Trends in Required Student Computer Use: Implications for a Computer Applications Service Course

NACTA Journal, Mar 2007 by Hale, Margo D, Johnson, Donald M

Abstract

To evaluate the content of a computer applications service course, faculty members in a land-grant college of agriculture were surveyed in 1999 and again in 2004 to determine the computer tasks they required of students enrolled in specific undergraduate courses. In both 1999 and 2004, three specific tasks were required in 50% or more of courses: (1) type a lab or project report, (2) receive email from the instructor, and (3) search the Internet for information on a specific topic. In 2004, one additional task, send email to the instructor, was required in a majority of courses. The required use of three email tasks significantly increased from 1999 to 2004. Less than 50% of courses in either year required any use of spreadsheets, databases, computer graphics, or specialized applications. These results indicated the content of the computer applications service course provides the necessary knowledge and skills required in other agriculture courses. Minor changes were made in course content based on these results.

Introduction

The uses of information technology for teaching and learning in colleges of agriculture are numerous, with many applications requiring students to have a relatively high degree of computer proficiency (Stout and Lee, 2004). However, Messineo and DeOllos (2005) concluded that undergraduates at Ball State University reported low levels of experience and confidence in their ability to perform intermediate and advanced computer tasks, especially those related to academics. Likewise, Johnson and Wardlow (2004) found that entering agriculture students at the University of Arkansas had fairly low levels of computer knowledge and computer self-efficacy.

Kuth and Vesper (2001) studied 125,000 recent graduates from 205 institutions and concluded that students making larger gains in computer skills during college scored higher on each of 27 academic and social outcome measures, when controlling for student socioeconomic status. Based on these results, Kuth and Vesper (2001) recommended that all entering students become proficient in computer use early in their college careers and that universities examine how students use computers in their courses.

The Department of Agricultural & Extension Education at the University of Arkansas offers five sections of AGME 2903, Computer Applications in Agriculture, each academic year, with a total enrollment of over 100 students. The major instructional units are: (i) hardware and operating systems, (ii) Internet and email, (iii) word processing, (iv) web page development, (v) spreadsheets, (vi) databases, and (vii) presentation graphics and CAD. The primary objective of AGME 2903 is to help students develop the basic computer understandings and skills they will need in other courses within the college, as well as skills they will need in their careers.

The content of AGME 2903 is continually reviewed to ensure that the course provides students with the computer knowledge and skills they will need in other courses in the college. In addition to informal discussions with faculty and students, the primary source of data for decisions about course content is a periodic survey of teaching faculty to determine the specific computer tasks required in their courses. The purpose of this study was to identify the computer tasks required in undergraduate agriculture courses in order to evaluate content of AGME 2903. Specific objectives were to:

1. Identify and compare the computer tasks required in selected undergraduate agriculture courses at the University of Arkansas in fall 1999 and fall 2004.

2. Determine instructors' course curriculum plans for required student computer use in selected undergraduate agriculture courses over the next two to three years.

Methods

The population consisted of all undergraduate agriculture courses taught at the University of Arkansas during the fall 1999 (N = 111) and fall 2004 (N = 107) semesters, with 63 and 55 courses selected for study in 1999 and 2004, respectively. Courses were identified using official records supplied by the dean's office. Data were collected in January and February of 2000 and 2005, with 92% and 86%, respectively, of surveyed faculty responding.

The instructor for each course received a cover letter and a three-part survey instrument with the name of the selected course printed both on the letter and in the instrument. In Part One, the respondents indicated whether or not students enrolled in the selected course were required to complete 34 specific computer tasks, grouped into eight areas, by circling either a "Yes" or a "No" to the left of each task. In addition to the specific tasks listed, each area of computer use also contained an "Other (please specify):" response option. In Part Two, the respondents were asked to indicate their plans for required student computer use in the course over the next two to three years. This section listed seven broad areas of computer use and with the response options of "Decrease use," "Maintain current use," or "Increase use." Part Three contained four demographic-type items concerning academic rank, teaching experience and appointment, and self-perceived level of computer skills.