Volume 4

10 pages 803 K bytes

Redesign of Introduction to Computers Course Patrick D. Mackin Black Hills State University Spearfish, SD 57799, USA Jean L. Johnson Black Hills State University Spearfish, SD 57799, USA Sharon Paranto Northern State University Aberdeen, SD 57401, USA

Abstract: This paper describes the development of a "flexibly-structured" paradigm for teaching an Introduction to Computers course. In the new teaching methodology, students use a self-paced approach, with pre-assigned dates for lectures and for assignment and exam deadlines. By utilizing online testing, undergraduate lab assistants and tutorial style texts, the course has been redesigned in such a way that motivated students are able to complete the course early, which leaves more time to assist those students who are struggling. Feedback so far has indicated increased student satisfaction, while at the same time saving money due to reduced faculty loads. This flexibly-structured paradigm better addresses the problem that most faculty are encountering - students entering computer courses with a wider range of computer skills from the true beginner who has no experience using a computer to those students who have developed skills beyond an introductory course level. The paper discusses the reasons why the course re-design was completed, how the new design works, results of the first year of implementation, and suggestions for course improvement.

Keywords: introduction to computers, computer literacy, course design, curriculum, self-paced, tutorial, SAM XP, WebCT

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Recommended Citation: Mackin, Johnson, and Paranto (2006). Redesign of Introduction to Computers Course. Information Systems Education Journal, 4 (8). http://isedj.org/4/8/. ISSN: 1545-679X. (A preliminary version appears in The Proceedings of ISECON 2004: §3432. ISSN: 1542-7382.)