towards effective teaching and meaningful learning to ...

TOWARDS EFFECTIVE TEACHING AND MEANINGFUL LEARNING TO ADDRESS THE CHALLENGES OF ICT EDUCATION IN AN OPEN AND DISTANCE LEARNING CONTEXT Leila Goosen University of South Africa South Africa Email: [email protected]

Abstract The aim of this paper was investigating research questions around using the myITLab system towards effective teaching and meaningful learning to address some of the challenges related to an Information and Communication Technology (ICT) module being offered in an Open and Distance Learning (ODL) context. Literature reviewed included objective meaningfully learning ICT modules. Significant concepts related to simulators, document checkers and ODL are formulated and situated within an appropriate theoretical framework. The research design, sampling, data collection and the validity and reliability thereof, as well as the data analysis

modules. Conclusions are presented on ways in which this paper makes an original contribution towards effectively teaching and meaningfully learning ICT modules. Keywords: Effective Teaching, Meaningful Learning, Information and Communication Technology. 1. INTRODUCTION Universities are increasingly using Information and Communication Technologies (ICTs). Worldwide, a belief seems to persist that going online and including such technologies in programmes will Petersen-Waughtal & du Preez, 2007). This perception sees computer literate students as being able to use technology to enter the information world that electronic media and the Internet can deliver. They can access electronic module content and materials conveniently via the Web, research academic topics and complete assignments, tests and/or examinations. There is, however, an increasing awareness of the remarkable range in terms of readiness of students coming into universities (Cooper, 2011). On this, Dednam (2009) specified that many students do not possess sufficient knowledge about technology and competencies with regard to the computer and software skills that they will need for application while they are studying and subsequently in their jobs. Along with Kitahara, Westfall and Mankelwicz (2011), it is acknowledged that this is a significant and growing challenge at many universities. This research, however, was not intended to examine the nature and causes of such challenges. Rather, the aim of this paper was investigating research questions around using myITLab towards effective teaching and meaningful learning to address some of the challenges related to an Information and Communication Technology (ICT) module being offered in an Open and Distance Learning (ODL) context. The research questions thus investigated were: How do academics and teaching assistants (TAs) effectively teach ICT modules using myITLab? How do students meaningfully learn ICT modules using myITLab? rds effectively teaching and meaningfully learning ICT modules. The investigation included aspects related to effectively teaching applications in an ODL assistants also share how working with the available features can be used to effectively teach applications to their students. Significant concepts related to simulators, document checkers and ODL are formulated and situated within an appropriate theoretical framework. The research design, 441

sampling, data collection and the validity and reliability thereof, as well as the data analysis method used is described. Results are presented from academics on both conventional and non-traditional educational programmes, together with discussions on multi-faceted methodologies for dealing with significant issues related to innovative, state-of-the-art hardware and software tools and assistive systems (Kitahara et al., 2011). The magnitudes of the numbers related to e-cheating and academic dishonesty in the digital age remind academics that their responsibilities related to providing the best learning environments are becoming progressively more complicated. Such changing roles of academics have interesting implications for supporting students affectively, administratively and academically. This paper thus makes a significant and original contribution regarding effective teaching and meaningful learning to address some of the challenges related to ICT modules, and especially those being offered in an ODL context. 2. LITERATURE REVIEW Towards Meaningfully Engaging Students The remainder of this paper begins with a literature review on research into optimising the affordances of a range of technologies for creating opportunities to increase collaboration and interaction between students and allows for feedback from teaching assistants - Cloete, de Villiers and Roodt (2009) were adamant that such technologies are crucial for increasing the effectiveness of teaching for active and meaningful online learning. Referring to Fink, Katz (2011) agreed that when students engage in active experiences with module materials, the likelihood is higher that long-term retention will be achieved. Cooper and Cunningham (2010) commented on the importance of engaging students in meaningfully learning ICT so that they remain in the computing field and the discipline of ICT as preparation for their careers or further studies. The module discussed in this paper similarly aims to develop the computer competences of students from outside the ICT field, as well as to build comprehensive viewpoints for ICT students, who will apply these in their work area. Towards Academics Effectively Teaching ICT Modules Dednam (2009) underscored the importance of ensuring satisfy the needs of those programs that prescribe these. Microsoft (MS) Office skills therefore remain important as the most popular element of many ICT modules (Epperson, 2010). myITLab represents a computer-assisted, online learning system, including assessment solutions, produced by Pearson Education. Huan, Shehane and Ali (2011) advised academics to choose good module software like myITLab, which provides valuable online simulations exercises for Microsoft Office that allow students to successfully accomplish an activity precisely as it is explained in the text. Academics appreciated the flexibility that myITLab offered in being capable to select specific electronic chapters from many o - Thompson (2012) thus described how they decided to go with no conventional textbook and, as an alternative, used only myITLab. -in grade book (Jenne, 2009). This provides academics with compelling, at-a-glance diagnostics, in order for them to observe how the students (Speckler, 2010) handsKitahara et al. (2011) employed myITLab as learning technology in a module called Computer Concepts and Ap Preliminary assessment operated quite satisfactory, with all students being capable of successfully completing their myITLab examinations. Perhaps due to the considerable technical conditions enforced by the myITLab software, no significant procedural difficulties were experienced, with only a small number of straightforward-to-resolve practical matters. 442

Similarly, Cooper (2011) agreed that the program is very accurate and virtually error-free. Those students who were unsatisfied with their myITLab results realised that it usually was due to their author encountered with myITLab merely involved a small number of students: When several international students failed to adequately understand the meaning of the wording of certain examination questions, the academic was capable of explaining the meaning of these questions without difficult Introductory ICT modules such as the one discussed in this paper are confronted with various challenges because of the fact that incoming students have preferences for a wide range of specific learning styles and habits for taking in and handling information (Galpin, Sanders & Chen, 2007). This module, as one aspect, discusses the influence of technology on social and ethical issues relating to ICT (Epperson, 2010), which is perceived as being challenging to teach effectively. Towards the goal of information literacy, students are taught how to locate information, incorporating elements on critical thinking and issues regarding fundamental comprehension of the computer and its influences on mankind. Using myITLab in the modules offered by Murphy, Sharma and Rosso (2011) improved the number of students who successfully completed the activities assessed. This might be because myITLab not only helps academics to identify which students are more likely to be successful, but ultimately by developing an understanding of how to help students to succeed. This helps academics to become Towards Assistants Effectively Teaching ICT Modules As teaching assistants do not have the time to keep on learning new programs, the simple-to-use program administrator feature made myITLab a popular choice among them (Speckler, 2010). Also, because the sections are inherently standardised, teaching assistants are much happier, while myITLab keeps assessment consistently on track. Academics need not follow up with teaching assistants or watch over them. It equally makes it simpler for novice teaching assistants to swiftly settle down. They are appreciative of the fact that module sections had been set up for them. This means that irrespective of who teaches a specific section in the module, all students receive an equally high-quality learning encounter. Towards Students Meaningfully Learning ICT Modules myITLab provides students with learning materials, as well as hands-on practice and assessment, which can be conducted online using realistic simulations of the Microsoft Office environment and products. These visual, practical methods help students to understand skills on a deeper level (Speckler, 2010). An academic, who has been using myITLab to deliver a module online, reported that it worked well: Students seemed happy wi that like a good simulator, myITLab allowed students to select from a number of different options before committing to anything. Finally, these simulations contain hints to guide students towards the applicable action when they are having difficulties (Jenne, 2009). myITLab further offers projectbased exercises that students could complete for learning the Office skills necessary in their module. myITLab makes learning meaningful for students in a number of ways: 1. In an end-ofacademic with me when using myITLab (Speckler, 2010, p. 12). Especially for an ODL context, programmed technologies are combined with ICT modules relatively easily (Murphy et al., 2011). 2. The program provides students with individualised instruction. They can only pay attention to those components, which focus on competencies where they lack proficiency - In myITLab, they are able to pick what they work through (Galpin et al., 2007)! This is in sharp contrast to the usual laboratories for first-years, which are inclined to be fairly regulated and students frequently have to finish numerous segments and submit these before progressing. Students acquainted with a certain level of a Microsoft product can proceed to the following level if 443

already knowing the components in the current level (Huan et al., 2011). Multimedia simulations also have hints accessible for students to observe. According to Cooper (2011), students have numerous tries for completing their training and could request a hint or even have the procedure demonstrate the acceptable response before they finish it themselves. By being the module at their own level. The latter author believes that the main advantage of the outcomes-based training provided to students in myITLab is that the assessment allows students to pace themselves. Proceeding at their own pace, those who struggle could devote as much time as they require. 3. Cooper (2011) drew attention to another advantage of myITLab: it could be implemented with just a web browser and an internet connection. Students do not have to buy MS Office to use myITLab. 4. Automated grading is quick. The program provides assessment of practical exercises so that students receive not only accurate, but also immediate feedback (Bedre, 2008). Students could sign into their profiles any time to perform numerous actions, such as watching the videos made available in the module. As an external third-party web-hosting, myITLab helps students take online examinations. Speckler (2010) described how myITLab was instrumental for a visually-impaired student to achieve success. By using an audio myITLab text with additional information read to him, this visuallyimpaired student was enabled to study where elements were positioned and to specify which activities to undertake. He completed all his assignments and received top honours in a module, which even some conventional students could not successfully finish. In ways like these, students were held responsible for their studying and were more successful in their examinations. Kitahara et al. (2011) believe that it is important to provide students with early opportunities for taking a trial examination before their summative assessment, to ensure that they are accustomed to the user experience. As students work on their grader assignments, they are, in fact, already preparing themselves for the examinations - the fact that the examinations have an identical configuration as the assessment in the module contribute to student success (Cooper, 2011). During the examination opportunity in myITLab, hints are not accessible. Academics can obviously modify the questions in an examination, as well as setting up the examination so that a reduced number of attempts are available. They can also make it possible for students to reset the examination, and after completion, for viewing explanations for the examination questions and/or immediately receiving the result of the examination based on conditions set up by the academic. Using project-based assessment permits students to complete an examination in any sequence they prefer, instead of having to proceed step-by-step through displaying competencies (Katz, 2011). Within such a non-linear approach to assessment, students are permitted to finish what they are best able to, ahead of returning to complete outstanding sections. Such assessment provides for integrating competencies with real-world requirements for preparing students for the actuality of operating in a non-linear world. Students in the project described by Bigenho (2011) could situate their strategies for managing their time and needing to offset social lives, work and their study schedules, by focusing on appropriately using their time and assignments. For these students, the module had direct instruction related to computer applications through myITLab. Together with studying their textbook and assignments, they were also provided with self-regulatory tasks related to the completion of assignments.

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3. THEORETICAL AND CONCEPTUAL FRAMEWORK 3.1 Simulators and Document Checkers Because of the problems detailed in the introductory section of this paper, universities have in (Cloete et al., 2009). Individual academics are seeking opportunities for enhancing their teaching effectiveness by turning to and using supplemental e-learning platforms such as myITLab, Skills Assessment Manager (SAM), SimNet and SNAP. Academics agreed that adopting systems such as myITLab to use in specific university modules engage students in the process of providing them with valuable skills (Westin, 2012), as discussed in the first part of the literature review. These systems form part of a variety of popular training and assessment applications usually offered by academic publishers of computer applications textbooks, which include test banks, Microsoft Office simulators and document checkers (Murphy et al., 2011). Some examples of these are detailed in Table 1. Table 5. Simulators and document checkers Office simulators

Document checkers

Publisher

SAM

SAM Projects

Cengage Learning

MyITLab

Grader

Pearson Education

SimNet

SimGrader

McGraw-Hill Higher Education

SNAP

EMC Corporation

These systems typically come pre-packaged with module content that is often mapped to established module textbooks offered by these publishers (Westin, 2012). Software competencies, such as using the MS Office collection of products, are a common focus of such systems intended for the university market. A lesson typically provides interactive, comprehensive exercises for the elements, functions and uses of the software, where students are expected to carry out detailed keyboard or mouse activities for completing these lessons. These tools usually make it possible for a student to accomplish different activities in a simulated environment (Murphy et al., 2011) y to learn basic concepts with Microsoft Office, but also their problemsolving abilities. Thompson (2012), however, also emphasised the importance of students being capable of applying the concepts from these simulations under different circumstances. Therefore, most of these systems combine the simulator aspect with a built-in document checker for problem solving projects, which can be completed in the authentic product (Murphy et al., 2011). These authors pointed out that the addition of such application-based projects in ICT modules specifically achievement, which live-in-the-application software presented to students in some advanced modules (Speckler, 2010). 3.2 Challenges of ICT Education in an Open and Distance Learning Context Open and Distance Learning is defined as an educational provision system that links students to instructional resources (Huan et al., 2011). The implementation of ODL involves a process that uses such accessible resources and is growing to integrate emergent technologies. Mitchell et al. (2007) agreed that recent literature suggested that ODL and online provision are being viewed as being the same. These authors also point out that introducing technology for the provision of ODL resources can be tremendously beneficial. It is, however, essential in any such ODL modules for those designing and/or writing these to increasingly come up with new, but realistic methods of effecting ODL educational design good practice. The statements above also supported the vision of ODL as a means for providing educational access to those students who have been deprived, by augmenting their learning opportunities. Huan et al. 445

(2011), however, warned that as the success of ODL has propelled universities to multiply the number of modules accessible online, particular challenges result from teaching ICT modules to students who are not together physically and follow different learning programmes: Effectively teaching ICT modules traditionally entails high levels of interactive demonstrations between academics and their students. Especially in an ODL context, Huan et al. (2011) pointed out that drop-out and failure rates are elevated in entry-level ICT modules. Cooper (2011) introduced myITLab for improving student understanding and satisfaction, as well as reducing the high attrition rates typically experienced in such introductory ICT modules. A t-test carried out as part of a statistical analysis found a significant difference (improvement) in student satisfaction before and after the introduction of myITLab. Results in the same study indicated that students were also happier. Although student retention had be mentored, as well as networking, to feel happy. 4. RESEARCH METHODOLOGY A series of workshops were offered for both full-time (secondary) academics and part-time teaching assistants who would potentially be involved in teaching the module. Speckler (2010) reported that other academics could train TAs to deliver a module like this in a quality manner in around six hours. This means that less time could be spent on training TAs, which leaves more for actual teaching. In an ODL context, however, these TAs were allowed to complete their online training over a period of about six weeks. At the end of their training, TAs were required to hand in an assessment portfolio. As part of this portfolio, they were required to complete a selection of activities in myITLab and in terms of the discussions and assignments that students in the module would eventually carry out, as well as a blog post reflecting on their experiences while learning about this module. No specific references to myITLab were made in the announcement on the portfolios. 4.1. Research Design The research reported on in this paper used a qualitative approach (McMillan & Schumacher, 2010), with data taking on the form of words, and the researcher searching through and exploring these phenomenology research design, this allowed for reflection and analysis. This methodology directed the researcher towards collecting data on how individual TAs made sense out of their particular experiences as they were working through the module content. 4.2 Population and Sampling The population for this study consisted of all 179 potential TAs who were originally considered for training. From this population, 114 potential TAs completed Grader and 106 simulation activities in myITLab, while 146 portfolio documents were submitted. Of the latter, a sample of 58 documents was selected. 4.3 Data Collection All portfolio documents submitted were searched for one or more mentions of myITLab. Within those artefacts thus identified (McMillan & Schumacher, 2010), the applicable sentences and/or paragraphs were extracted. 4.4 Validity and Reliability McMillan and Schumacher (2010) indicated triangulation between sources as critical for facilitating interpretive validity. Reliability was promoted by triangulating data and paying attention to establishing and increasing data trustworthiness. A variety of strategies were used to enhance validity, given the requirements of qualitative research designs, including the extent to which interpretations and perceptions had shared meaning between informants and the researcher. It was decided how to go about in ensuring internal validity for this study, by using multiple sources for ations (McMillan & Schumacher, 2010, p. 330). 446

4.5 Data Analysis Analysis of identified data artefacts was concerned with how myITLab was used, as well as the purpose(s) that it was used for (McMillan & Schumacher, 2010): could an extract be classified as meaningfully learn a new environment, or as a teaching assistant, who would need to effectively teach it to students? As a researcher in the interpretive paradigm, the author mostly preferred potentially present in the d

(Maree & van der Westhuizen, 2007, p. 37). Also as an interpretivist

data were also analysed in light of literature as reviewed to consider how the results compared and/or contrasted with previously completed studies. 5. DISCUSSION OF RESULTS Towards an Academic Effectively Teaching an ICT Module The author chose to use myITLab in conjunction with the institutional e-learning management system, although e.g. Westin (2012) indicated that it can be used independently. Powerful program administration features provided the primary academic on this specific module with tools, which helped to generate module content, a template and sections for each teaching assistant on the module before the start of the semester - as compared to Bedre (2008), this made it possible to manage the module in terms of all users, including secondary academics and teaching assistants, as well as the marking and assessment of students registered. Similar to what was shown by Speckler (2010), after this part of the module had been set up, all other (secondary) academics, whether they are full-time or contracted TAs, whether on campus or online, were offered a complete, populated section, including e-textbook chapters, student videos, PowerPoint presentations and all assignments. While the initial set-up in terms of the template for the module etc. took preparation time up-front on the part of the author as module leader, these sections were available for the full semester, thus alleviating potential tension and misunderstandings on the parts of both teaching assistants and fulltime secondary academics, who were using the module study material. Similar to what was presented by Speckler (2010), and most importantly, the use of myITLab in this way ensured that all students received identical study materials, were graded in the same way and took similar examinations. myITLab also enabled the author to provide the assignments and examinations departments with authentic marks, which could justify success in concrete terms. The author could focus on effective teaching, while myITLab took care of organizational particulars. Towards Assistants Effectively Teaching an ICT Module assistant did not Stress Management document using my own knowledge. It piqued my interest to explore all the facilities I have seen in previous versions of Microsoft Word, but had not tried to use. Previously, my attitude was to produce a detailed document and not worry much about the formatting and I realised I could make a well-formatted document express my facts and findings clearly. I have gone on to a few of my personal documents and reports that I have produced over the years and formatted them using the new knowledge. In myITLab, the instructions in the eBook are relevant for

advantageous. The fact that it has three practical (simulation) exercises and then the grader assignments ad

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normal text. I found the interface to be very user-friendly. The intelligence of myITLab is amazing. How on earth did it manage to grade, and, of course, send results there and there? I commend the myITLab team for this. I learned additional Microsoft functionalities from myITLab training that will - These indications were similar to a student quoted by Speckler (2010,

the content is available in different formats. After reading the text, the videos and exercised made - again, as similarly indicated

ed to another TA agreeing that myITLab is the best tool for assisting students towards meaningful learning. Towards Students Meaningfully Learning an ICT Module er

discovered that the GO! ICT for Development Solutions eBook in myITLab is very useful in completing the activities. The myITLab program changes the whole desktop setup into a new

Office user, I approached the exercises with a superior air, only to be stuck on the task of creating tabs (Word 2010). Just as I resigned myself to searching the help function and tediously following a menu of technically worded commands, the task was brilliantly, simply demonstrated via an interactive video clip. This will definitely prove very useful to students from different backgrounds of Teaching assistants were also fascinated by how myITLab is used in addition to the institutional elearning management system for the purpose of delivering the content of this module to students. This shows that the university have invested a lot of time, money and many hours of careful planning in making sure that this project becomes a success. The training on Microsoft Office was also the training on myITLab regarding Microsoft Office and I think our students, including those who will be using computers for the very first time, will be excited by how the Microsoft Office training has been packaged. The instructions on myITLab are very clear and it makes it easy for one to unity to try again if you did not understand it the first time. I also found that you receive your grade immediately, instead of - compared to Speckler (2010, p. 6), who quoted a

There are myITLab assignments that automatically grade students and what is quite good about it is that results are available online for students to view. Using myITLab is very interesting and the online training is easy to understand and follow. myITLab provides an excellent framework to

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implement a noticeable variety of student tasks on MS Word and Excel. The myITLab environment finally makes it quite easy to learn yourself with the hints and demonstrations. 6. CONCLUSION Accumulating the competencies to innovatively plot a course through the current changeable professional marketplace has never been more imperative for students. The author agrees with Galpin et al. (2007) that students should be provided with the skills most desired by stakeholders academics should be looking at the knowledge, skills and values, which will be most valuable for students during their professional lives. It is therefore important that universities bring all participants to the table and include them from the start in any conversations (Boisvert, Bruno, Kamali, Puopolo, Rynn & Feuerbach, 2008). Participants should include administrators, staff from various student support departments, academics, students and local business partners, who will be appointing these graduates, for gathering the numerous viewpoints regarding desired outcomes and offer the support required to realise changes. This could meaningfully alter such conversations amongst stakeholders, to ensure that effective teaching and meaningful learning in ICT modules become a concern shared between students, academics, universities and all other stakeholders (Kitahara et al., 2011). Towards Students Meaningfully Learning ICT Modules Especially in an ODL context, students preferred studying using an online format, since it was much more convenient. myITLab offered academics a way to overcome some of the challenges associated access, look at and listen to module content and resources anytime when it was convenient to them, from wherever they were. Academics were able to create custom (e)textbooks that included only the content being used, which were cheaper. The results reported in this paper showed that both academics and students were easily able to find all of the module resources needed, such as simulations, videos and demonstration documents. -on approach helped them to understand the skills they acquired at a deeper level, which lead to them not only succeeding in this module, but also in subsequent ones. The advantages of myITLab highlighted in this paper showed how academics could provide students with a wider range of meaningful learning experiences, with myITL Towards Academics and Assistants Effectively Teaching ICT Modules myITLab enabled academics to handle increased enrolment without losing integrity. The module described in this paper was set up to accommodate 150 sections of approximately 180 students each. It is humanly impossible to process the assignments completed via Grader in the time and with the detailed feedback provided. As had similarly been indicated by Boisvert et al. (2008), the technological tools found in myITLab were also acknowledged as an approach for not only reducing effort, increasing accuracy and better informing students of their training and subsequent actions, but also enabling academics to devote added time to student achievement and less on administrative issues. In agreement with Mitchell et al. (2007), this way focused on offering students the best educational practices, which the selected media and applicable learning environments could provide. Speckler (2010) reported that since the release of myITLab in 2007, its adaptable technologies and high-level system methodology have supported academics across the world to appropriately provide in excess of 50 000 modules to more than 700 000 recorded users without difficulty. This same author pointed out that the success of myITLab can be attributed to the fact that all of its features, including a clean user interface and solid technical architecture, are housed together. In agreement ions in the research literature cited and based on results reported in this 449

paper, the author is confident about the reliability of myITLab and how well it works. From personal experience, the author is also positive about the customer support received from the Pearson team. Academics can now provide their students with innovative, accessible and reasonably-priced instructional offerings, thus equipping them as productive participants in the 21st century labour force (Speckler, 2010), because they can call upon the kind of technology needed to warrant that graduating students do more than just carry on - they excel (pun intended ;) REFERENCES Bedre, S. 2008. Course Management and Collaboration Portal. MSc Project, Old Dominion University. Bigenho, C. W. 2011. Student Reflections as Artifacts of Self-Regulatory Behaviors for Learning: A Tale of Two Courses. PhD Dissertation, University Of North Texas. Boisvert, D. G., Bruno, I., Kamali, R., Puopolo, M., Rynn, M. & Feuerbach, L. 2008. Re-envisioning community college transfer. In Proceedings of the 9th ACM SIGITE conference on Information Technology Education (pp. 201 - 204). New York: Association of Computing Machinery (ACM). Cloete, S., de Villiers, C. & Roodt, S. 2009. Facebook as an academic tool for ICT lecturers. In Proceedings of the 2009 Annual Conference of the Southern African Computer Lecturers' Association (SACLA) (pp. 16 - 22). New York: ACM. Cooper, G. 2011. Integrating MyITlab in an Introductory Computer Applications Course. In Proceedings of the World Congress in Computer Science, Computer Engineering and Applied Computing. http://cerc.wvu.edu/download/ WORLDCOMP'11/2011%20CD%20papers/FEC3882.pdf. Cooper, S. & Cunningham, S. 2010. Teaching computer science in context. ACM Inroads, 1:1, 5 - 8. Dednam, E. 2009. Away with computer literacy modules at universities, or not? In Proceedings of the Annual Conference of SACLA (pp. 23 32). New York: ACM. Epperson, A. 2010. Computer literacy revisited: a comprehensive investigation of computer literacy. ACM Inroads, 1:2, 30 - 33. Galpin, V. C., Sanders, I. D. & Chen, P. 2007. Learning styles and personality types of computer science students at a South African university. In Proceedings of the 12th annual SIGCSE conference on Innovation and Technology in Computer Science Education (pp. 201 205). New York: ACM. Huan, X., R. Shehane & A. Ali. 2011. Teaching computer science courses in distance learning. Journal of Instructional Pedagogies, 6: 1 - 10. Jenne, R. 2009. MyITlab. In R. Brouwer, D. Cukierman & G. Tsiknis (Eds.), Proceedings of the 14th Western Canadian Conference on Computing Education, (p. 124). New York: ACM. Katz, T. 2010. Adult Online Learning: A Study of Attitude, Motivation, and Engagement. PhD Dissertation, Capella University. Kitahara, R., Westfall, F., & Mankelwicz, J. 2011. New, multi-faceted hybrid approaches to ensuring academic integrity. Journal of Academic and Business Ethics, 3. http://www.aabri.com/manuscripts/10480.pdf. Maree, J.G. & van der Westhuizen, C. (2007). Planning a research proposal. In: J.G. Maree (Ed.) First steps in research (pp.24-45). Pretoria: Van Schaik. McMillan, J. H. & Schumacher, S. 2010. Research in Education: Evidence-Based Inquiry. New Jersey: Pearson. Mitchell, J., G. Smith, W. Louw, M. Tshesane, M. Petersen-Waughtal & C. du Preez. 2007. Print based learning might still be the answer to the digital divide. South African Journal of Higher Education, 6:21, 694 - 704. Murphy, M. C., Sharma, A. & Rosso, M. 2011. Measuring Assurance of Learning Goals: Effectiveness of Computer Training and Assessment Tools. In Proceedings of the Information Systems Educators Conference, 28:1658. http://proc.isecon.org/2011/pdf/1658.pdf. Speckler, M. D. 2010. Making IT Click. Boston: Pearson. Thompson, M. 2012. Evaluating the Use of Flowchart-based RAPTOR Programming in CS0. In Proceedings of the Midwest Instruction and Computing Symposium. http://www.micsymposium.org/mics2012/submissions/ mics2012_submission_38.pdf. Westin, S. 2012. A Sandbox Approach to Online Exam Administration. International Journal of Online Pedagogy and Course Design, 2:4, 49 - 62.

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