Computer literacy: Implications for teaching a college-level course

Journal of Information Systems Education 13.

ABSTRACT The purpose of this study was to investigate students' perceptions of computer literacy skills they had obtained prior to enrolling in a university and to develop implications and recommendations for teaching a college-level computer course. One hundred twenty-five students who were currently enrolled in a required university computer literacy course completed a questionnaire. Students were asked to identify their skill level in various types of software and their exposure to computer concepts and issues. Results showed that students perceived themselves to be better prepared in word processing than they did in spreadsheet and database applications and that they had not received extensive coverage of ethical, social, legal and global issues. In determining the content of a university computer literacy course, consideration needs to be given to nontraditional students who have not been exposed to computers as well as those students who enter the university with a variety of skill levels. Additionally, an improved and extended coverage of database and spreadsheets might be warranted in a college level computer course. Since required computer literacy competencies are continually changing for high school graduates, it is imperative that universities monitor design and content of the curriculum to provide an adequate computer literacy background for university students.

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Available from: Nitham Hindi, Nov 13, 2014
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    • "The sample for the present study was limited to college students. This group is appropriate for studying the effects of emerging features of web sites because college students are computer-literate and comfortable with new technology (Hindi et al., 2002; Hoffman and Vance, 2005; McEuen, 2001) and, therefore, more likely to try or use these features. A total of 152 subjects (73.8 percent) were female and 54 (26.2 percent) were male. "
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    ABSTRACT: Purpose – The impact of web site interactivity on e-commerce has been emphasized in industry and empirical literature. The purpose of this paper is to focus on image interactivity technology (IIT) of a web site and apply the technology acceptance model (TAM) to examine factors influencing consumers' attitude toward an online retailer. Design/methodology/approach – Data were collected from 206 respondents using a between-subject experimental design and were analyzed using LISREL 8.54 to examine a proposed model. Findings – Results of the present study support the positive effect of web site IIT on attitude and behavioral intention toward the online retailer and show TAM aspects help explain the effects of IIT on consumer responses. All three aspects of TAM, perceived usefulness, perceived ease of use and perceived enjoyment, significantly enhanced consumer attitude and behavioral intention towards an online retailer. Hedonic shopping orientation had a significant effect on one aspect of TAM (perceived enjoyment) and utilitarian shopping orientation had a significant effect on two TAM aspects (perceived usefulness and perceived ease of use). Research limitations/implications – Limitations of the present study include sampling, which prevent the generalization of our results to all internet users. Practical implications – IIT may be a valuable strategy for online retailers; however, these retailers need to develop useful, easy to use, and enjoyable IIT features that appeal to both hedonic and utilitarian shoppers. Originality/value – The study was the first attempt to examine the role of TAM in explaining the relationship between IIT and resulting consumer responses.
    International Journal of Retail & Distribution Management 07/2006; 34(8):621-644. DOI:10.1108/09590550610675949 · 0.54 Impact Factor
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    • "nistered as part of college entrance requirements, 75 percent of the students scored above minimum for word processing, but only 40 percent scored above minimum for database. As well, Giovannini and Poyner (2001) reported that database entry and validation are used to a greater extent in businesses than they are covered in the business curriculum. Hindi, et. al.(2002) recommend that the microcomputer applications course add more emphasis to database and spreadsheet tools."
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    ABSTRACT: This study compares two instructional approaches to teaching the college of business microcomputer applications course. The two approaches are the traditional approach and the information systems approach. With the traditional approach, word processing receives the emphasis while the database application is downplayed. The information systems approach on the other hand, emphasizes database and spreadsheet applications, while word processing is not emphasized. The pre-test/post-test methodology was utilized and the results will be available during the presentation. As well, textbooks will be considered as part of the equation since, until very recently, there have been few, if any textbooks that emphasize the information systems approach. PURPOSE Today's colleges of business graduates are expected to have computer proficiency skills. These skills include a working desktop knowledge of word processing, spreadsheet, database, presentations, electronic mail, and the World Wide Web. The majority of businesses and educational institutions use the Microsoft Office tools including Word, Excel, Access, PowerPoint, Outlook, and Internet Explorer. The evolution of these computer proficiency skills began with the administrative services curriculum. When the microcomputer was introduced to universities in the mid-1980's its main function in the administrative services curriculum was word processing. It was in the late 80's that Microsoft introduced the first integrated software package, Microsoft Works. At this point the microcomputer applications course was introduced. Through different software packages such as the WordPerfect Suite, the Lotus Suite, and Microsoft Office, Office won out as the primary set of desktop software tools used in the course. As it stands, the computer proficiency course is still heavily influenced by the original administrative services curriculum. This is referred to as the "Traditional Approach." But hiring companies now are expecting more than a basic understanding of these desktop software tools in isolation. They want (or expect) the graduates to know how to use these tools as a means of processing data as well as interpreting and disseminating information, which requires a higher level of cognitive ability over the traditional skills based methodology. Unfortunately, the evolution of the microcomputer course has stopped with teaching the basics of the individual tools with no means of understanding the importance of manipulating and understanding data
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    ABSTRACT: Basic computer skills assessment for incoming freshmen provides an opportunity for placement appropriate to the students' present skill level. At this university, assessment for incom-ing freshmen was begun in the College of Business in order to ensure that students entering the information systems core course have a set of requisite skills in file management, word processing, spreadsheet, and presentation graphics processing before entering the MIS core course in the Col-lege of Business. This paper describes the implementation and placement results of this process for incoming freshmen at a private liberal arts university in the Midwest.
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