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Information Systems Education Journal, v11 n4 p66-83 Aug 2013

This paper explains a four-year longitudinal study of the assessment process for a Microsoft Office skills course. It examines whether there is an increase in students' knowledge based on responses to pre- and post-surveys that asked students to evaluate how well they can do particular tasks. Classical classroom teaching methods were used in the first two years of the study; computer-mediated learning plus classical methods were employed in the last two years. The study further examines whether that change to computer-mediation made a difference in student learning. It also examines whether students retain the knowledge as measured by entrance surveys in a follow-on course. Results indicate that the course does make a difference in student learning of Microsoft Office skills. Results also indicate that computer-mediation does appear to make a positive difference in the mastery of Microsoft Office skills in the basic computer skills course although computer-mediation did not make a positive difference in retention of that mastery at the beginning of the follow-on course.

Descriptors: Longitudinal Studies, Computer Software, Mastery Learning, Computer Literacy, Retention (Psychology), Student Surveys, Student Attitudes, Teaching Methods, Course Descriptions, Course Evaluation, Computer Assisted Instruction, Comparative Analysis, Likert Scales, Required Courses, Business Administration Education, Undergraduate Students, Statistical Analysis

Information Systems and Computing Academic Professionals. Box 488, Wrightsville Beach, NC 28480. e-mail: publisher[at]isedj.org; Web site: http://isedj.org





Autor: Carpenter, Donald A.; McGinnis, Denise; Slauson, Gayla Jo; Snyder, Johnny

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=435&id=EJ1145162



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