Information Technology Reference
In-Depth Information
INTRODUCTION
The purpose of this chapter is to demonstrate student learning and retention on
components of a Web-based tutoring system that teaches a Java Applet within the framework
of a competency model of instructional design: programmed instruction. The objective of the
tutoring system is to provide an initial and positive learning experience for information
systems students who may lack a background in computer programming. The learning
experience is intended to foster a student's tested competency in writing and understanding
a simple Java Applet. The teaching objective is accomplished within a learning framework
that is intended to generate a history of symbol manipulation and understanding within the
context of a tutoring system that offers structured rehearsal to a criterion of mastery. The use
of the system is also intended to produce a positive affective experience for the learner.
Finally, the tutoring system is designed to be used only as the introductory laboratory in a
technically oriented course in which subsequent classes are taught by lecture, supervised
laboratory, and collaboration formats.
The instructional model is based upon programmed instruction, which combines
teaching, practice, and competency testing within a single conceptual framework, and it
assures the achievement of a criterion of mastery at the level of the individual student (e.g.,
Anger et al., 2001; Holland, 1960; Scriven, 1969; Skinner, 1958). The examples to be presented
in this chapter build upon our previous work (Emurian et al., 2000; Emurian & Durham, 2001;
Emurian & Durham, in press) that provides a pedagogical context and rationale for the
adoption of programmed instruction approaches for technical training in information tech-
nology.
BACKGROUND
Computer programming appears in the recommendations for core courses in several
curriculum guidelines for the academic discipline of information systems. 2 The activity of
constructing and understanding a computer program has been extensively investigated in
the literature, and the complexity of current end-user applications suggests the relevance of
that research to general issues of approaches to information technology education and
software training (Bannert & Reimann, 2000). Early work in this area of research emphasized
the conditions that promote a learner's exploratory mastery of logical constructions and flow
of control (Papert, 1980). Research perspectives related to classroom teaching and student
learning of computer programming were later addressed by Mayer (1988), and the activity of
constructing and comprehending a computer program and command sequences continues
to be investigated (e.g., Altmann, 2001; Campbell, Brown, & DiBello, 1992; Sohn & Doane,
1997; Soloway, 1985; Van Merrienboar & Paas, 1990). It is the case, perhaps, that the impact
of this stream of research has yet to be realized in the classroom, as evidenced by the adoption
of new teaching methods by computer programming instructors.
A similar situation may exist with respect to investigations of training for end-user
computing applications. For example, some approaches to the development of interface
software tools are relevant to suggesting prerequisite competencies for learning an advanced
tool (Myers, Hudson, & Pausch, 2000), and learning effective strategies may help users to
optimize performance on software tools (Bhavnani & John, 2000). Moreover, the training
literature has begun to show appreciation of the potential impact on learning of the trainer's
personal style (Compeau, 2002) and the motivation of learners to acquire new skills (Ryan,
Search WWH ::




Custom Search