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Reshaping computer literacy teaching in higher education Identification of critical success factors

机译：重塑高等教育中的计算机素养教学确定成功的关键因素

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Purpose - Acquiring computer skills is more important today than ever before, especially in a developing country. Teaching of computer skills, however, has to adapt to new technology. This paper aims to model factors influencing the success of the learning of computer literacy by means of an e-learning environment. The research question for this paper is: what is the relationship between the success of the teaching of computer literacy and factors such as mother tongue, the learner's favourite subject, secondary school, race, future vision, confidence, computer anxiety, prior knowledge, intellectual ability, learning styles, the learner's ability to plan and follow his or her own planning and gender? Design/methodology/approach - The research plan combined interpretive and positivistic methods (mixed method research). Factors were identified from literature and interpretive interviews before being tested empirically and analyzed statistically, using questionnaires and biographical data from learners at a university in South Africa. Findings - The outcome of this research is a model representing critical success factors. According to the study, the learners' results in their final school year made the biggest contribution to the success, a factor which is followed by their prior knowledge of computers, gender, future vision of computer use, computer anxiety and preference for mathematical subjects. Research limitations/implications - The sample used in this study was not representative of the national race and language distribution of South Africa, since it was done at an Afrikaans university with fewer learners of the majority race groups. It would be interesting to conduct a similar study using a more representative group for comparison purposes. Originality/value - The study aims to be more holistic in terms of total student experience of the module. Specific success factors were interpretively (qualitatively) identified before being measured using positivistic (quantitative) techniques. This is in contrast to similar studies where researchers used positivistic techniques to identified specific factors to verify. The method followed demonstrates the value of mixed method research by understanding the experience of specific students and then measuring the factors for the entire group of 2,500 students. The resulting model can be used to improve aspects of the module to increase the value of the module in context of the academic programme of the student.
机译：目的-如今，获得计算机技能比以往任何时候都更为重要，尤其是在发展中国家。但是，计算机技能的教学必须适应新技术。本文旨在通过电子学习环境对影响计算机素养学习成功的因素进行建模。本文的研究问题是：计算机素养教学的成功与母语，学习者喜欢的科目，中学，种族，未来视野，信心，计算机焦虑，先验知识，智力等因素之间的关系是什么？能力，学习方式，学习者计划和遵循自己计划和性别的能力？设计/方法/方法-研究计划结合了解释性和实证性方法（混合方法研究）。通过问卷调查和来自南非一所大学的学习者的传记数据，从文献和解释性访谈中确定因素，然后进行经验检验和统计分析。调查结果-该研究的结果是一个代表关键成功因素的模型。根据这项研究，学习者在最后一个学年的学习成绩为成功做出了最大贡献，其次是他们对计算机的先验知识，性别，对计算机使用的未来看法，计算机焦虑和对数学学科的偏爱。研究的局限性/意义-本研究中使用的样本不代表南非的民族和语言分布，因为该样本是在南非荷兰语大学完成的，少数族裔的学习者较少。为了进行比较，使用一个更具代表性的小组进行类似的研究将很有趣。独创性/价值-这项研究旨在使学生在该模块的总学习经验上更加全面。在使用实证（定量）技术进行测量之前，先对具体的成功因素进行解释（定性）确认。这与类似的研究相反，在类似的研究中，研究人员使用实证技术来确定要验证的特定因素。接下来的方法通过了解特定学生的经验，然后衡量整个2500名学生群体的因素，证明了混合方法研究的价值。所得的模型可以用于改进模块的各个方面，以在学生的学术课程中提高模块的价值。

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