No description available.

No description available.

This research compared the effectiveness of an interactive video training program with an instructor-led program for teaching working adults the personal computer (PC) application WordPerfect. The objectives of the study were to develop a research methodology and instrumentation in order to determine whether instructor-led training resulted in significantly different reaction, performance, and post-training use than interactive video instruction and to utilize the findings to suggest strategies for teaching working adults PC applications. The study was based on the need to comparatively evaluate various instructional approaches for teaching PC applications to working adults. There is also an underlying need in computer training is for easily administered, yet comprehensive evaluation methodologies. There were 111 individuals in the original sample. Half were randomly assigned to a interactive video group and half to an instructor-led group. After initial dropouts there were 53 individuals in the instructor-led group and 47 in the interactive video group. Instructional objectives, content and topic sequence were the same for both groups. A pilot study was conducted to confirm the reliability and validity of the instruments and methodology. A demographic questionnaire was completed at the beginning of an initial training session. At the end of the first training session a performance test and a reaction questionnaire were completed. After two to three weeks a use survey, a knowledge test, and a performance test were completed. Descriptive and analytic statistics were prepared for the dependent variables (reaction, performance, and post-training use) and covariates (age, gender, occupation, organization, education, and prior use). Null hypotheses of no difference were rejected when the significance was less than .05. Results indicated no significant differences in performance between the groups after either the first training session or after two to three weeks. However, results indicated significant differences (p = .0004) in reaction with the instructor-led group rating the training better overall. The instructor-led group also indicated that the clarity and usefulness of the course materials was better (p = .035). Significant differences were also found in post-training use (p = .036). / Graduation date: 1991

The subject of this study is a curricular model in word processing for post-secondary programs of business education. The study had the following purposes: to survey the present emphasis upon word processing in programs of business education; to survey the current use of word processing in business; to identify the characteristic form of word processing systems; to survey the need for qualified personnel for employment in word processing; to evaluate current educational practices in educating individuals for positions in word processing; and to utilize findings from both business and education to construct a curricular model for post-secondary educational institutions. The data results included the following findings: 1) no separate word processing course was offered by 73.8 percent of the responding post-secondary educational institutions; 2) a word processing program was offered by 2.4 percent of the responding institutions; 3) typing and English were common prerequisites to word processing course; 4) most of the teaching materials used in the courses were vendor products or teacher-constructed; 5) most of the interviewees felt that from three to six months' training on the equipment was necessary for proficiency; 6) in the overall comparison of all education responses to all business responses on the rating sheets, 37.7 percent of the 45 items showed a significant difference.

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To develop leaders for the 21st century, schools must be able to prepare students to meet the high academic, technical and workforce challenges. Charter schools are increasingly attempting to meet these challenges by educating students through innovative means and by creating effectual educational programs that are more conducive to the needs of the student. This document provides a computer literacy curriculum, which will facilitate student learning of computer literacy skills.