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Session XXX

CIS101 CBT Pilot Study

Dennis Anderson, Ph.D.

School of Computer Science and Information Systems Pace University

Abstract

CIS101, Introduction to Computing, part of Pace University’s core curriculum, is designed to teach a wide range of basic computing concepts and skills, including many current business applications, as well as the ethics of information technology. For most students, this course serves as a bridge between high school and college. Unfortunately, for many it is also the only computer-science course they will take at Pace. In an effort to maximize the efficient use of the university’s limited teaching resources and to ensure that the course content of CIS101 is consistent across all sections and lays an appropriate foundation for more advanced study of computer science and information systems, the principal investigator conducted a pilot study substituting computer-based training (CBT) for the traditional, instructor-led laboratory that supplements lectures in the course. The study indicated that this substitution deserves much more attention from academics and administrators.

I. Introduction

Traditionally, CBT programs have been used for corporate training since they are lower cost and ensure a certain level of competency. The academic world has been skeptical of any computer-led training and little attention has been given to CBT until recently. Some institutions, including Stanford University, have turned to CBT as an alternative way to train their technical staff, faculty and students, i.e. Stanford University1. CBT certainly is tempting for program directors who run large information-technology programs. These IT programs are responsible for IT fluency, which is a top national educational need2.

Many institutions and computer science and engineering programs with lab components are struggling with the following problems associated with introductory computing courses: Limited physical space (computer labs and classrooms); Limited access to physical facilities; Limited technical and technology support for lectures; Limited resources (software, hardware, accessories); Large lecture sizes; Large lab sizes (number of students in each lab and number of labs); Effectiveness of labs; Lack of support staff training (large number of student workers).

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright © 2001, American Society for Engineering Education

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Anderson, D. (2001, June), Cis101 Cbt Pilot Study Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. 10.18260/1-2--8995