An innovative pedagogy for teaching and evaluating computer literacy

Abstract

In Spring 1998, 353 students enrolled in a web-based, self-paced, competency-based introductory computer literacy course. This pedagogy radically differed from the traditional lock-step, “monkey-see, monkey-do” approach utilized by many colleges and universities. This paper reports on the outcomes of this innovative approach including student success rates, instructor differences, technical considerations, and student attitudes. With the exception of withdrawal rates, all indicators are positive regarding both student perceptions and student learning outcomes.