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A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach
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, University of North Carolina, United States ; , Penn State Erie, United States

JITE-Research Volume 6, Number 1, ISSN 1539-3585 Publisher: Informing Science Institute

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Abstract

The use of computers has become pervasive and essential in today’s world. Most of the universities offer a basic computer literacy course to the students. To meet the demand of computerliterate graduates, it is important to determine what constitutes a desired computer literacy course and how they should be taught. Formative evaluation of computer literacy should be conducted at universities so that the courses that are offered match up with the requirements of the students and also align with technological advances and employer requirements. The focus of research in this current study is to formatively evaluate a computer literacy course offered by the Educational Technology program at a large southwestern United States university. In this course, students are given an introduction to computers and software applications they will use in their professional and personal lives. The feelings of both the students and the instructors of the course toward the content taught, the skills learned and the instructional strategies used were measured by the formative evaluation process. The evaluation focused on the following questions: (cid:131) Do the academics and the students agree on the optimal content of a basic computer literacy course? (cid:131) Do the academics and the students agree on the optimal instructional strategies to teach the content? Data collection tools such as student and instructor surveys, student, instructor and coordinator interviews, class observations, and student test scores were used. The results are categorized into two main areas: 1) what to teach and 2) how to teach it. Among the different skills listed in the survey, Microsoft Office Skills (Word, Excel and PowerPoint) were rated most useful by both students and instructors. File management skills were rated as less useful by students. Theoretical content on hardware of the computer was rated the least useful topic by both students and instructors. Hands-on projects and in-class activities were the most helpful strategies according to both instructors and students. Long lectures and online quizzes were rated as less helpful teaching strategies by students, but the instructors thought that they were helpful. Teaching Excel and web page creation needed more demonstrations and directions. Based on the results of the formative evaluation, some recommendations were given to the faculty coordinator. The findings of the evaluation have implications for all the universities in which basic computer literacy courses are offered.

Citation

Martin, F. & Dunsworth, Q. (2007). A Methodical Formative Evaluation of Computer Literacy Course: What and How to Teach. Journal of Information Technology Education: Research, 6(1), 123-134. Informing Science Institute. Retrieved August 12, 2024 from .

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References

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