An evaluation of the Today's Information Processing Skills (TIPS) technology training program at Indiana University - Purdue University Indianapolis
Abstract
The purpose of this study was to complete a summative evaluation of the TIPS training program at Indiana University-Purdue University Indianapolis (IUPUI). The TIPS program was a non-credit computer training program for students at IUPUI taught in workshop format in both open enrollment sections and at faculty request. Various technology topics were included. Two considerations are important in technology workshops of short duration: what helps students or trainees construct knowledge and how that knowledge transfers to both similar and dissimilar situations. In the present study, TIPS clients (students and faculty) and TIPS staff (instructors) completed a questionnaire containing quantitative measures and open-ended items. A follow-up interview was conducted with a sub-set of the participants. Some interviews were audio taped (face-to-face); others were conducted via telephone with a guide used for extensive notetaking by the interviewer. Qualitative methods were used to analyze the data, keeping in mind the theory of constructivism. Results suggested that, for the TIPS program, clients were generally satisfied with the services provided. Clients indicated a preference for instructors who have a warm, approachable personality as well as technical skills. The TIPS classes were taught using a hands-on approach—clients preferred this method combined with the use of projection during the instructor's demonstration prior to their hands-on practice of the skills taught. The TIPS handouts were found to be a helpful aid—there was room for notes, they were easy to follow in their step-by-step approach, and they progressed from a level assuming almost no pre-knowledge. Clients recommended that assistants be present in the room during instruction to help answer questions. The major problem identified with the program revolved around scheduling. Clients recommended that both the content and length of the training classes be reviewed; many participants felt that there was too much information presented within the scheduled period of time allowed for TIPS classes.
Degree
Ph.D.
Advisors
Russell, Purdue University.
Subject Area
Educational software|Higher education
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