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| Autor/inn/en | Newby, Michael; Fisher, Darrell |
|---|---|
| Titel | A Comparison between the Learning Environments of Open and Closed Computer Laboratories. |
| Quelle | (2001), (13 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Comparative Analysis; Computer Centers; Computer Science Education; Educational Environment; Foreign Countries; Higher Education; Information Systems; Laboratories; Student Attitudes; Student Surveys; Tables (Data); Australia |
| Abstract | There are two main ways in which the practical component of computer science and information systems courses, the computer laboratory class, may be organized. They may be closed laboratories, which are scheduled and staffed in the same way as other classes, or open laboratories where the students come and go as they please. In U.S. universities, the open laboratory is more common, whereas in Australia, it is the closed laboratory that provides the practical experience for students. This study investigates the differences between students' perceptions of some aspects of the learning environment of open and closed computer laboratories, and also investigates differences in student outcomes from courses that adopt these two approaches to organizing computer laboratory classes. In the study, two previously developed instruments, the Computer Laboratory Environment Inventory (CLEI) and the Attitude towards Computing and Computing Courses Questionnaire (ACCC), were used. The CLEI has five scales for measuring students' perceptions of aspects of their laboratory environment. These are student cohesiveness, open-endedness, integration, technology adequacy, and laboratory availability. The ACCC has four scales--anxiety, enjoyment, usefulness of computers, and usefulness of the course. Of the environment variables, differences were found for open-endedness, technology adequacy, and laboratory availability. There was also a difference for anxiety. There was no significant difference in student achievement in the course. (Contains 12 references.) (MES) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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