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An action evaluation of UW-Stout's laptop implementation global student expectations and Microsoft Office competencies the first year /

by Griesbach, Brad J.

Abstract (Summary)
Griesbach Brad J. (Last Name) (First Name) (Initial) An Action Evaluation of UW-Stout’s Laptop Implementation: Global Student Expectations and Microsoft Office Competencies the First Year (Title) M.S. Applied Psychology Dr. Lou Milanesi (05/2003) 65 (Graduate Major) (Research Advisor) (Month/Year) (No. of Pages) American Psychological Association Publication Manual 5th Ed. (Name of Style Manual Used in this Study) This research provides an evaluation and documentation of several aspects of the University of Wisconsin-Stout’s laptop implementation. The research project adopted an action evaluation approach and focused on specific elements of the first wave of laptop implementation cohorts. Three online surveys were developed and used in this paper. The Student Expectation Assessment consists of three separate sections, which assesses the students’ computer skills in three Microsoft Office programs: Word, PowerPoint and Excel. The Student Questionnaire Survey I was designed to better understand how students are using their laptops and to address any problems they may be experiencing. The e-Scholar Training and Expectation Survey was designed to gather the students’ expectations of the e-Scholar concept and how they planned on using their laptops in their daily life as a student. The sample sizes of the three surveys ranged from 318 students to 1350 students. In Phase 1, the results of the Student Expectation Assessment were used to reorganize Microsoft training modules to more efficiently address student needs. In Phase 2, the relationship between student computer proficiency (Student Expectation ii Assessment) and students’ self-assessment dealing with computer functionality (Student Questionnaire Survey I) was examined. A Spearman correlation did reveal a significant (p<.01) but moderate relationship between students’ Microsoft software competencies and their computer functionality scores (r = .44). In Phase 3, a descriptive analysis of the e-Scholar Training and Expectation Survey and the Student Questionnaire Survey 1 was conducted. The results revealed how students expected to use their laptop before the semester started and how students actually were using their laptop two months into the semester. The majority of students both expected and reported using their laptops for educational purposes. Inconsistencies between expectations and actual computer use existed between email use, taking notes and using the laptop as a research tool. Students used their laptop for email, for taking notes and as a research tool much more than they originally expected. Implications of the studies major findings are also discussed. iii
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Source Type:Master's Thesis

Keywords:laptop computers

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