In an in-depth study of Internet and classroom students’ test grades and assignment grades spanning three semesters, it was found that there is a significant difference in achievement and performance for these two types of course delivery. Although there were not significant differences in the final grades for two of the three levels of computer information systems students in CMS 1010, CMS 2010, and CMS 3270 at Metropolitan State College of Denver, there were significant differences between classroom students and Internet students when the authors examined performance—as measured by eight homework assignments and achievement—as measured by test scores. Reinforcing what many studies have found, the distribution of final grades among eighteen classes (nine Internet delivered and nine classroom delivered) did not differ significantly, but how those grades were earned did differ for two of the three sets. Internet students did better on the exams, with significant differences at all three levels. When performance was compared, there was a significant difference for the junior set of data. Classroom students performed better on the hands-on homework assignments for this level. The upper level course student averages differed significantly in both achievement and performance measures. The three courses examined all had the same instructor for Internet and classroom sections; all had exactly the same tests and assignments for their particular course; all three courses had a hands-on skills component. The authors caution against generalizing about all Internet-delivered courses from the results of this study. It appears that there are significant differences in online learning experiences when one delves more deeply into how mastery of material is obtained. The sample size of 302 students provided a rich data set which showed variances according to gender, class level, past experience with Internet delivered courses, and even age. T tests were performed on three sets of matched pairs of students. The authors believe the findings support the theory that Internet delivered distance education courses require different design. More importantly, however, this research demonstrates that Web courses are working. As more research is done on achievement and performance in Internet-delivered classes, and as our instructional design for Web courses is refined, we will find the best way to design these distance education course
Web Based Training (WBT) courses are being used more and more to reach end users whose computer literacy skills need updating before using a software application or performing jobrelated tasks. These Internet or intranet computer based training modules can provide just-in-time (JIT) training that is individualized for each user, is highly interactive, and is available any time any place (ATAP.)This paper tracks the implementation of an MSCD Basic Computer Skills WBT from its initial development, through usability testing on typical end users, to its deployment on a college intranet.The usability testing phase for the MSCD Basic Computer Skills WBT was two-phased. A multimedia usability survey was given first to a group of "bridge" students--eighteen year-old high school graduates in a transition program before college. When its feedback did not yield enough information to guide in the final implementation of the WBT, the following semester an effectiveness survey was administered to forty-one of the regular CMS 1010 Introduction to Computers students. The results described are guiding the final installation of the WBT on the college network.
Voice mail and electronic mail are the most prevalent types of computer mediated communication today. Both technologies are relatively new to many end users, yet one would suspect users to quickly form a preference for one form of electronic communication or the other This paper details the findings of a research prqject involving 33 1 faculty, staff, and administrators at Metropolitan State College of Denver. Electronic mail was the preferred method of CMC in this study, which was heavily represented by faculty (43.2%.) User preference was shown to be related to level of computer literacy, and also related to age, sex, length of tenure, and employment position. Faculty and administrators preferred email, while staff were more evenly split between email and vmail. The findings of a pilot study done in industry showed voice mail preference, suggesting occupation is also related to preference. Final results of a log linear analysis showed that the odds of preferring email are greater with higher levels of computer literacy. More noteworthy, however, is the finding that perhaps users truly do not have a "favorite" mode of CMC. Fifty-five per cent of the subjects in this study did not indicate a preference for either email or vmail; they saw the two technologies as being used for different purposes.
Office automation is now an accepted reality.As with other aspects of computer augmentation,
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