Computer Basic Course Research Articles

Teaching the CLIL technology to rising IT teachers

ABSTRACT The study is devoted to the definition of educational effects of introducing the Content and Language Integrated Learning (CLIL) technology in master's programs. A pedagogical model of teaching the CLIL methodology is described; the development of the “CLIL for IT teachers” course is based on it. An experiment that involved 62 graduate students was carried out. The following mobile applications were used in the development of the CLIL course for IT Teachers: FluentU: Language Learning App, Basic Computer Fundamental, Learn computer in 30 days, Computer Basic Course, Online courses from HowTech, Computer Dictionary English, Learn Word, Excel & PowerPoint. The effective synergy of the model's elements made it possible to simulate a high-quality learning environment that promoted targeted learning, social educational cooperation, and creative expression of students, while spontaneously forming an English-speaking communication competence adaptive to different business scenarios. During the participation in the educational experiment, students not only developed a personal educational product – Fundamentals of Informatics – but also significantly improved their English professional communication competence. The described experience can be of interest to educators who are in search of effective pedagogical technologies and digital tools that improve the quality of their professional activities.

960. Creation of an Infection Prevention and Control (IPAC) Elective for Infectious Disease (ID) Fellows

BackgroundID specialists often function as leaders of IPAC for healthcare systems, with variable training. Our graduates have noted feeling underprepared for this role despite completion of a computer-based training course on IPAC basics. We developed a 2-4 week IPAC elective (IPACe) rotation to address this gap to increase familiarity with key IPAC concepts, introduce learners to approaches to IPAC investigations, and develop understanding of common IPAC challenges and controversies. MethodsMethodology followed Kern’s 6-step approach. A reading list focusing on key areas in infection prevention was developed. Instructional methods included flipped classroom, learner led discussions, performing tracers, and integration with the IPAC team. Key hospital processes including High Level Disinfection (HLD) and Sterile Processing Department (SPD) were reviewed in detail with and observed by learners. In addition to an IPACe, periodic required IPAC essay questions on real-world investigations as they arose were delivered to the learners. Learner Assessment: Learners were assessed on elements of IPAC consistent with the ACGME 6 core competencies at the end of their rotation. Program Assessment: Anonymous narrative feedback was solicited post rotation completion and at semi-annual program evaluations. Additionally, learners were asked to rate the elective on a 5 point Likert scale (1 lowest, 5 highest) and specific feedback was solicited for improvement. Finally, feedback was solicited from graduates in IPAC roles.Results8 learners participated over from 2017-2021: 2 for 4 weeks, and 6 for 2 weeks. 4 of 8 surveys included a response to the questionnaire, all survey respondents (4/4) rated the elective 5: “rotation should be required of all trainees in the program.” Narrative assessments revealed the elective was highly valuable. Graduates reported feeling well-prepared after the IPACe for their roles as IPAC leaders. Highlights identified were: exposure to interdisciplinary teamwork, participation in tracers in identifying gaps, and using real-world IPAC challenges as cognitive frameworks for outbreak investigation.ConclusionAn IPACe was highly valued by fellow learners and narrative assessments identified key areas for further focus. Disclosures All Authors: No reported disclosures

Application and Practice of MOOC Teaching in Basic Computer Course in Colleges and Universities

MOOC teaching, as an important way to implement the basic computer course in Colleges and Universities, not only breaks through the limitations of traditional teaching mode, but also makes reasonable use of modern science and technology. Therefore, on the basis of understanding the characteristics of MOOC teaching and the current implementation status of basic computer courses, this article analyzes how to apply MOOC teaching concept in basic computer courses in Colleges and Universities.

The Construction of Classroom Culture of University Computer Basic Courses

The Construction of Classroom Culture of University Computer Basic Courses

Responsive student model in an intelligent tutoring system and its evaluation

In this paper, we introduce a new student responsive model to support students who use an Intelligent Tutoring System (ITS) as an E-Learning tool. We proposed a weighted-based model to estimate and suggest learning materials for students who are pursuing a computer-based course. We have built a brand new ITS called WinITS with our proposed responsive student model and deployed it in Hanoi National University of Education-Vietnam (HNUE) in the second semester of the school year 2019-2020 with a computer science course. To compare the effectiveness of applying ITS to the students, we compare test results and analyze some other aspects related to the course. On the other hand, we conducted a survey between two groups: with and without using WinITS. 63 students are volunteers who participated in the case study. Before learning, 43 students from Group 1 will take a short survey of the Felder-Silverman questionnaire to identify learning styles, after that, they go through all the lessons from the course under the support of WinITS, the lessons will be chosen to satisfy student’s need. On another side, 18 students from Group 2 will make the same test to compare the result to Group 1. In the range of research, we illustrate that our implementation shows some encouraging results such as reducing learning time, improving test score by 1.13 standard deviations, and making the lesson more interesting and flexible. The results have revealed some advantages of studying with computer-added compared to the traditional class in various ways and showed the effectiveness of the proposed model in Intelligent Tutoring Systems.

Enhancement of process modelling and simulation evaluation by deploying a test for assessment and feedback individualisation

This paper demonstrates a novel approach for a computer-based course assessment. A test is introduced in which computers are deployed. This significantly contributes to the enhancement of the marking consistency, individual performance distinction and feedbacks, and widen the questions range for computer-based modules. The proposed test method, for the first time, uses the simulation files marking for individualised evaluation purposes. The methodology has successfully been implemented in practice for three modules including Process Simulation (CE2105), Advanced Process Simulation (CE4023), and Process Computation (CE3021) at Aston University (UK) over three academic years, from 2016 to 2019. The effectiveness of the proposed approach has been evaluated using several factors, including final marks, consistency multiple academic years, and mark distribution. In contrast to the common teamwork assessments, individualised feedback became possible. While ASPEN has been used for CE4023 and CE2105 tests, MATLAB has been applied as the computation platform for CE3021 module. This reveals the applicability of different software in proposed methodology. The number of students in the cohorts studied was from 52 to 204, demonstrating the applicability of the method for various cohort sizes. Even though the methodology has been demonstrated based on the chemical engineering discipline modules, it allows digitalising the delivery and assessment of a wide range of simulation techniques in many disciplines.

Exploration and Practice Assessment of Basic Computer Courses Based on “Four Groups Reconstruction, Three Abilities Training and Two Levels Examination”

混合式教学；计算机基础课程；能力培养；模式改革

Study on the Teaching Mode Based on OBE-BOPPPS – Taking Computer Application Fundamentals as an Example

The implementation of flipped classroom can help students achieve the goal of deep learning, and the BOPPPS model which is rising in recent years provides a basic framework for the implementation of flipped classroom. Through the analysis of the concept of flipped classroom and the feasibility of constructing the flipped classroom teaching mode of computer application foundation, this paper summarizes the methods of constructing the flipped classroom teaching of Computer Application Fundamentals, hoping to provide reference for the flipped classroom teaching in higher vocational colleges. Teaching practice shows that the OBE-BOPPPS teaching mode is helpful to solve the problems in the teaching process, improve the teaching quality of university teachers, improve the learning effect of students, and promote the teaching reform of basic computer courses.

Reform and Practice of the Teaching Method of University Computer Basic Courses Guided by Ability Output

This paper analyzes the problems in current course teaching and the characteristics of students, discusses the reform and practice of the teaching method of computer basic course guided by ability output. First of all, the modularity of teaching tasks is used to subdivide the unit knowledge, and ability output index is quantified throughout the teaching process such as project setting, teaching practice and evaluation method, thus improving the overall teaching effect. In addition, this paper adopts the flipped classroom teaching model in combination with students’ cognition rules, which both complies with the rule of education and embodies the urgent need of university computer basic course teaching reform.

E-Readiness Of Teachers To Integrate Ict In Teaching And Learning Post Covid 19 Pandemic: Case of Eswatini

The current crisis in Eswatini brought by the Covid 19 pandemic calls for the education sector to move digital education from the peripheral role in leaning delivery to the center of the process of teaching and learning. Digital teaching and learning has become mainstream overnight. All schools were closed and the face-to-face teaching and learning approach was stopped indefinitely. This prompted new direction in research and innovations. The study was therefore conducted to take a snapshot on the E-readiness of Agriculture teachers to integrate ICT in their teaching post the Covid 19 pandemic. A survey research design employing the quantitative approach was conducted with all (N=284) agriculture teachers in Eswatini to (1) describe the E-readiness of Agriculture teachers to integrate ICT in their teaching and learning, (2) identify the support given to teachers towards ICT integration available in schools, and (3) to describe the teachers’ educational level and courses related to ICT integration in teaching. A valid and reliable instrument was designed with a Cronbach Alpha reliability coefficient of (r = .80) was used to collect data. Frequencies and percentages statistics were used to analyse data. Findings associated with teachers’ readiness to integrate ICT in their teaching were: (1) teachers had personal laptops and were using them to support teaching of agriculture, (2) teachers perceived themselves as digitally proficient in using ICT tools to facilitate teaching and learning, (3) teachers had free access to computers in schools, (4) more than half of the schools offering agriculture had internet connectivity, (5) ICT was offered as an examinable subject in the majority of schools, and that (5) teachers had taken basic computer course their pre-service teacher preparatory training. It is recommended that all teacher training institutions design and offer courses on instructional technology to equip all teachers in schools to use technology to enhance their teaching skills.

Lebanese pharmacists\u2019 confidence and self-perceptions of computer literacy: scale validation and correlates

BackgroundMost pharmacists agree that continuing education (CE) programs positively affect their practice and increase their knowledge, with computer-based courses being their preferred type of CE (60.6%). The route to using medical e-services and e-learning is not straightforward. High setup costs and time commitments to sustain quality are issues brought up in this respect. Therefore, the objectives of this study were to validate the general confidence with computer use (GCWCU) scale and assess computer literacy and its associated factors among Lebanese pharmacists.MethodsThis cross-sectional study was conducted, using a random sample of Lebanese pharmacists from all districts of Lebanon. The general confidence with computer use (GCWCU) scale was used to assess computer literacy.ResultsThis study enrolled 628 (83.73%) pharmacists. The GCWCU items converged over two factors (Cronbach’s alpha = 0.716). A higher GCWCU was associated with the ease of access to the Order of Pharmacists of Lebanon e-library (beta = 2.58), owning a tablet (beta = 2.80), being connected for 4 h daily (beta = 2.71), the ease of access to the learning management system (beta = 2.39), holding a PhD (beta = 4.28) or a PharmD (beta = 1.16), and working in hospitals (beta = 2.60).ConclusionThis study showed that the GCWCU is adequate to assess computer literacy in Lebanese pharmacists and identified factors affecting and/or associated with computer literacy. It presented insights into essential computer skills and abilities of Lebanese pharmacists and identified factors associated with their general confidence with computer use in their practice. These findings would help decision-makers and CE providers design learning materials for pharmacists to improve their computer literacy for better practice and patient care.

Conversation Technology With Micro-Learning: The Impact of Chatbot-Based Learning on Students’ Learning Motivation and Performance

This study investigated the impact of a chatbot-based micro-learning system on students’ learning motivation and performance. A quasi-experiment was conducted with 99 first-year students taking part in a basic computer course on number system conversion. The students were assigned to a traditional learning group or a chatbot-based micro-learning group. After the experiment, both groups achieved a comparable performance, suggesting that students are sufficiently competent to learn independently in the chatbot-based learning environment without the need for continuous face-to-face delivery. Moreover, students in the chatbot learning group attained significantly higher intrinsic motivation than the traditional learning group with perceived choice and perceived value as core predictors of intrinsic motivation. Further analysis with the Johnson-Neyman procedure revealed differences on interaction between the perceived choice and the learning environments. For students with a high initial perceived choice (>=5.1), chatbot-based learning further enhances their post choice motivation whereas for students with a low initial perceived choice (<=3.0), the traditional classroom is more suitable to enhance their post choice motivation. The implications of the findings can help instructors to incorporate chatbot-based learning in the classroom.

Application of Blended Learning Model to Computer Fundamentals Courses in an Online Environment

In the online environment, schools should keep up with the pace of development and strengthen the application of hybrid teaching mode, so as to strengthen the cultivation of students' comprehensive computer application ability and computer subject literacy, and improve students' learning efficiency. The author explores the actual situation of teaching basic computer courses at this stage and the requirements of applying hybrid teaching mode to carry out computer basic course teaching under the network environment, and puts forward an effective strategy for the application of hybrid teaching mode in computer basic course under the network environment, hoping to contribute to the improvement of the teaching quality and quality of computer basic course.

The Reform and Practice of Python Program Courses Combining OBE Concept and Empowerment Education

Python program course is an important basic computer course for non-computer major students. In this paper, according to the characteristics of the non-computer major students, the method of combining OBE concept and empowerment education is used to reform the Python program course. The reform mainly includes identifying the outcomes of this course, changing teaching content-driven into learning outcome-driven, classroom teaching and evaluation system reform. This paper mainly puts forward a kind of teaching mode based on output-oriented and improves course teaching effect.

Integration and Innovation of "Course Ideology and Politics" in Basic Computer Teaching

In such an era of Internet, computer technology and artificial intelligence, in which information technology is closely related to life, the cultivation of computer application ability has become an indispensable indicator in the talent cultivation strategy of colleges and universities. How to make better use of Ideological and Political Thoughts to teach basic computer courses in universities is of great significance to improve students' thinking ability and correct outlook on life and world outlook.

Reform and Practice of Computer Basic Course Based on Systematization of Work Process

In the context of the transformation and development of our school, with the background of the work process as the background, the content of the Computer Application Foundation course offered by all majors in the school is reconstructed and deconstructed, and the course learning is re-determined on the basis of job investigation. Situational and learning content, according to the demand-oriented, step-by-step design ideas, the teaching design of learning projects and sub-projects.

Research and Exploration on Ideological and Political Construction of University Computer Basic Course

All along, all kinds of courses mainly impart knowledge to students, and ideological and political education is mainly carried out through ideological and political theory courses. Starting from the connotation of "curriculum ideological and political education", this paper introduces the necessity of promoting the construction of "curriculum ideological and political education", and puts forward some ideas for the construction of the ideological and political education of computer basic courses in universities.

Research on Bilingual Teaching Practice of Computer Basic Course

This paper discusses how to enhance the ability of students to master the professional knowledge of basic computer courses and the second foreign language media knowledge through bilingual teaching, analyzes how to improve the students’ knowledge level and foreign language ability in the process of bilingual teaching of basic computer courses, and balances the relationship between the teaching of professional knowledge and the improvement of foreign language level. The teaching practice shows that the bilingual teaching method can improve students’ academic performance to a certain extent.

Discussion on the Application of Virtual Experiment Teaching System in the Basic Computer Courses in Police Colleges and Universities

The development goal of police colleges and universities is to cultivate well-educated practical talents. By analyzing the commonness of the basic computer courses in police colleges and universities currently, this paper reveals the stress needing to be strengthened in the process of experimental teaching, and makes a thorough inquiry of the teaching mode using virtual experimental teaching system to improve students' practical ability, thus providing more references for teaching.

Discussion on the Application of Virtual Experiment Teaching System in the Basic Computer Courses in Police Colleges and Universities

Discussion on the Application of Virtual Experiment Teaching System in the Basic Computer Courses in Police Colleges and Universities