COMSC 1023 Computer and Information Access Report

General Education Course Assessment report produced by the SWOSU Assessment Center

A descriptive case study: Investigating the implementation of web based, automated grading and tutorial software in a freshman computer literacy course

Students in higher education require satisfactory computer skills to be successful. While today’s students may have greater exposure to technology, research shows that their actual computer knowledge and skills are superficial and narrow. As a result, the freshman computer literacy course remains an important curricular component. This study investigates the implementation of an innovative Web-based technology for delivering software proficiency training for Microsoft Office. Building upon decades of end-user computing satisfaction and technology acceptance research, the purpose of the study is to describe the instructor and student experiences that result from the implementation and use of MyITLab educational software. The nature of the study is descriptive, rather than evaluative, with the following goals: (a) to describe instructors’ experiences with the software, (b) to identify patterns of technology usage and utility, and (c) to elucidate levels of computing satisfaction and technology acceptance among users. The study applies a mixed-method, single-unit, embedded case study design to focus the inquiry on an introductory computer applications course, offered in the Fall 2011 semester at a college in western Canada. The embedded units consist of five instructors, with 322 students enrolled across 10 sections. Data were analyzed from course documents, classroom observations, instructor interviews, and a student survey that produced 149 satisfactory responses. The survey was constructed by adapting instruments based on the Wixom and Todd (2005) integrated research model and the Unified Theory of Acceptance and Use of Technology (UTAUT) model. Results of the study are summarized into five assertions: 1) MyITLab effectively eliminates or, at least, reduces instructor grading workloads for assignments, 2) MyITLab provides students with frequent corrective feedback on assignments, 3) the step-by-step presentation of instructions in MyITLab may not solely meet the needs of solution-based learning outcomes, 4) instructors should be trained on MyITLab to maximize the software’s utility, and 5) the MyITLab solution bank of acceptable responses should be expanded to reduce potential grading inaccuracies. An enhanced Wixom and Todd (2005) model is also presented for future research of educational software. Lastly, the reader is encouraged to reconsider the information presented and generalize it for their own purposes

An Automated Grading and Feedback System for a Computer Literacy Course

Computer Science departments typically offer a computer literacy course that targets a general lay audience. At Appalachian State University, this course is CS1410 - Introduction to Computer Applications. computer literacy courses have students work with various desktop and web-based software applications, including standard office applications. CS1410 strives to have students use well known applications in new and challenging ways, as well as exposing them to some unfamiliar applications. These courses can draw large enrollments which impacts efficient and consistent grading. This thesis describes the development and successful deployment of the Automated Grading And Feedback (AGAF) system for CS1410. Specifically, a suite of automated grading tools targeting the different types of CS1410 assignments has been built. The AGAF system tools have been used on actual CS1410 submissions and the resulting grades were verified. AGAF tools exist for Microsoft Office assignments requiring students to upload a submission file. Another AGAF tool accepts a student “online text submission” where the text encodes the URL of a Survey Monkey survey and a blog. Other CS1410 assignments require students to upload an image file. AGAF can process images in multiple ways, including decoding of a QR two-dimensional barcode and identification of an expected image pattern

Tablet PCs for Teaching Information Systems Courses

The authors describe integration of and multiple uses for the tablet PC (TPC) in MIS classes. These uses are geared toward enhancing student learning through the TPC rather than learning how to use a specific tool. These technologies are used in a database course and an information security course to enhance student learning by having students participate in drawing entity relationship diagrams (ERD) and network configurations. Digital documents, annotated with digital ink are exchanged between faculty and students. A survey is used to capture perceptions of MIS majors regarding the value of the TPC in these two courses. These results are then compared and contrasted with results that have been previously published for TPCs in a database course. Results indicate that a major issue facing educators is the lack of critical mass in the adoption of TPCs by students

Multimedia Instructional Tools and Student Learning in Computer Applications Courses

Advances in technology and changes in educational strategies have resulted in the integration of technology into the classroom. Multimedia instructional tools (MMIT) have been identified as a way to provide student-centered active-learning instructional material to students. MMITs are common in introductory computer applications courses based on the theory that this type of educational tool should be effective in increasing student knowledge and result in positive changes to motivation and the learning strategies used in the course. The purpose of this study was to examine the use of the MMIT in an introductory computer applications course to determine if there was a significant relationship between the level of use of the MMIT and student knowledge. Additionally, motivation and learning strategies were examined to determine if the use of the MMIT resulted in a change in students’ motivation and learning strategies within the computer applications course. Study participants included 404 students enrolled in an online introductory computer applications course at one southeastern university. Data were collected by using the student activity and gradebook reports available through the MMIT. This allowed the researcher to use descriptive statistics to demonstrate students’ use of the MMIT and use the pre and post-course test scores to determine the change in student knowledge over the course of the research study. Motivation and learning strategies were evaluated using the Motivated Strategies for Learning Questionnaire (MSLQ). Students completed this questionnaire at the beginning of the semester before use of the MMIT and again at the end of the semester. MANOVAs were used to analyze the data for each of the 15 motivation and learning strategies scales of the MSQL survey and the level of MMIT use for the different activity types to determine if a change in motivation or learning strategies occurred. Findings from this study revealed no significant impact on student knowledge based on the level of use of the MMIT grader assignments or training activities. A significant difference was found based on the level of use of the MMIT quizzes. The motivation and learning strategies data indicated a significant impact on three motivational scales, task value, self-efficacy of learning and performance, and test anxiety in relation to the MMIT grader assignments. There was no significant change in any of the other three motivation strategies scales or any of the nine learning strategies scales or in relation to the training activities or quizzes

Enhancing Students’ Vocabulary through Authentic Materials and Multimedia

Vocabulary is the fundamental aspect in learning English. Without adequate vocabulary learners find it difficult to communicate, express ideas or opinion, comprehend simple text, and listen to instruction. Authentic materials refers to pictures, photographs, video selection and radio. This study sought to find out the following questions: How is the vocabulary ability of students who were taught using authentic materials through multimedia and authentic materials only? Is the vocabulary enhancement of those students who are taught using authentic materials through multimedia is better than those students who are taught using authentic materials? What are the students’ responses toward the use of authentic materials and multimedia? The study was quantitative research method and a comparative design by using pre-test and post-test. The populations of this study were 10th grade of senior high school students where they are divided into two groups, the first group were taught using authentic materials through multimedia and the second group were taught using authentic materials. The instruments used in this study were vocabulary test and questionnaire. The result of this study showed that both groups has enhanced the vocabulary ability with the mean score of pre-test was 53.93 for authentic materials through multimedia and 59.97 for authentic materials. It indicated that the initial ability of the authentic materials group was higher than the authentic materials through multimedia group. Therefore, the mean score of the post-test was 73.80 for the authentic materials through multimedia group and 70.83 for the authentic materials group. It showed that the result of the authentic materials through multimedia group was better than the authentic materials group. The students’ responses toward the use of authentic materials through multimedia were 80% positive and only 3,3% positive response towards the use of authentic materials. The conclusion of this study is the use of authentic materials through multimedia is very effective to enhance students’ vocabulary knowledge. Furthermore, suggestion for the English teachers, it is recommended to use authentic materials through multimedia to teach and enhance students’ vocabulary knowledge.  It is very effective technique to be applied at the classroom and to make the students engage on the teaching and learning process. Meanwhile, teachers need to prepare the material needed ahead since it is time consuming and ensure the school has provided enough facility especially computers, projector and internet access to support the learning process

Student-Centered Learning: Dozier-Libbey Medical High School

This case study is one of four written by SCOPE about student-centered practices in schools. The case studies address the following questions:1. What are the effects of student-centered learning approaches on student engagement, achievement of knowledge and skills, and attainment (high school graduation, college admission, and college continuation and success), in particular for underserved students?2. What specific practices, approaches, and contextual factors result in these outcomes?The cases focus on the structures, practices, and conditions in the four schools that enable students to experience positive outcomes and consider the ways in which these factors are interrelated and work to reinforce each other

Mind[set]fulness: How Can I Control My Brain?

This unit aims to support students and teachers in developing a better understanding of growth mindset. While previous understandings of the brain posited that it was a static device with a fixed capacity for learning, growth, and talent, newer findings suggest that this is not the case. When faced with new challenges, learning opportunities, and even failures, the brain will forge new neural pathways. This unit explores the concept of neuroplasticity, the malleability of the brain, and explicit instruction on what power we have to rewire our thinking and behavior patterns. This unit also explores mindfulness as one such practice that can help students analyze and regulate their emotions and their response to stress