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
o In classo TAso Tutoring Labso Via email
Pre/Post Tests In-Class
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 ExperienceTAs mediated excessive
emails to facultyTutoring 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
Survey Feedback Fall 2010General
Literacy (GL) Business
Literacy (BL) Responses
26 (55) 23 (51)Self-Paced component
25 Like 19
Dislike 3
1 No opinion 1Compared to other sections
21 Better/much better 15
1 Not quite as good 1
Survey Feedback Spring 2011General Literacy
(GL) ResponsesBusiness
Literacy (BL)37 (52) 78 (108)
Like Self-Paced component31 Strongly agree 37 2 Moderately agree 231 Neutral 91 Moderately disagree 7
Disagree 2Compared to other sections
23 Much better 219 Better 215 No opinion 28
Not quite as good 7Not good at all 1
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…”
“…assignments hard to complete on macbooks”
The Feedback - Unexpected learning
2010 - 87% o 12 - strongly agreeo 8 - moderately agreeo 3 - neutralo 0 - moderately disagreeo 0 - disagree
2011 – 72%o 26 - strongly agreeo 29 - moderately agreeo 10 - neutralo 3 - moderately disagreeo 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 MethodDoing Case Problems in:
o 66 - SAM 85%o 12 - Course book 15%
Using an eBook vs Paperbook:o 9 - strongly agreeo 10 - moderately agreeo 19 - neutralo 8 - moderately disagreeo 27 - disagree
26% preferred method26% neutral48% NOT preferred method
The Feedback - Where Did Coursework Occur?
General Literacyo 4 - in the classroomo 19 - in my dormo 6 - at homeo 0 - where I worko 8 - computer labs on
campus
Business Literacyo 6 - in the classroomo 26 - in my dormo 13 - at homeo 1 - where I worko 32 - computer labs on
campus
General Literacy TA Responsiveness/HelpfulnessInquiries Outside of Class
o 3 - Pooro 3 - Fairo 8 - Goodo 23 - Excellent
During Classtimeo 2 - Pooro 1 - Fairo 11 - Goodo 23 - Excellent
During Tutoring Lab Timeo 2 - Pooro 1 - Fairo 11 - Goodo 22 - Excellent
Business Literacy TA Responsiveness/HelpfulnessInquiries Outside of Class
o 5 - Pooro 9 - Fairo 27 - Goodo 37 - Excellent
During Classtimeo 2 - Pooro 8 - Fairo 28 - Goodo 39 - Excellent
During Tutoring Lab Timeo 2 - Pooro 10 - Fairo 27 - Goodo 39 - Excellent
General Literary Pre/Post-Test Results
Word - Positive increase - Highest grade 94% 2010 Average increase 30% & 2011 Average increase 25%
Pre-Test Post-Test 2010
49 47 Scale
0% 45% >=80
4% 73% >=70
12% 91% >=60
84% 9% < 60
Pre-Test Post-Test 2011
48 42 Scale
0% 24% >=80
4% 53% >=70
8% 74% >=60
88% 26% < 60
2010 General Literacy Pre-Post Test Results
Excelo Positive increaseo Highest Grade 84%o Average increase
46%
Pre-Test Post-Test
51 40 Scale
0% 25% >=70
0% 58% >=60
2% 85% >=50
98% 15% < 50
2010 General Literacy Pre-Post Test Results
PowerPointo Positive increaseo Highest Grade 94%o Average increase
29%
Pre-Test Post-Test
39 37 Scale
0% 54% >=80
2% 84% >=70
25% 95% >=60
75% 5% < 60
Student Classification
General Literacyo 18 Freshmeno 7 Sophomoreo 6 Junioro 6 Senior
Business Literacyo 39 Freshmeno 28 Sophomoreo 9 Junioro 1 Senior
The Next Phase - Fall 2011 Six sections of General
Literacyo Online format duplicated across
all sectionso 50 students per sectiono Adjunct faculty facilitating
Student orientation Monitor coursework Answer email Monitor/maintain
gradebook Student exceptions/makeup
worko Tutoring labs with TAs o Pre/Post Test monitored in lab
Three large sections of Business Literacyo Two facultyo 50 – 60 students per sectiono One lab-assistant per sectiono Half of class attend one-day-
per-weeko Scheduled Tutoring labs with
TAs o Pre/Post Test monitored in
class
The Future
Questions to be answeredOutcomesCourse Organization
o Lab assistants
o Class size
o Tutoring Labs
Faculty Load/Administration
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