OVERVIEW
Many non-traditional adult students are technologically incompetent. Although they are in college, "they cannot use a computer. They cannot send an email, and they have never received an email" (National Center for Educational Statistics, 2007). According to Urasaki (2009), “Research shows there are still students entering college without computer skills.This is particularly true at the community college level.” These non-traditional students represent a large segment of the student body. According to Zafft (2008), “Over 70% of current undergraduates are considered non-traditional students."
Lott and O’Dell (2014) stated, “Non-traditional students have decided to engage in post-secondary education on a community college campus.The problem that exists at Community College of Philadelphia is that non-traditional students do not have basic skills and must take remedial courses to acquire basic skills which are needed to pass the College's placement test. These students also need basic technology training as well.
TECHNOLOGICAL INCOMPETENCE
EVIDENCE OF EDUCATIONAL PROBLEM
Non-traditional adult students do not have basic reading and writing skills, and they are technologically incompetent. The National Center for Educational Statistics (2007), reported,"There are adults who have never surfed the Internet, have never used a computer, and have never sent or received an e-mail." This technological incompetence is evident at Community College of Philadelphia.
TEACHING AND LEARNING PROBLEM
Many non-traditional students who attend the College are enrolled in Adult Basic Education (ABE) classes. The ABE program is well-endorsed by "The Mayor's Commission on Literacy" which is located in Philadelphia. The Mayor's Commission on Literacy. Retrieved from http://philaliteracy.org/about_us/
Community College of Philadelphia and “The Mayor’s Commission on Literacy work to equip all adults in Philadelphia with the education they need for work, family, and civic engagement since 1983.The Commission is charged to work on behalf of over 80 literacy and workforce development programs to help the estimated 550,000 adults in the city of Philadelphia who are functioning below basic adult education levels to qualify for family-sustaining jobs and post-secondary training and education." The Mayor's Commission on Literacy. Retrieved from http://philaliteracy.org/about_us/
Community College staff is committed to helping these students. I became aware of this problem when non-traditional adult students had difficulty navigating through the online admissions application and subsequent process of scheduling an online placement test. When I informed the students that they could e-mail the Office of Admissions for information or an update on the status of their application, students informed me that they have no knowledge of how to use e-mail.
Community College of Philadelphia. Adult Basic Education Program (ABE). Retrieved from http://ccp.edu/academic-offerings/adult-basic-educationic Education (ABE) program.
Many non-traditional adult students are technologically incompetent. Although they are in college, "they cannot use a computer. They cannot send an email, and they have never received an email" (National Center for Educational Statistics, 2007). According to Urasaki (2009), “Research shows there are still students entering college without computer skills.This is particularly true at the community college level.” These non-traditional students represent a large segment of the student body. According to Zafft (2008), “Over 70% of current undergraduates are considered non-traditional students."
Lott and O’Dell (2014) stated, “Non-traditional students have decided to engage in post-secondary education on a community college campus.The problem that exists at Community College of Philadelphia is that non-traditional students do not have basic skills and must take remedial courses to acquire basic skills which are needed to pass the College's placement test. These students also need basic technology training as well.
TECHNOLOGICAL INCOMPETENCE
- Students have never sent or received e-mail
EVIDENCE OF EDUCATIONAL PROBLEM
Non-traditional adult students do not have basic reading and writing skills, and they are technologically incompetent. The National Center for Educational Statistics (2007), reported,"There are adults who have never surfed the Internet, have never used a computer, and have never sent or received an e-mail." This technological incompetence is evident at Community College of Philadelphia.
TEACHING AND LEARNING PROBLEM
Many non-traditional students who attend the College are enrolled in Adult Basic Education (ABE) classes. The ABE program is well-endorsed by "The Mayor's Commission on Literacy" which is located in Philadelphia. The Mayor's Commission on Literacy. Retrieved from http://philaliteracy.org/about_us/
Community College of Philadelphia and “The Mayor’s Commission on Literacy work to equip all adults in Philadelphia with the education they need for work, family, and civic engagement since 1983.The Commission is charged to work on behalf of over 80 literacy and workforce development programs to help the estimated 550,000 adults in the city of Philadelphia who are functioning below basic adult education levels to qualify for family-sustaining jobs and post-secondary training and education." The Mayor's Commission on Literacy. Retrieved from http://philaliteracy.org/about_us/
Community College staff is committed to helping these students. I became aware of this problem when non-traditional adult students had difficulty navigating through the online admissions application and subsequent process of scheduling an online placement test. When I informed the students that they could e-mail the Office of Admissions for information or an update on the status of their application, students informed me that they have no knowledge of how to use e-mail.
Community College of Philadelphia. Adult Basic Education Program (ABE). Retrieved from http://ccp.edu/academic-offerings/adult-basic-educationic Education (ABE) program.
ANALYSIS OF DATA
According to the National Center for Educational Statistics (2007), “There are 222,774,34 adults who are technologically incompetent. This total includes 39,450,667 adults who have never sent or received an e-mail, 28,734,654 who have never surfed the Internet, and 154,589,026 who have never talked in Internet chat groups."
Statistics were also compiled on “Three Types of Literacy:Prose, Document Literacy, and Quantitative Literacy” each of which are explained in the illustration shown above.
National Center for Education Statistics (2007). Three Types of Literacy Chart. Retrieved from http://nces.ed.gov/naal/literacytypes.asp
According to the National Center for Educational Statistics (2007), “There are 222,774,34 adults who are technologically incompetent. This total includes 39,450,667 adults who have never sent or received an e-mail, 28,734,654 who have never surfed the Internet, and 154,589,026 who have never talked in Internet chat groups."
Statistics were also compiled on “Three Types of Literacy:Prose, Document Literacy, and Quantitative Literacy” each of which are explained in the illustration shown above.
National Center for Education Statistics (2007). Three Types of Literacy Chart. Retrieved from http://nces.ed.gov/naal/literacytypes.asp
DESCRIPTION OF THE SCHOOL
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Dr. Donald Generals Takes the Helm. (2014). Retrieved from http://ccp.edu/about-us/news/featured-news-article/dr-donald-generals-takes-helm
“The College was created on April 28, 1964, by legislation in Harrisburg and Philadelphia, following a decade of studies and surveys. More than 685,000 students have passed through the College’s classrooms since the College opened its doors to its first class of 1,941 students.”
Community College of Philadelphia. College Catalog2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
MISSION STATEMENT
“Community College of Philadelphia is an open admission, associate’s degree-granting institution that provides access to higher education for all who may benefit. Programs of study in the liberal arts and sciences, career technologies and basic academic skills provide a coherent foundation for college transfer, employment and lifelong learning. The College serves Philadelphia by preparing students to be informed and concerned citizens, to be active participants in the cultural life of the city, and to be able to meet the changing needs of business, industry and the professions. To help address broad economic, cultural and political concerns in the city and beyond, the College draws together students from a wide range of ages and backgrounds, and seeks to provide the programs and support they need to achieve their goals.”
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
VISION STATEMENT
“To serve Philadelphia as a premier learning institution where student success exemplifies the strength of a diverse, urban community college."
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
DEGREE AND CERTIFICATE PROGRAMS
"The College offers “more than 70 associate degrees, academic and proficiency certificate programs.” Students have the flexibility of synchronous and/or asynchronous learning options.
All certificates and degrees are aligned with the College’s General Education Requirements shown below:
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
ENROLLMENT STATISTICS
Enrollment statistics shown in the table below reflect that enrollment during the 2013-14 academic year revealed that thousands of students committed to taking courses at the College. Whether students are enrolled in credit, non-credit, part-time of full-time classes, they have the option of attending main campus or three other campuses which are conveniently located throughout the city.
STUDENT ENROLLMENT STATISTICS: 2013-14 ACADEMIC YEAR
34,337: taking credit and noncredit courses
15,050: full-time equivalent students
28,096: students enrolled in credit classes
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
EDUCATIONAL SUPPORT SERVICES
Workshops and tutoring will provide academic intervention to students as they are designed to help students acquire Technology Competency. It is hopeful that after engaging in workshops and tutoring, students will earn a passing grade in the mandatory Computer and Information Systems (CIS 103) course. Earning a passing in this course will enable students to satisfy the Technology Competency standard.
LEARNING ENVIRONMENT
“The Student Academic Computer Center (SACC) offers students free access to computer workstations to assist them as they conduct research or complete other academic work for their classes.The computers in each SACC are equipped with diverse hardware and software applications. An assortment of which is shown below: Students must have a valid College ID and be currently enrolled to gain entry into SACC to use the computers.”
Community College of Philadelphia.Catalog 2014-2015. Retrieved http://ccp.edu/student-support/student-academic-computer-center
The Student Academic Computer Center opened in 2012. Since that time, the Center has serviced over 12,000 plus students in 2013 and also in 2014 as shown in the illustration above.
The Learning Environment in the Center is conducive to academic productivity. Students have access to excellent computer resources. They are also privileged to have attentive and helpful Instructional Aides and tutors to help with assignments.
LEARNING ENVIRONMENT USERS
At Community College of Philadelphia, the Student Academic Computer Center (SACC) staff provides technology instruction to adult students who are technologically incompetent. The non-traditional students who visited the computer center sought help with completing online homework assignments, sending and receiving e-mail.
COLLECTING AND COMPILING STUDENT USAGE DATA
Upon request, the Information Technology Department provides a statistical report of the total number of users during any requested time frame.
Data is captured when students swipe their official college I.D. card immediately upon entering the computer center. The card swipe technology tracks the number of all student visits that occur at a particular site location. The data from each individual center is used to compile statistical reports. Shown below is the actual totals of the student users for the 2013-2014 academic year.
STUDENT ACADEMIC COMPUTER CENTER: STUDENT USAGE DATA
Below show is statistical data illustrating the number of students who have visit the Computer Center.
“The College was created on April 28, 1964, by legislation in Harrisburg and Philadelphia, following a decade of studies and surveys. More than 685,000 students have passed through the College’s classrooms since the College opened its doors to its first class of 1,941 students.”
Community College of Philadelphia. College Catalog2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
MISSION STATEMENT
“Community College of Philadelphia is an open admission, associate’s degree-granting institution that provides access to higher education for all who may benefit. Programs of study in the liberal arts and sciences, career technologies and basic academic skills provide a coherent foundation for college transfer, employment and lifelong learning. The College serves Philadelphia by preparing students to be informed and concerned citizens, to be active participants in the cultural life of the city, and to be able to meet the changing needs of business, industry and the professions. To help address broad economic, cultural and political concerns in the city and beyond, the College draws together students from a wide range of ages and backgrounds, and seeks to provide the programs and support they need to achieve their goals.”
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
VISION STATEMENT
“To serve Philadelphia as a premier learning institution where student success exemplifies the strength of a diverse, urban community college."
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
DEGREE AND CERTIFICATE PROGRAMS
"The College offers “more than 70 associate degrees, academic and proficiency certificate programs.” Students have the flexibility of synchronous and/or asynchronous learning options.
All certificates and degrees are aligned with the College’s General Education Requirements shown below:
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
ENROLLMENT STATISTICS
Enrollment statistics shown in the table below reflect that enrollment during the 2013-14 academic year revealed that thousands of students committed to taking courses at the College. Whether students are enrolled in credit, non-credit, part-time of full-time classes, they have the option of attending main campus or three other campuses which are conveniently located throughout the city.
STUDENT ENROLLMENT STATISTICS: 2013-14 ACADEMIC YEAR
34,337: taking credit and noncredit courses
15,050: full-time equivalent students
28,096: students enrolled in credit classes
Community College of Philadelphia. College Catalog 2014-2015. Retrieved from http://ccp.edu/college-catalog/college-information#D12
EDUCATIONAL SUPPORT SERVICES
Workshops and tutoring will provide academic intervention to students as they are designed to help students acquire Technology Competency. It is hopeful that after engaging in workshops and tutoring, students will earn a passing grade in the mandatory Computer and Information Systems (CIS 103) course. Earning a passing in this course will enable students to satisfy the Technology Competency standard.
LEARNING ENVIRONMENT
“The Student Academic Computer Center (SACC) offers students free access to computer workstations to assist them as they conduct research or complete other academic work for their classes.The computers in each SACC are equipped with diverse hardware and software applications. An assortment of which is shown below: Students must have a valid College ID and be currently enrolled to gain entry into SACC to use the computers.”
Community College of Philadelphia.Catalog 2014-2015. Retrieved http://ccp.edu/student-support/student-academic-computer-center
The Student Academic Computer Center opened in 2012. Since that time, the Center has serviced over 12,000 plus students in 2013 and also in 2014 as shown in the illustration above.
The Learning Environment in the Center is conducive to academic productivity. Students have access to excellent computer resources. They are also privileged to have attentive and helpful Instructional Aides and tutors to help with assignments.
LEARNING ENVIRONMENT USERS
At Community College of Philadelphia, the Student Academic Computer Center (SACC) staff provides technology instruction to adult students who are technologically incompetent. The non-traditional students who visited the computer center sought help with completing online homework assignments, sending and receiving e-mail.
COLLECTING AND COMPILING STUDENT USAGE DATA
Upon request, the Information Technology Department provides a statistical report of the total number of users during any requested time frame.
Data is captured when students swipe their official college I.D. card immediately upon entering the computer center. The card swipe technology tracks the number of all student visits that occur at a particular site location. The data from each individual center is used to compile statistical reports. Shown below is the actual totals of the student users for the 2013-2014 academic year.
STUDENT ACADEMIC COMPUTER CENTER: STUDENT USAGE DATA
Below show is statistical data illustrating the number of students who have visit the Computer Center.
STUDENT VISIT: SERVICES FORM:
Students services that are rendered are documented using the form shown below. DROP IN TECHNOLOGY ASSISTANCE/TUTOR FORM DATE____________ LAB CODE ____________________ __________________TUTOR STUDENT I.D.#__________________ SUBJECT_________ COURSE_________ TIME IN ___________ TIME OUT________ AVAILABLE HARDWARE AND SOFTWARE FOR STUDENTS |
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PERMISSION GRANTED: From: Michelle Myers Wed 1/28/2015 10:20 AM To: Aretia Duncan Hi Aretia, Yes, you have my permission to conduct this research in the SACC labs. Best, Michelle Michelle Myers, Ph.D. Associate Professor Chair, Learning Labs and Student Academic Computer Center Department Community College of Philadelphia 1700 Spring Garden Street Philadelphia, PA 215-751-8484 [email protected] STUDENT ACADEMIC COMPUTER CENTER: SAMPLE HARDWARE AND SOFTWARE |
LITERATURE REVIEW RESEARCH BASED EVIDENCE OF LEARNING PROBLEM Zeszzotarski (2000) asked and answered the question, “Are there still college students in this day and age who do not know how to use computers? The answer is Yes.” The National Center on Educational Statistics (2007) reported that “Two-hundred twenty-two million, seven hundred and seventy-four thousand, three hundred and forty-seven people are technologically incompetent.” Coffee (2006) concluded that, “Computer illiteracy is costly (p.15). Miller and Heaggans (2012) stated that, “Computer technology is defined as information technology which is the capability of electronic input, process, store, output, transmit and receive data and information including text, graphics, sound and video, as well as the ability to control machines of all kinds.” According to the American Library Association (2000), "Technology skills enable an individual to use computers, software applications, databases, and other technologies to achieve a wide variety of academic, work-related and personal goals." However, there are many non-traditional adult students who “have never used a computer, sent an e-mail or text message, or never used the Internet” National Center on Educational Statistics (2007). Conley (2007) stated, “Successful academic achievement in college includes knowledge of academic content (usually obtained through reading), writing skills, study skills, cognitive strategies such as critical thinking, and contextual skills including knowledge of college policies and expectations. As well, “technology skills are also needed to be successful in college.” According to Urasaki (2009), “Research shows there are still students entering college without computer skills.This is particularly true at the community college level.” These non-traditional students represent a large segment of the student body. According to Zafft (2008), “Over 70% of current undergraduates are considered non-traditional. Lott and O’Dell (2014) stated, “Non-traditional students have decided to engage in post-secondary education on a community college campus.”Mel-Yan (2002) stated, “Non-traditional students have unique learning needs that must be addressed.” When non-traditional students are admitted to Community College, they are required to use technology. It is standard practice to engage in e-mail communication with professors; use e-mail to engage in group collaboration, and submit assignments using e-mail. These students have not acquired technology skills. Hence, non-traditional adults admitted to Community College are not ready for college. Conley (2007) commented. “College readiness has been defined primarily in terms of traditional high school students who have taken high school courses for which they have received grades along with scores on national tests as its primary metrics ”(p. 5) College readiness is no longer linked to high school students. According to Zafft (2008), “College readiness is now linked to non-traditional students, i.e. older students, parents, students who work full-time, students who are financially independent and/or students who come to college without a traditional high school diploma” (as cited in U.S. Department of Education, National Center of Educational Statistics, 2002). TECHNOLOGY BASED SOLUTIONS
The Literature Review supports the following technology-based solutions to address technology incompetence. These solutions represent confirmed learning strategies for non-traditional, students in a community college environment, who lack proficiency in e-mail and Internet technology. INTRODUCTION “The explosion of technology and the abundance of accessible computers in every phase of a person’s life have made it a necessity for everyone to be computer literate (Higdon, 1995; Reid, 1997; Wolfe, 1992). As such, teachers must utilize effective strategies to teach non-traditional adults technological literacy. Miller and Pope (2003) reported that, “Significant segments of a community college’s student population are non-traditional, first generation, minority and socioeconomically disadvantaged students.Thus community colleges face the particular challenge that many of their incoming students do not have the computer skills that is expected in college” (p.3). “Students entering college lacking basic computer skills may find their unpreparedness as a barrier to their education” (p. 3). Sax, Ceja and Teranishi (as cited in Kaminski et al., 2003) affirmed that the failure to address computer skill deficiencies could compromise a student’s ability to succeed to the fullest extent in college.” Miller and Pope (2003) reported that, “Significant segments of a community college’s student population are non-traditional, first generation, minority and socioeconomically disadvantaged students.Thus community colleges face the particular challenge that many of their incoming students do not have the computer skills that is expected in college” (p.3). “Students entering college lacking basic computer skills may find their unpreparedness as a barrier to their education” (p. 3). Sax, Ceja and Teranishi (as cited in Kaminski et al., 2003) affirmed that the failure to address computer skill deficiencies could compromise a student’s ability to succeed to the fullest extent in college.” "Post-secondary classes include a range of students across developmental levels. Especially in introductory courses, instructors may find students of both traditional and non-traditional ages demonstrating learning characteristics described in adult learning models. Fellenz and Conti (1989) stated that, “Learners have individual differences in how they conduct learning activities. Those differences have been referred to as learning styles and learning strategies” (p.8). Given that a large percentage of students are non-traditional students, the literature supports the following learning strategies to help students learn how to use email technology: 1) Out of Class Communication, 2) Work Toward Technological Competency Goals, 3) EMAIL: OUT OF CLASS COMMUNICATION (OCC) Positive Impact on Student Learning According to Pogue and Ahyun (2006), “Findings show that Out of Class Communication (OCC) has a positive and direct impact on student learning” (p.6) In recent years, e-mail has played an increasingly important role in fostering and maintaining out-of-classroom communication between students and instructors” (Lloyd, Dean, & Cooper, 2007; Shang, 2005; Stephens et al, 2009; Waldeck et al., 2001). Since the National Center for Educational Statistics (2007) reported that many “Adult students have never sent or received e-mails,” the OCC learning strategy is a suitable strategy to perpetuate e-mail knowledge and skills. Another benefit of OCC is the link to student diversity. Enhances Student Motivation and Attitudes OCC is also linked to "contributing to a positive class climate" Legg & Wilson, p. 205). According to Legg and Wilson 2009, "Any form of communication between professor and student (face-to-face, phone call, or email) outside of the class time as an out-of-class communication, is clearly related to higher student motivation. (p. 206). Use Email as Contact Zone for Teacher-Student Relationships OCC "provides students with the opportunity to develop critical literacy skills in a technological environment and to become familiar and comfortable with a college setting" (Doherty & Mayer, 2003). As well, students will learn how to use email to contact the teacher, reply to messages, send attachments to teacher and other students, This type of learning environment "was repeatedly found to contribute to relationships facilitated by email dialogue and productivity" (p.593). Adults can feel comfortable with conveying to instructor difficulties with course content or subject matter using email. GOAL ORIENTATION According to Dowson and McInerney (2001), “Goal orientation is conceptualized as different ways an individual may adopt in pursuing goals and competence in achievement situations. It is a motivational orientation which can influence learning behavior over time” (p.157). Students will need to learn how to use the computer to work toward technology competency goals. COMPUTER LITERACY WORKSHOPS: WORK TOWARD TECHNOLOGY COMPENTENCY GOALS Ong (2014) stated, “In order to achieve the Core Competency Standards set by higher education institutions and universities, we must first understand how adult students perceive the acquisition of new knowledge and their learning strategies” (p.157). Adults should be encouraged to work toward goals. “Goal orientation plays an important role in directing the students towards lifelong learning” (p.157). “Mastery goal orientation refers to individuals who are intrinsically motivated and seek to develop their skills and competence through mastering technology tasks” (p.157). Student will receive one-on-one tutoring on how to use the computer. Students can work at his or her own pace. FORMULATING LEARNING GOALS Knowles (1975) stated, "Individuals take the initiative, with or without the help of others, in diagnosing their learning needs, formulating learning goals, identifying human and material resources for learning, choosing and implementing appropriate learning strategies, and evaluating learning outcomes" (p.18). Knowles (1998) also stated, "Self-directed learning is personal autonomy or "taking control of the goals and purposes of learning and assuming ownership of learning" (p.135). WEB 2.0 WORKSHOPS: USING EMAILS TO COMMUNICATE WITH INSTRUCTORS Stone et al (2006) stated, many adult “First year students are neither technologically fluent nor information literate.” Urasaki stated, “incoming students are expected to have basic level computer proficiency. According to the college, this includes being able to use a computer and the Web to register for classes, and being able to log on to the school’s integrated student information system to check e-mail.” Non-traditional adult college students are expected to formulate learning goals. At Community College of Philadelphia, non-traditional students are working toward achieving technological competency goals which encompass current and future goals. As students use computer technology and attend email workshops and computer training, they are working towards the technological competence goals shown below: Students will use available resources in the Student Academic Computer Center (SACC). TECHNOLOGICAL COMPETENCY GOALS: COMPUTER TUTORIAL SESSIONS “Technological Competency is defined by six goals approved by the Community College of Philadelphia’s governance structure and effective Fall 2010:
PROJECT BASED LEARNING (PBL) THROUGH COMPUTER SKILLS WORKSHOPS To assist technologically incompetent incoming students, the University of Hawaii Community College hosted “basic computer skills workshops. Problem-Based Learning Through Activity, (PBLTA) is designed to improve student’s engagement in learning, and is currently being used in such disciplines as computer studies and engineering (Booth & White, 2008). The focus on activity is designed to delineate forms and types of activities that enable teams of students to engage more effectively with what is to be learned and to enable the needs of those from diverse backgrounds to adapt to higher education.” Students will learn to communicate using email. PROJECT BASED LEARNING (PBL) THROUGH CLASS DISCUSSIONS AND FEEDBACK Davis (2013) stated, "Because of the range of levels that may be represented in classes, it is of particular importance for post-secondary instructors to be aware of areas of theoretical convergence in developmental learning, and learning strategies that can be used across the developmental levels to encourage student growth and comprehension of classroom material. One specific but frequently under-used strategy that has benefits is strategic classroom discussion.When students are able to collaboratively talk about classroom topics with their peers, they engage in activities that are more reflective of "real world" problem-solving events fulfilling adult learners' need to find relevance in collaborative group discussions." Peer feedback engages students both academically and socially in PBL discussions. Eventually, students will continue discussions through email. PROJECT BASED LEARNING (PBL) THROUGH WEB 2.0: A LEARNING MANAGEMENT SYSTEM |
CENGAGE LEARNING MANAGEMENT SYSTEM
Cheon et al. (2010) stated, “The functionality of Web 2.0 applications include commenting, conferencing, editing, sharing, and tagging. Students and teachers have the opportunity to communicate and collaborate at any time. Web 2.0 technology is different from traditional software, in that it provides diverse Web-based applications, such as media production, graphic tools, and online office tools, at little cost” (p. 53).
“Utilizing Web 2.0 technology and having appropriate skills to integrate this technology will allow adult students to succeed in any environment” (Pritchett, Pritchett, & Wohleb, 2013). Community College of Philadelphia utilizes Cengage Learning Management System to provide adults with the opportunity to acquire 21st Century office skills as they collaborate with peers in a Project Based Learning simulated office environment. This learning experience will require that students send emails to each other.
Through Cengage Learning Management system, technologically incompetent students are provided with step-by-step instructions on how to complete assignments, communicate with the professor using e-mail, and how to complete the self-assessment examinations at the end of each section. Below shown is a video of Cengage Learning Management Systems which will provide details about this interactive learning system.
Cheon et al. (2010) stated, “The functionality of Web 2.0 applications include commenting, conferencing, editing, sharing, and tagging. Students and teachers have the opportunity to communicate and collaborate at any time. Web 2.0 technology is different from traditional software, in that it provides diverse Web-based applications, such as media production, graphic tools, and online office tools, at little cost” (p. 53).
“Utilizing Web 2.0 technology and having appropriate skills to integrate this technology will allow adult students to succeed in any environment” (Pritchett, Pritchett, & Wohleb, 2013). Community College of Philadelphia utilizes Cengage Learning Management System to provide adults with the opportunity to acquire 21st Century office skills as they collaborate with peers in a Project Based Learning simulated office environment. This learning experience will require that students send emails to each other.
Through Cengage Learning Management system, technologically incompetent students are provided with step-by-step instructions on how to complete assignments, communicate with the professor using e-mail, and how to complete the self-assessment examinations at the end of each section. Below shown is a video of Cengage Learning Management Systems which will provide details about this interactive learning system.
RELATIVE ADVANTAGE According to Robyler & Doering (2013), "technology-based strategies offer many unique benefits to teachers." Students will be receive hands-on computer training; observe video tutorials to see the step-by-step process in the email cycle. Students can observe the video tutorials at home or in school at any time. Students will also engage in a simulated office skills Learning Management System. This will be most helpful for the technologically incompetent individuals, as collaborative group work will help them to observe computer techniques, and they can receive peer feedback about computer projects. This will also foster and reinforce using emails to communicate with group members and instructor when class is not in session. Since many students do not have basic reading, writing or technology skills, it will be a challenging process to engage them. However, all of the students in the class are not developmental students. As such, It would be suitable to begin each class session with a discussion. According to the literature, classroom discussions, are engaging to students both academically and socially. Students learn from each other during Problem Based Learning (PBL) activities through discussion. This is a good strategy to enable all of the classmates to get to know each other without making the technologically incompetent adults feel uncomfortable about being in a post-secondary classroom environment with diverse students. Students will also learn to use computers with their peers.This is a good way to establish peer-to-peer relationships. This collaborative learning experience will also ensure that each student has technology support during the Problem Based Learning (PBL) Computer Skills Workshop..The class will be organized in groups of four. Students will attend computer workshops together. Each of the groups will have one member who is computer literate.That person will help other group members who do not know how to use technology. Group members will establish academic and professional learning goals for the group which are aligned with Community College's Technology Competence Goals.This will further motivate the group as they work toward accomplishing group-related goals involving technological competence. Working toward goals will enable all group members When students are able to collaboratively talk about classroom topics with their peers, they engage in activities that are more reflective of "real world" problem-solving events fulfilling adult learners' need to find relevance in collaborative group discussions." Peer feedback engages students both academically and social in PBL discussions. When students are able to collaboratively talk about classroom topics with their peers, they engage in activities that are more reflective of "real world" problem-solving events fulfilling adult learners' need to find relevance in collaborative group discussions." to focus on technology expectations. Students will be required to email group members daily. This will assist technologically incompetent individuals as they learn how to navigate through the email cycle by practice. When students are able to collaboratively talk about classroom topics with their peers, they engage in activities that are more reflective of "real world" problem-solving events fulfilling adult learners' need to find relevance in collaborative group discussions." When students are able to collaboratively talk about classroom topics with their peers, they engage in activities that are more reflective of "real world" problem-solving events fulfilling adult learners' need to find relevance in collaborative group discussions REFERENCES American Library Association (ALA). Information Literacy Standards. Retrieved February 2014 from http:// www.ala.org/acrl/standards/informationliteracycompetency#ildef Baskette, K. G., & Fantz, T. D. (2013). Technological literacy for all: A course designed to raise the technological literacy of college students. Journal of Technology Education, 25(1), 2-19. Booth, G, & White, P. (2008). Innovative curriculum development within the motorsportB eng course at coventry university. Proceedings of engineering education 2008. International Conference on Innovation Good Practice and Research in Engineering Education, Loughborough University, UK. Retrieved from EBSCO Host database. Buerk, J. P., Malmstrom, T., & Peppers, E. 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