Computer Applications Course Research Articles

Computer applications

A paperless computer applications course, which is driven by an online syllabus is described. Students demo their work on the computer rather than hand in paper assignments. Several advanced topics are included to challenge the students and downloads are provided to minimize the amount of student busywork. The use of weekly lecture and assignment downloads allow instructors to teach sections with twenty-five students with no graduate student or clerical support.

Skills required for participating in CMC courses: An empirical study

The development of new communication technologies and their applications has opened a broad spectrum of options to promote learning, of which a significant one is CMC – Computer-Mediated Communication. Yet, students use this medium to a relatively small extent. Our premise is that the use of these technologies depends on the level of skills and expertise of the individuals using them. The purpose of this study is to determine whether taking a Computer Literacy and Applications course (CLA) before taking CMC courses has an impact on students' participation in CMC courses and on the effective use of various CMC tools. The sample consisted of 153 students enrolled in CMC courses in the Social Sciences in the Spring 2001/2 and Fall 2002/3 semesters. Participants were divided into two groups: 80 students who had taken CLA, and 73 students who had not. A questionnaire to assess the impact of CLA on participation in CMC courses was administered to the two groups. The results of the study indicate that participation in CMC courses is more intensive in the group that had taken CLA. Based on these findings, we recommend mandating a CLA course, like the one developed at the Open University of Israel (OUI), before taking CMC courses.

Cognitive Learning Styles and Academic Performance in Two Postsecondary Computer Application Courses

This study investigated the effects of cognitive learning style on academic performance in two university-level computer applications courses offered by the Faculty of Education and the Department of Computer Science at a large urban university. The Gregorc Style Delineator (Gregorc, 1982a) was used to collect learning-style information from a sample of 974 students over a four-year period from 1993 to 1997. The effect of learning style on academic performance was found to be significant in both courses. Results indicated that sequential learners performed significantly better than did random learners in both courses under investigation. Based on the results, a number of recommendations are made for how instructors can accommodate the needs of all learning styles when facilitating computer application courses.

Curriculum development for a university-level computer applications course in corrections

As part of a needs assessment for development of a university curriculum integrating computer applications with correctional course instruction, we gathered survey data from correctional training directors throughout the United States. This information aided in developing and implementing a university-level computer applications course in corrections by revealing what software applications and other topics should be covered.

Effects of computer interfaces on computer-based statistical analysis

Thirty-one first-year psychology graduate students in a computer applications course completed a set of structured problems, unstructured problems, and data-screening problems in each of two statistical computing environments: a menu-based interface (SPSS for Windows) and a traditional command-based interface (SPSSx). Performance on the menu-based interface was generally superior to performance on the command-based interface. More of the structured problems were completed successfully within the menu-based interface. The menu-based interface also facilitated error identification, was rated as easier to use, and was preferred nearly 4 to 1 over the command-based interface. For the unstructured problems, students identified more relationships in the data set and issued more statistical commands when working with the menu-based interface. These findings are consistent with the interpretation that because the menu-based interface requires fewer mental resources to be dedicated to the mechanics of analysis, more resources are available to devote to higher level problem solving.

How Do Learning Styles Relate to Performance in a Computer Applications Course?

AbstractThis study investigated the relationships among learning styles and performance measures for computer concepts and application skills. Subjects were 68 college undergraduates who were enrolled in a computer applications course. The Instrument used in this study was the Gregorc Style Delineator (1984). A correlational study was conducted: (a) to investigate the relationship among learning styles and the course performance measures and (b) to identify the implications of students’ learning styles for design of computer applications instruction. Significant correlations were found among two learning styles and two performance measures. Subsequent analyses revealed that those students with high abstract sequential scores achieved significantly higher in total course points while those students with high abstract random scores earned significantly lower total course points.

Experiences with microcomputer applications in agricultural economics∗

Microcomputers are finding application in a variety of forms in Colleges of Agriculture instruction programs. This paper reports on the experiences of faculty in developing and teaching an undergraduate computer applications course in Agricultural Economics. Student's perceptions of the usefulness of computer applications for selected career categories are reported as well. This includes their observation concerning the use of several commercial software packages.

Information Systems Education in Masters Programs in Public Affairs and Administration

Public administration scholars and practitioners have long been aware of the need for computer related education for students of public affairs and administration. Rufus Miles, in 1967, proposed that computer training become a basic component of graduate-level training in public administration.' In 1974, Roy G. Saltman called for an increased emphasis on science in public administration curricula and further proposed the establishment of a committee to recommend information systems course work for programs in public management.2 Most recently, the National Association of Schools of Public Affairs and Administration (NASPAA) Committee on Computers in Public Management Education has proposed course work for computer training for masters students of public administration.3 The present study details the current state of computer and information systems education in Master of Public Administration (MPA) programs. This research describes the extent of management information systems and computer applications course work in MPA programs and examines the extent to which hands-on computer training is integrated into MPA courses. Another important aspect of this investigation is an assessment of the course work and knowledge in information systems that public administration faculty believe should be required of all MPA students. This study also assesses the prospects for increasing information systems course work in MPA programs. Thus, data are provided concerning the possibilities of implementing the curriculum recommendations of the NASPAA Committee on Computers in Public Management Education.

A computer applications course: 1970-1979

In Volume 2, No. 2 of this <u>Bulletin</u> (December 1970), I described the course I was conducting in Computer Applications for the Social Sciences. Now, over eight years later, I am still teaching that course. It is interesting to look at the changes in content and organization.

Computer simulation

A computerized hotel simulation was developed for use by a senior class of undergraduates in a hospitality management program. The simulation is an integral part of a course entitled Computer Applications in Hotels and Restaurants. The objectives of the hotel simulation, in addition to illustrating the dynamics of hotel operation and procedural control, were to provide managerial experience in accounting, problem-solving and decision-making. Sub-systems relating to front office procedures and back office accounting are currently available in the model. Interactive terminal operation, shared file concepts and APL PLUS on a time-sharing basis are employed. The simulation has been used as a teaching tool in variety of ways as the size of the class has increased from 26 to 68 during the four years of simulation development. The actual computing cost per student of approximately $30.00, is low considering that the experience gained by using the simulation cannot be duplicated in any other way. Evaluation both by faculty and students has shown that the simulation did allow the application of theory and background knowledge to a model which closely resembled a real life situation. As a result the students were encouraged to solve problems and make decisions in a way that permitted a better understanding of the role of management in the real world. The type of education gained in such a computer applications course will develop user-managers who have the expertise to participate effectively in the development and use of management information systems. The simulation could also be used in special research projects; the concepts of the back office module could have wide application in other areas of business management.

Electron Optics: A Topic of a Computer Applications Course

Electron optics is especially suited as a topic for independent study as part of a computer applications course. The principles are elementary, and the student gains greater understanding of the classical similarities between particles and waves. A method of solution is illustrated, and the results appear more reliable than those existing in prior literature.

Numerical methods in chemistry: A computer applications course

ADVERTISEMENT RETURN TO ISSUEPREVArticleNEXTNumerical methods in chemistry: A computer applications courseJeffrey K. Johnson Cite this: J. Chem. Educ. 1970, 47, 12, 819Publication Date (Print):December 1, 1970Publication History Received3 August 2009Published online1 December 1970Published inissue 1 December 1970https://doi.org/10.1021/ed047p819RIGHTS & PERMISSIONSArticle Views428Altmetric-Citations4LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit PDF (2 MB) Get e-Alerts Get e-Alerts