Improving Undergraduate Computer Instruction: Experiments and Strategies
Abstract
Today, undergraduate students enter college with increasingly more sophisticated computer skills compared to their counterparts of 20 years ago. However, many instructors are still using traditional instructional modes and methods to teach this new generation of student. This research study discusses a number of instructional strategies that were employed to teach a college-level introductory computer literacy class. The strategies included a hands-on computer skills assessment, the introduction of a flexible attendance policy, elimination of the required textbook, and the use of learning teams. We explored alternative teaching methodologies in an effort to close the gap between classroom practice and real-world application while improving student satisfaction and learning outcomes.
