Formative evaluating of computer assisted instruction on computer literacy

dc.contributor.authorMiller, Lynn L.
dc.contributor.committeeChairBaker, Judy
dc.contributor.committeeMemberWard, Susan
dc.contributor.committeeMemberDoyle, Eva
dc.contributor.committeeMemberShipley, Roger
dc.date.accessioned2018-03-06T22:29:24Z
dc.date.available2018-03-06T22:29:24Z
dc.date.issued12/30/1997
dc.description.abstractThe purpose of this study was to conduct a formative evaluation of a computer assisted instruction (CAI) module on computer literacy among undergraduate community health majors. This was a qualitative study. Subjects utilized a CAI module on computer literacy for he'_l-lth educators, developed by the investigator using Authorware Star for Windows, Version 2.2.0 Academic. The subjects provided feedback on the module through investigator observation and in interviews. The subjects for this study comprised a convenience sample of 28 students enrolled in undergraduate Health Studies courses at Texas Woman's University (TWU), recruited as volunteers in the spring semester of 1997. The first five pa1iicipants comprised the pilot test group. Evaluation criteria developed by Barker and King ( 1993) for interactive multimedia courseware were used by the subjects in this study as a checklist for evaluating the CAI module during use and the interview process. Content analysis was conducted on data collected in the interviews. Notes and transcripts were coded to identify consistent comments, then further analyzed to determine patterns in the responses. Pearson correlation coefficients were calculated to determine the relationship between time spent using the CAI module and the amount of topics chosen.The relationships between the amount of time spent using the CAI module and previous computer experience or training and between topic selection and previous computer experience or training was determined by calculations using a I-sample independent t-test and chi-square test, respectively. A significant difference was found between having previous computer training or not in terms of the amount of time spent using the module, 1(26) = 2.08, Q < .05. There was a direct relationship between time spent using the module and the amount of topics chosen (r=O. 813 ,12<. 00 I). A significant difference was found between having previous computer training or not in terms of the topics selected, x2 (61) = 624.22, 12 < .01. In general, the participants perceived the CAI module positively. Some of the participants expressed negative perceptions about the mechanics of navigating in the program. The negative perceptions seemed to have no relationship to previous computer experience or training, time on task, or topics viewed.en_US
dc.identifier.urihttp://hdl.handle.net/11274/9297
dc.language.isoen_USen_US
dc.subjectEducational software
dc.subjectHigher education
dc.subjectHealth and environmental scienceen_US
dc.subjectHealth education
dc.subjectEducationen_US
dc.titleFormative evaluating of computer assisted instruction on computer literacyen_US
dc.typeDisserationen_US
thesis.degree.collegeCollege of Health Sciences
thesis.degree.disciplineHealth Education
thesis.degree.grantorTexas Woman's University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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