Analyze Learners | Instructor: Tonya A. Melvin-Bryant Grade: College Freshman and Sophomore Subject Area: Web Development
General Characteristics The students are college-level, ages 18 to 20, and accepted to the department of computing science. Several students have specialized learning needs that include learning disabilities (ADHD), read aloud requirements, and honors college (have required extra high-end assignments). The largest population of the class have never seen a programming or web-based language nor have they used advanced computing concepts, such as transferring files from a PC to a web server. The student backgrounds are extremely varied, representing all socioeconomic environments and ethnic populations. Generally, the students show focus on the concepts presented during class and are well-read on the requirements for assignments. However, some show fear of the subject-matter, while others simply show a lack of interest and apathy toward learning the technical material.
Entry Competencies The students in general are able to do the following:
Create and save word processed documents
Navigate the Internet
Download and unzip compressed files
Download and install software applications
Post and respond to high-quality written comments via a discussion forum
Learning Styles The primary content of the course is technology and media, so this is not a basis for the learning style of students. The students appear to learn best from short, lab-based activities that start after a short introduction to a single concept. The students were not receptive to simply completing projects while learning (during) or at the end of a lesson module (usually a chapter in the textbook). Using videos for teaching how-to use/learn tools needed for the course provides intrinsic motivation through hands-on experience. Discussion forums provide more reflection on learning. It is found that students struggle when working independently on comprehensive textbook projects, so groups were formed to create a collaborative effort. Alternatively, working on a comprehensive project that is based on self, does not cause the same struggle (for example, a blog on the student’s campus life). The students with ADHD needed to ask more questions during class to keep fidgeting and agitation at a minimum. Highly motivated students were receptive to daily submission of lab assignments. Those with lower motivation were found to not read the textbook or use online resources, so were not prepared for daily activities.