maintain continuity between sections (especially SAM)Tutoring Lab TAs/CoordinatorScheduling Rooms for LabsROI vs Student Achievement/Satisfaction

  • The Design (Class Setup)Calendar with DUE datesPre-TestsTraining (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 OperationAttendance not requiredSelf-paced, meeting deadlinesMaterial completed = course completedHelp = mini-lectures / explanationsIn classTAsTutoring LabsVia emailPre/Post Tests In-Class

  • Student ExperienceNo one passed all pre-testseBook/access codes slow purchasingB&W book/access codes purchased quicklyTime to get into method of learningLittle attendance for 8:00 classStudent group attend class SAM Very picky & doesnt follow standardsMac issues

  • Faculty ExperienceTAs mediated excessive emails to facultyTutoring labs minimized last minute help on due datesGrading scale curveDifficulty getting everything setupIssues with access first few daysImportant to have everything ready

  • Survey Feedback Fall 2010

    General Literacy (GL)Business Literacy (BL)Responses26 (55)23 (51)Self-Paced component25Like19Dislike31No opinion1Compared to other sections21Better/much better151Not quite as good1

  • Survey Feedback Spring 2011

    General Literacy (GL)ResponsesBusiness Literacy (BL)37 (52)78 (108)Like Self-Paced component31Strongly agree372Moderately agree231Neutral91Moderately disagree7Disagree2Compared to other sections23Much better219Better215No opinion 28Not quite as good7Not good at all1

  • The Feedback (cont)really enjoying self-paced nature. With my schedule it makes it much easierputs a lot of responsibility on the studentscatch myself doing it last minutea good grade its easy to attaina matter of time managementLike 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 2007wish training covered the whole project just not partlove not having to go to class in order to learn

  • The Feedback (cont)I like the way it works. wasnt so picky or would give a more definitive answer to ones that are missed & SAM is temperamentalformat of class is excellent; SAM site is not always the best to work withautomated feedback on projects obscure or confusing leading to some degree of frustration instead rather than learningDo 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. Id 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 wellto 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 betterassignments hard to complete on macbooks

  • The Feedback - Unexpected learning2010 - 87% 12 - strongly agree8 - moderately agree3 - neutral0 - moderately disagree0 - disagree2011 72%26 - strongly agree29 - moderately agree10 - neutral3 - moderately disagree8 - 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 MethodDoing Case Problems in:66 - SAM 85%12 - Course book 15%Using an eBook vs Paperbook:9 - strongly agree10 - moderately agree19 - neutral8 - moderately disagree27 - disagree26% preferred method26% neutral48% NOT preferred method

  • The Feedback - Where Did Coursework Occur?General Literacy4 - in the classroom19 - in my dorm6 - at home0 - where I work8 - computer labs on campus

    Business Literacy6 - in the classroom26 - in my dorm13 - at home1 - where I work32 - computer labs on campus

  • General Literacy TA Responsiveness/HelpfulnessInquiries Outside of Class3 - Poor3 - Fair8 - Good23 - ExcellentDuring Classtime2 - Poor1 - Fair11 - Good23 - ExcellentDuring Tutoring Lab Time2 - Poor1 - Fair11 - Good22 - Excellent

  • Business Literacy TA Responsiveness/HelpfulnessInquiries Outside of Class5 - Poor9 - Fair27 - Good37 - ExcellentDuring Classtime2 - Poor8 - Fair28 - Good39 - ExcellentDuring Tutoring Lab Time2 - Poor10 - Fair27 - Good39 - Excellent

  • General Literary Pre/Post-Test ResultsWord - Positive increase - Highest grade 94%2010 Average increase 30% & 2011 Average increase 25%

    Pre-TestPost-Test20104947Scale0%45%>=804%73%>=7012%91%>=6084%9%< 60

    Pre-TestPost-Test20114842Scale0%24%>=804%53%>=708%74%>=6088%26%< 60

  • 2010 General Literacy Pre-Post Test ResultsExcelPositive increaseHighest Grade 84%Average increase 46%

    Pre-TestPost-Test5140Scale0%25%>=700%58%>=602%85%>=5098%15%< 50

  • 2010 General Literacy Pre-Post Test ResultsPowerPointPositive increaseHighest Grade 94%Average increase 29%

    Pre-TestPost-Test3937Scale0%54%>=802%84%>=7025%95%>=6075%5%< 60

  • Student ClassificationGeneral Literacy18 Freshmen7 Sophomore6 Junior6 SeniorBusiness Literacy39 Freshmen28 Sophomore9 Junior1 Senior

  • The Next Phase - Fall 2011Six sections of General LiteracyOnline format duplicated across all sections50 students per sectionAdjunct faculty facilitatingStudent orientationMonitor courseworkAnswer emailMonitor/maintain gradebookStudent exceptions/makeup workTutoring labs with TAs Pre/Post Test monitored in lab

    Three large sections of Business LiteracyTwo faculty50 60 students per sectionOne lab-assistant per sectionHalf of class attend one-day-per-weekScheduled Tutoring labs with TAs Pre/Post Test monitored in class

  • The FutureQuestions to be answeredOutcomesCourse OrganizationLab assistantsClass sizeTutoring LabsFaculty Load/Administration

  • Questions?Bill Jaber, PhDbjaber@leeuniversity.edu Mava Wilson, PhDmwilson@leeuniversity.edu

    Many students come into Introductory Computer Literacy classes with varying levels of computer skills.

    **Tell me the things you like (the pros) about the class.

    *Do you feel youre learning the content? (Why or why not?)

    *Do you feel youre learning the content? (Why or why not?)

    *Do you feel youre learning the content? (Why or why not?)