The Computer Science and Information Systems Department is implementing supplemental practice exercises and study questions on Mosaic to support a computer applications class using reference books as text books. The reference book provides descriptive text about an application skill or finished attributes of that skill, but does not provide step-by-step instructions or repetitive educational reinforcement.
The major objective is to provide supplemental practice of skills learned in class. For each chapter of the book, notes are provided to identify important concepts, activities are being developed to provide practice of the described skills, and self-tests give the student a way to analyze their progress.
Mosaic allows assignments to be self-sufficient. Links are made between new terms and their explanations. The main body of text is simple and concise. The student who has learned the concept is not bogged down with detailed explanations that are already understood. Yet, a link allows a full review to students that may have missed a concept, or the link can clarify a term or instruction. Instructions and explanations can be refined immediately without the need to reprint handouts. For those students without access to resource materials, links to supplemental readings provide additional information.
Forms provide the ability to respond to practice tests that include labeling, rank ordering, multiple choice, true/false, and completion. Links to examples provide the student with a comparison of how their finished product should look. Student learning is reinforced by immediate responses to quizzes and links are available to obtain an explanation of the correct answer.
Several needs are met by putting this support on Mosaic. Less paper is handed out in the classroom. An absent student does not have to wait for the handout before beginning homework assignments. And the Windows environment allows the student to have the instructions on the same screen as the homework in progress.
Comment forms and email make it easier for the student to communicate with the teacher. Faculty office hours and student availability do not have to match for communication to take place.
Supplementing Mosaic with a newsgroup where students can collaborate increases the learning experience. Students become peer teachers by sharing information or restating concepts. Both the student who asks the question and the student who provides assistance are benefited by the process. Study groups are formed without the hindrance of location and available blocks of time.
When offered the chance to obtain the support information by computer, students were eager to participate. Two students in the current UVSC application class are at remote locations. All contact with these students occurs through Mosaic, newsgroups, email, and telephone.