scholarly journals A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach

10.28945/205 ◽  
2007 ◽  
Vol 6 ◽  
pp. 123-134 ◽  
Author(s):  
Florence Martin ◽  
Qi Dunsworth
Keyword(s):  
Computer Literacy ◽  
Formative Evaluation ◽  
Literacy Course

The Effect of Individual Differences on Computer Attitudes

2002 ◽  
pp. 210-232
Author(s):  
Claudia Orr ◽  
David Allen ◽  
Sandra Poindexter
Keyword(s):  
Individual Differences ◽  
Learning Style ◽  
Computer Literacy ◽  
Personality Type ◽  
Computer Attitudes ◽  
Negative Attitudes ◽  
Computer Competency ◽  
Literacy Course ◽  
Educational Variables ◽  
The Relationship

Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often reports high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/educational variables, personality type, and learning style of 214 students enrolled in a university computer literacy course.

Prospective English Teachers' Digital Storytelling Experiences Through a Flipped Classroom Approach

2019 ◽  
Vol 17 (1) ◽  
pp. 78-99
Author(s):  
Hatice Sancar Tokmak ◽  
Ilker Yakin ◽  
Berrin Dogusoy
Keyword(s):  
Product Quality ◽  
Prospective Teachers ◽  
Computer Literacy ◽  
Flipped Classroom ◽  
Digital Storytelling ◽  
English Education ◽  
Structured Interview ◽  
Demographic Questionnaire ◽  
Literacy Course

The purpose of this case study was to explore prospective English education teachers' (PEET) experiences of digital storytelling (DST) through a flipped classroom approach. 36 prospective teachers who enrolled in a computer literacy course participated in the study. The data was collected through a demographic questionnaire, three open-ended questionnaires, and a semi-structured interview form. Four videos were prepared to give theoretical input in line with the DST phases described by Robin and presented asynchronously via Edmodo system. The results showed that PEETs described the DST process through a flipped classroom approach. described as entertaining, challenging, and instructive. Moreover, according to the results, PEETs learnt specific strategies about DST, were inspired, and had the opportunity to check their product quality, thanks to the flipped classroom approach. These results revealed insights about the design of a flipped classroom approach and the DST process.

The Effect of Individual Differences on Computer Attitudes

2011 ◽  
pp. 211-240 ◽  
Author(s):  
Claudia Orr ◽  
David Allen ◽  
Sandra Poindexter
Keyword(s):  
Individual Differences ◽  
Learning Style ◽  
Computer Literacy ◽  
Personality Type ◽  
Computer Attitudes ◽  
Computer Attitude ◽  
Negative Attitudes ◽  
Computer Competency ◽  
Literacy Course ◽  
The Relationship

Computer competency is no longer a skill to be learned only by students majoring in technology-related fields. All individuals in our society must acquire basic computer literacy to function successfully. Despite the widespread influx of technology in all segments of our society, the literature often report high levels of anxiety and negative attitudes about using computers. Monitoring the computer attitudes and developing an understanding of the variables that affect computer attitudes will assist educators and adult trainers in providing appropriate learning experiences in which learners can succeed. This study examined the relationship between computer attitude and experience, demographic/education variables, personality type and learning style of 214 students enrolled in a university computer literacy course.

Using Modularization Approach to Design Instructional Systems for Computer Literacy Courses

2003 ◽  
pp. 255-267
Author(s):  
Kuan C. Chen
Keyword(s):  
Instructional Design ◽  
Computer Literacy ◽  
Course Development ◽  
General Strategy ◽  
Instructional Systems ◽  
Knowledge And Skills ◽  
Course Content ◽  
Literacy Course ◽  
Essential Knowledge

In this chapter, the guiding principles of the modularization content arrangement that some instructors use is offered. Eight planning steps in module instructional design are summarized. A general strategy of these principles and applications in a case study is discussed in this chapter as well. A new modularization approach in instructional design, defining the course goals and arranging the course content, are two important issues for instructors. The author hopes the process of the module instructional design through essential knowledge and skills in the computer literacy course development will not only be a valuable synthesizing experience for instructors, but also the modularization approach may be preferable to students with a variety of backgrounds.

Electronic Student Journals: A Means to Enhance Classroom Communications

1996 ◽  
Vol 15 (3) ◽  
pp. 207-215 ◽  
Author(s):  
Roger Von Holzen
Keyword(s):  
General Education ◽  
Computer Literacy ◽  
Electronic Mail ◽  
Treatment Groups ◽  
Study Results ◽  
Teachers And Students ◽  
Literacy Course ◽  
The University ◽  
Student Journals ◽  
Journal Entries

Written journals, as a means of enhancing communication between teachers and students, are espoused quite extensively in the literature. But on the university level, where classes do not usually meet every day, the rate of exchange of the journals between an instructor and his or her students can be slowed considerably, thus limiting the benefits usually associated with this form of communication. To increase the exchange rate of journals, it was proposed that electronic mail be utilized as the medium by which the journal entries were transmitted. Eighty students in three sections of a general education required computer literacy course participated in this study. Results from the study found that the students who used electronic journals wrote significantly longer entries than the students who wrote in traditional written journals. No differences were found, though, between treatment groups as to computer-related knowledge and attitudes.

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