ERIC Number: ED280079
Record Type: RIE
Publication Date: 1987-Mar-21
Reference Count: 0
Multi-Literacy and Research on Word Processing: Assessing Teaching Methods.
Ruehr, Ruthann R.
To provide students with an opportunity to become computer literate, the University of Michigan has required at least one computer-intensive writing class. A fully equipped computer lab has been provided for students who do not own a computer. In order to determine the most effective technique for teaching students how to use the word processors, a study using 23 subjects who represented approximately the larger student population in age, gender, and computer experience examined three methods: (1) hard copy documentation (using the manuals that came with the word processors); (2) online documentation (from the tutorials offered with most word processors); and (3) tutoring by consultants . Students were taught to perform three simple tasks using the word processor, and each task was taught using a different one of the three teaching methods. The order of the tasks and the teaching methods were rotated to neutralize effects of sequence. Subjects were then tested to make sure they had learned the tasks and asked to fill out questionnaires concerning their attitude toward each teaching method (a preliminary questionnaire had asked them about experience with, attitude toward, and apprehension about word-processors). All students preferred the consultants' tutoring to the online tutorials or hardcopy documentation. (Tables of results are included.) (AEW)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Conference on College Composition and Communication (38th, Atlanta, GA, March 19-21, 1987).