Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/75635

Introduction to Google Docs: A Learning Assessment of Online Training for Home-Based Academic Mentors

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Video Walk-Through_Bryan Pope.mp4

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File Description Size Format  
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

Item Summary

Title:Introduction to Google Docs: A Learning Assessment of Online Training for Home-Based Academic Mentors
ONLINE TRAINING FOR HOME-BASED ACADEMIC MENTORS
Authors:Pope, Bryan
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.
Pages/Duration:30 pages
URI:http://hdl.handle.net/10125/75635
Rights:Copyright is held by the author. Request permission for use.
Attribution-NonCommercial-ShareAlike 3.0 United States
http://creativecommons.org/licenses/by-nc-sa/3.0/us/
Appears in Collections: LTEC 690, Spring 2021


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