Access for the Training and Technology of Computer Mediated Communication Vernon Humphrey, Columbus State University

Abstract
This research was designed to evaluate the level of training and technology skills at a local university, to assist the technology utilization committee in preparing for a future SACS (Southern Association of Colleges and schools) accreditation review.  The survey was designed and validated in three phases using pilot survey groups.  Because the researcher wanted to get information from subjects who were not computer friendly, the survey was distributed in two ways by hand and on the campus intranet.  Approximately seventeen percent of the students, faculty, and staff participated in the survey.  Results were varied, but in general they show a need for additional training in many areas of technology use and training. 

Introduction
The internet and email are fast becoming the preferred method of communicating.  More and more people are relying on computer mediated communication (CMC) to spread news, research information, turn in assignments, make travel arrangements, and purchase commodities.  It is therefore logical to conclude that the media will soon become a key component in education.  Just as the telephone became one of life’s necessities in the beginning of the twentieth century (Mandl, 1998).  If user education is not prioritized the process could expand out of control and overwhelm the educational system.  This research is designed to assess the base knowledge of the average university student and faculty member, because students and faculty must have two-way communication, the utilization of both had to be assessed.

Purpose
To evaluate computer literacy, access, and training level of the students and staff at the university, and to make recommendations to improve the quality and level of education provided.

Review of Literature
Students often are not aware of software available which could make their assignments easier or more professional.  Information of software available and training for that software is also an issue that requires evaluation.  Hill, Smith and Mann found that computer effectiveness is a determining factor in using computers among college students.  Individuals with high self-value may experience a greater success in their training than those with low self-value (1987).  As each semester passes more and more of the communication between students and professors is CMC based, increasing the need for a better understanding of computers.  As the internet and other forms of CMC increasingly become entwined in our daily lives, scholars from a variety of fields have begun to ask questions regarding the nature of CMC (Caplin, 2001).  In particular, professors need to work with students and other stakeholders to deepen understanding of CMC and the expanded needs of a multicultural global society (Grant, 2004).

Many students do not use the computer unless they have to; often with the assistance of a fellow student or friend, who is computer literate.  Fitch, McRay, a substantial amount of learning is involved to develop the skills needed to use a computer, also computers are tools that are only effective in the hands of individuals who know applications for their use” (1997).  Some of the reasons students are not proficient are: non-traditional students without a technology background, traditional students who did not have access at home, fear of asking for help, fear that they might do something wrong, and a lack of computer language skills.  Technology has its own language such as: .jpg, .txt, .bmp, .exe, file extension, Adobe Acrobat, winfile, and .mp3.  Baker and Baker stated, students need experience with all these file types to prepare them to function effectively in today’s multimedia world (1997). This article was specifically discussing file types, the same can be said for technology terminology in general. Words having a common meaning in everyday conversation take on a different meaning when the discussion is technology based.  Terms such as:  Windows, wall paper, recycle bin, dot, wave, zip, and file; are all words with dual meanings that are not at all similar.

The Internet is the latest in a series of technological breakthroughs in interpersonal communication, following the telegraph, telephone, radio, and television.  It combines innovative features of its predecessors, such as bridging great distances and reaching a mass audience (Bargh, & McKenna, 2003).

CMC provides a low-cost, accessible delivery system in which instructors and students use personal computers, modems, phone lines, and computer networks to communicate using synchronous and asynchronous modes (Schrum; 1992, Berger, 1995). The global world we live in does not allow for the slower paced life of the early twentieth century.  Students today have different needs than those in the past. They need to have flexible class times and access to instructors and research facilities. They need to have access to these learning opportunities where they work and live (Maxwell, 1995). Lever-Duffy stated, distance education can provide instruction to individuals whose location, personal circumstances or family obligations would not allow them to take courses otherwise (1991). Doucette indicated that with economic and demographic changes, higher education will be asked to serve more students without an increase in funding (1993). Many state legislatures have been pushing for higher education to become more efficient and productive, as well as providing greater quality access (Gilbert, 1996). Such access will allow more students of all walks of life to invest in a higher education.  CMC will allow more non-traditional students to fit education in their busy lives and disabled students to attain a college degree.  Better understanding through research of what students know and how they use computers, will allow educators to use technology more effectively.

Methodology

Pilot surveys were distributed in three phases to three separate control groups, the first group consisted of 10 members, and the second and third groups had 15 members in each.  The surveys were changed after each pilot study due to recommendations made by each group. The survey is comprised of forty-eight closed end questions and was distributed in to a variety of campus community members (See Appendix A).  Twenty software programs were listed, level of training was measured using a “Likert type” scale where (1) equaled no training, (4) equaled enough training, (7) equaled too much training, and (2, 3, 5 & 6) lesser and greater levels of training respectively.  Sampling and distribution was done in the convenience method of data collection.  The survey was distributed by two methods; via the college intranet, on which there were 1107 responses, and 125 surveys were distributed by hand to participants who did not complete the survey on line.  The survey ascertained information about the variety of programs that students and staff use on a regular basis, how much they knew about the software, their knowledge of other software available on campus and the need for additional software or training.  Research is quantitative in nature and a positivisits method will be used to evaluate the information gathered.  The results were evaluated using the SPSS software program.  This sample allowed establishment of a base knowledge of the average college student and faculty member.

Research Questions

RQ1:  What percentage of the campus population is computer literate?
RQ2:  Can colleges better communicate what services/software is available?
RQ3:  Should a proficiency test be administered early in the students’ career?

Demographics
The breakdown of participants was; Under Graduate Students – 64.7% (Freshmen – 17.9%, Sophomores – 17.2%, Juniors – 12.9%, Seniors – 16.7%), Graduate Students – 4.4%, Faculty/Staff – 22.2%, did not specify – 8.7%.    

Results
Of the twenty software programs listed in the survey, none were used by 100% of the participants; seven were used by 75% - 99% of the participants; (Windows – 93.6%, MS Word – 93.1%, Internet Explorer – 92.2%, ISIS – 88.6%, MS Power Point – 85.4%, MS Excel – 79.6%, GALILEO – 78.6%), five were used 50% - 74% of the participants; (WEBCT – 74.4%, Netscape – 72.2%, Adobe Acrobat – 69.8%, GIL – 66.8%, MS Access – 58.3%), three were used 25% - 49% of the participants; (Paint Shop – 45.8%, MS Front Page – 40.1%, MS Publisher – 36.0%), five were used 1% - 24% of the participants; (CAN8 – 11.6%, SPSS – 8.0%, Dragon Speak – 3.5%, Jaws – 2.2%, Fire Hand – 2.1%).  Noting that some of the software listed is specialty software either for certain majors or to allow access for disabled persons. 

Software specifically trained on during either of the introductory computer courses (MS Word, MS Power Point, MS Access, MS Excel, MS Front Page) was used by more than 50% of the participants with the exception of MS Front Page which is designed to manage Web pages (see Table 1).  All of the software programs were listed as being over trained by at least one participant.  Four programs were listed by 5% or more of the participants as being over trained; Windows, Internet Explorer, MS Word, and MS Power Point (see Table 2).  GIL 2.4% and GALILEO 2.8% have training provided in every college success and adult re-entry class, most English classes, many research classes, and other classes where use of the library is required.  Students which graduate from high schools in the state are familiar with these programs as well.

Campus Web site access revealed participants accessed the Web site from on campus 96.4% more often than off campus 86.4%.  When a participant accesses the Internet from an on-campus computer, one of the campuses Web pages is the home page.  Some of the participants could have only considered deliberate access to the universities Web site; instead of default menus and home pages of the campus computers.  ISIS was used or accessed by 88.6% of the participants, but only 32.7% of the participants have had training during orientation, and 29% stated that more training was needed.  Only 25.7% of the participants received training on e-mail and 35% had completed either of the computer training courses required by the university.  The low training number may be due to the large number of transfer students that are not required to attend orientation.

Evaluation of Research Questions

RQ1:  What percentage of the campus population is computer literate?
The results of the software use portion of the survey showed that all the participants were computer literate, at least to a basic level.  Literacy was evident by the ability to access and use Windows, ISIS, MS Word, and Internet Explorer by better than 88%.  Literacy will expand with continued use and experience.

RQ2:  Can colleges better communicate what services/software is available?
Twenty of the twenty programs 100% had at least one response of not being used by any subject, this indicates either the participants did not know the software was available nor had a need to use it.  Some tasks can be done by more than one program listed; IE (Internet Explorer) and Netscape are both internet browsers, and flyers can be made on MS Word or MS Publisher.  Participants may not have been trained on MS Publisher or may not be aware that the program is designed to make it easier to develop flyers and handouts than MS Word.  Availability of the software provided and its capabilities is not common knowledge to the majority of the participants.

RQ3:  Should a proficiency test be administered early in the students’ career?
The results of this survey showed that only 35% of the participants had completed one of the required introductory computer classes.  The increased use of computers in courses (MS Word, WebCT, Internet research, Web classes, GIL, GALILEO, Power Point, and Email), and the required use of the internet to view class schedules and software such as ISIS to enroll in classes, suggests that more front-end training be required.

Recommendations
The results of this limited survey show that a more in-depth survey should be completed.  Specific software training lists should be developed for college majors, to allow students to prepare for entry into the work force.  Software requirements should be reassessed annually to provide for changes in the market and technology.  Introductory computer classes should be required in the first or freshman year or computer proficiency testing should be part of the enrollment process. 

Conclusion
CMC and remote training is growing at a fast pace, students must be prepared to use technology as a tool instead of a crutch.  The only way students will accomplish this is by fully understanding the software available to them and using it for the purposes it was designed for, instead of using software which will almost do as good of a job.  The educational system must provide the means for the students to excel both in class and after graduation.

References
Baker, W. H., & Baker, G. D. (1997, September).  Multimedia file literacy for students, Business Communication Quarterly, 60, Retrieved October 10, 2004 from http://search.epnet.com/ login.aspx?direct=true&AuthType=cookie,ip,url,uid&db=ufh&an=9711100274&loginpage=loginpage=userlogin.asp&site=ehost

Bargh, J. A., and ­McKenna, K. Y. A., (2003, July).The internet and social life, ­ Annual Review of Psychology, 55, Retrieved October 10, 2004 from  http://arjournals.annualreviews.org /doi/abs/10.1146/annurev.psych.55.090902.141922?cookieSet

Caplin, S. E., (2001, November).  Challenging the mass-interpersonal communication dichotomy: Are we witnessing the emergence of an entirely new communication system, Electronic Journal of Communication, 11, Retrieved October 10, 2004 from http://www.udel.edu/communication/web/onlinepubs/DeFleur

Dern, D. (1997, March). What we need to know about the internet, Communication News, 34, Retrieved October 10, 2004 from http://search.epnet.com/login.aspx?direct=true&A
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Fitch, J. L., & McRay, L.B. (1997, April).  Integrating technology into school programs, Language, Speech, and Hearing Services in Schools, 28, Retrieved October 10, 2004 from http://search.epnet.com/login.aspx?direct=true&AuthType=cookie,ip,url,uid&db=
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Grant, T., (2004, December).  Assessing and teaching competence, Business and Communication Quarterly,   412-429.
Hill, T., Smith, N. and Mann, M. (1987).  Role of efficacy expectation in predicting the decision to use advanced technologies: the case of computers. Journal of Applied Psychology, 72, 307-313.

Mandl, K. D., Kohane, I. S., & Brandt, A. M., (1998, September). Electronic patient-physician communication problems and promise, The Annals of Internal Medicine, 129, 6, 495-500, Retrieved October 10, 2004 from http://www.annals.org/cgi/content/full/129/6/495