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Introduction to Google Docs: A Learning Assessment of Online Training for Home-Based Academic Mentors
Video Walk-Through_Bryan Pope.mp4
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|Pope 2021 Final Master Project Paper.pdf||Main Text||1.11 MB||Adobe PDF||View/Open|
|TCC21 Presentation Bryan Pope.pdf||Presentation Slides||9.95 MB||Adobe PDF||View/Open|
|Video Walk-Through Bryan Pope.mp4||Project Video Walk-Through||16.94 MB||MPEG-4||View/Open|
|LTEC 690 TCC 2021 04 13 Pope Byran.mp4||TCC 2021-04-13 Conference Presentation||140.39 MB||MPEG-4||View/Open|
|Title:||Introduction to Google Docs: A Learning Assessment of Online Training for Home-Based Academic Mentors|
ONLINE TRAINING FOR HOME-BASED ACADEMIC MENTORS
|Contributors:||Hoffman, Daniel (instructor)|
|Keywords:||lesson assessment website Google Docs training|
|Date Issued:||13 Apr 2021|
|Publisher:||Technology, Colleges & Community (TCC)|
|Citation:||Pope, B.E. (2021). Introduction to Google Docs: a learning assessment of online training for home-based academic mentors. PowerPoint presented at the 21st Annual Technology, Colleges and Community Worldwide Online Conference.|
|Abstract:||This project designed and evaluated a web-based training module that leveraged engaging visual graphics and interactive tasks to introduce Google Docs to Home-Based Academic Mentors. Home-Based Academic Mentors are adults who play a significant role in supporting the academic success of a school-aged child outside of the classroom. Such Mentors may include parents, grandparents, extended family members, and close family friends. The purpose of the project was to support Home-Based Academic Mentors’ comprehension and confidence in the ability to apply the concepts of the Google Docs interface. Because daily routines often place a barrier on Mentors’ participation, the learning module was designed to be completed in bite-sized chunks to fit within the Mentors’ busy lives. Data was gathered from twelve (n= 12) members of the target audience using a pre-survey and pre-assessment, a post-instruction culminating activity, and finally a post-survey. Results indicated that the combination of text, narrative, and graphics promoted learner engagement and enhanced comprehension; however, additional scaffolding may be needed in the module’s culminating activity.|
|Description:||This project is a lesson assessment of a web-based training module created as a final master's project and presented at a conference.|
|Rights:||Copyright is held by the author. Request permission for use.|
Attribution-NonCommercial-ShareAlike 3.0 United States
|Appears in Collections:||
LTEC 690, Spring 2021|
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