Freshman Orientation

1
Freshman Orientation College Study Skills
(Traditional vs. Online)

• Presented by Jon Arriola

2
The Digital Divide

• We use the term Digital Divide" to refer to this
  gap between those who can effectively use new
  information and communication tools, such as the
  Internet, and those who cannot. While a consensus
  does not exist on the extent of the divide (and
  whether the divide is growing or narrowing),
  researchers are nearly unanimous in acknowledging
  that some sort of divide exists at this point in
  time.
• (Source http//www.digitaldividenetwork.org/conte
  nt/sections/index.cfm?key2 Digital Divide
  Network, 2004)

3
The Digital Divide

• There has always been a gap between those people
  and communities who can make effective use of
  information technology and those who cannot. Now,
  more than ever, unequal adoption of technology
  excludes many from reaping the fruits of the
  economy.
• (Source http//www.digitaldividenetwork.org/conte
  nt/sections/index.cfm?key2 Digital Divide
  Network, 2004)

4
Digital Divide Basics Fact Sheet Global
Perspective

• There are an estimated 429 million people online
  globally and of those 429 million.
• 41 are in North America
• This represents only 6 of the worlds entire
  population
• Other facts
• The United States has more computers than the
  rest of the world combined
• (Source First Quarter 2001 Global Internet
  Trends, Neilsen/Netratings)

5
Digital Divide Basics Fact Sheet Global
Perspective

• When assessed by region, Internet use is
  dominated by North Americans
• 41 of the global online population is in the
  United States Canada
• 27 of the online population lives in Europe, the
  Middle East and Africa(25 of European Homes are
  online)
• 20 of the online population logs on from Asia
  Pacific(33 of all Asian Homes are online)
• Only 4 of the worlds online population are in
  South America
• (Source First Quarter 2001 Global Internet
  Trends, Neilsen/Netratings

6
Digital Divide Basics Fact Sheet U.S.
Perspective

• In fall of 2000, the U.S. Department of Commerce
  found that
• 51 of all U.S. homes had a computer
• 41.5 of all U.S. homes had Internet access
• White (46.1) and Asian American Pacific
  Islander
• (56.8) households continued to have Internet
  access at levels more than double those of Black
  (23.5) and Hispanic (23.6) households.
• (Source Falling Through the Net, 2000, and
  Digital Divide Networkhttp//digitaldividenetwork
  .org/content/stories/index.cfm?key168, 2004)

7
Digital Divide Basics Fact Sheet U.S. Perspective

• 86.3 of households earning 75,000 and above per
  year had Internet access compared to 12.7 of
  households earning less than 15,000 per year.
• Nearly 65 of college graduates have home
  Internet access
• only 11.7 of households headed by persons with
  less than a high school education have Internet
  access
• (Source Falling Through the Net, 2000, and
  Digital Divide Networkhttp//digitaldividenetwork
  .org/content/stories/index.cfm?key168, 2004

8
Digital Divide Basics Fact Sheet U.S. Perspective

• Rural areas, though still lagging behind urban
  areas, had surpassed inner-cities in Internet
  availability and use
• Urban 42.3
• Rural 38.9
• Central City 37.7
• (Source Falling Through the Net, 2000, and
  Digital Divide Networkhttp//digitaldividenetwork
  .org/content/stories/index.cfm?key168, 2004

9
Digital Divide Basics Fact Sheet U.S. Perspective

• Of those who use the Internet outside the home
• 62.7 do so at work,
• 18.9 at K-12 schools
• 8.3 in other school settings,
• 9.6 at libraries
• .5 at Community Centers
• 13.8 use someone elses computer
• (Source Falling Through the Net, 2000, and
  Digital Divide Networkhttp//digitaldividenetwork
  .org/content/stories/index.cfm?key168, 2004

10
Community College Faculty

• Constitute 31 of all U.S. Higher education
  faculty
• Teaching 39 of all higher education students
• 46 of all first-year students
• Source http//www.gseis.ucla.edu/ccs/digests/dig0
  210.htm

11
The Uses of Technology in Community Colleges

• Support of Learning
• Support of College Administration
• The Challenges of Acquiring, Integrating and
  Using Technology

12
Support of Learning

• E-mail
• Immediate availability of information resources
  on the World Wide Web
• Assist students in need of developmental
  education
• Dramatically extend the reach of the community
  colleges

13
Support of College Administration

• Enhanced communication
• Course management
• Integration of HR
• Registration
• Financial aid
• Track the use of student support services -
  counseling and tutoring

14
The Challenges of Acquiring, Integrating and
Using Technology

• The Cost of Technology
• The Digital Divide
• Policy Issues Related to Technology

15
The Cost of Technology

• Hardware and software developers offer
  technological solutions that often are not
  cost-efficient or even functional
• Administrators must shift from focusing on
  specific technological solutions to a broader
  conversation about knowledge management
• Investment in technology can repay itself through
  institutional transformation

16
The Digital Divide

• Urban community colleges tend to be better wired
  than their rural counterparts
• Rural areas of the country are being left behind
  
• Lack of adequate funding for technological
  infrastructure

17
Policy Issues Related to Technology

• The right to privacy in electronic communication
• Intellectual property questions (including
  ownership of electronically-delivered courses)
• The impact of technology on faculty workload
• Raising of student fees to offset cost

18
(FO) Topics Discussed Traditional vs.
Online

• Policies and Procedures of Tyler Junior College
• Career Services
• Study Skills
• Time Management
• Support Services

• Policies and Procedures of Tyler Junior College
• Career Services
• Study Skills
• Time Management
• Support Services

19
(FO) Topics Discussed Traditional vs.
Online

• Registration and Advisement Procedures and
  Options
• Advising and Testing Services
• Key Offices and Personnel on Campus
• Cultural, Civic, and Social Activities
• Resources of the College

• Registration and Advisement Procedures and
  Options
• Advising and Testing Services
• Key Offices and Personnel on Campus
• Cultural, Civic, and Social Activities
• Resources of the College

20
(FO) Topics Discussed Traditional vs.
Online

• Instructional and Extracurricular Activities
• Drug Misuse and Abuse
• Student Organizations and Activities
• Crisis Intervention and Community Referral
  Services

• Instructional and Extracurricular Activities
• Drug Misuse and Abuse
• Student Organizations and Activities
• Crisis Intervention and Community Referral
  Services

21
(FO) Topics Discussed Traditional vs.
Online

• TSI Testing Requirements
• Occupational Outlook Handbook
• Appropriate Classroom Behavior
• Organizational Structure and Academic Schools of
  the College
• Appeal and Grievance Procedures

• TSI Testing Requirements
• Occupational Outlook Handbook
• Appropriate Classroom Behavior
• Organizational Structure and Academic Schools of
  the College
• Appeal and Grievance Procedures

22
(CSS) Topics DiscussedTraditional
Online

• Setting goals
• Time Management
• Managing Stress/Test Anxiety
• Memory
• Taking Notes/Reading

• Setting goals
• Time Management
• Managing Stress/Test Anxiety
• Memory
• Taking Notes/Reading

23
(CSS) Topics DiscussedTraditional
Online

• Thinking Visually
• Decision Making/Problem Solving
• Test Taking Skills
• Communicating

• Thinking Visually
• Decision Making/Problem Solving
• Test Taking Skills
• Communicating

24
(CSS) Topics DiscussedTraditional
Online

• Diversity
• Health
• Using School Resources
• Change
• Career

• Diversity
• Health
• Using School Resources
• Change
• Career

25
(FO) Grading Procedure Traditional vs.
Online

• TASK POINTVALUES
• Treasure Hunt
• Worksheet 5
• Library Tour Verification Worksheet
  5
• Academic Advising Worksheet
  5

• TASK POINT VALUES
• WebCT Tutorial 20
• Deans, Schools, and Advisors
  5
• Academic Advising and Testing
  5

26
(FO) Grading Procedure Traditional vs.
Online

• Student Handbook Worksheet 5
• First Two LRC Assignments 10
• THEA Worksheet 5
• HPE Center Tour Worksheet 5

• College Regulations 20
• Explore a Degree 20
• Financial Aid 20
• Postings 20

27
(FO) Grading Procedure Traditional vs.
Online

• GPA Worksheet 5
• Second Two LRC Assignments 10
• Career Info Worksheet 5
• Final Exam 40
• This comes to a total of 100 points

• Attendance 15
• Test 10
• This comes to a total of 135 points.

28
(FO) The breakdown of the grading scale
Traditional vs. Online

• COURSE GRADE TOTAL POINTS
• A 90-100
• B80- 89
• C70-79
• D60-69
• F59 and below

• COURSE GRADE TOTAL POINTS
• A 135 - 125
• B 124 - 115
• C 114 - 105
• D 104 - 95
• F 94 - 0

29
(CSS) Grading ProcedureTraditional
Online

• Attendance 20 pts
• Participation 15 pts
• Tests 15 pts
• Project 50 pts

• Exercises 10 pts
• Participation 25 pts
• Tests 10 pts
• Assignment 1 15 pts
• Assignment 2 15 pts
• Assignment 3 15 pts
• Journal 10 pts

30
(FO) Grading Assignments Traditional
vs. Online

• Must be collected
• Reading time lengthy
• Grading is time consuming
• Passed back to the class
• Physically place in the grade book
• Less efficient

• Automatically collected
• Reading time shorter
• Grading time is cut in half
• Never need passing back
• Automatically placed into grade book
• More efficient

31
(CSS) Grading Assignments Traditional
vs. Online

• Must be collected
• Given to Instructor if late
• Grading is time consuming
• Passed back to the class
• Put in the grade book

• Automatically collected
• Received by program
• Grading time is cut in half
• Never need passing back
• Automatically placed into grade book

32
(FO CSS) Availability Traditional
vs. Online

• Fit course to students schedule
• Courses limited to space
• Courses take up real estate from other major
  classes

• Course can be taken at students leisure
• Course limits raised due to experience of
  Instructor
• Opens up real estate for other major classes

33
(FO CSS) Bottom Line Traditional vs.
Online

• Fixed cost/student (Hourly)
• No extra charge to student
• 8 wk. course space unused for 2nd 8 wks.

• Fixed cost/student (Hourly)
• Extra charges for lab, CDs, etc.
• 8 wk. coursecan be taught 2nd 8 wks and not use
  up real estate

34
Conclusion Traditional vs.
Online

• Time consuming
• More paper work
• More real estate used
• Student satisfaction
• Taught at specific time
• Convenient-because it is familiar

• Time consuming but more efficient
• Less paper work
• No real estate used
• Taught at any time
• Extremely convenient

35
Conclusion

• Technology acquisition and implementation brings
  challenges as well as benefits
• Although technological innovations are exciting,
  we must remember that technology is a toolone
  that should help our lives, not rule them.
• Source Transue, P J.  (2001).  The big box 
  Looking back on technology. Community College
  Journal, 72(2), 6.
• http//www.gseis.ucla.edu/ccs/digests/digest0309.h
  tm

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