Title:	TEACHING COMPUTER LITERACY IN A HIGHER EDUCATION: DETERMINING NEED AND CONTENT
Author(s):	Kobus van Aswegen and Estelle Taylor
ISBN:	978-989-8704-48-1
Editors:	Miguel Baptista Nunes, Pedro Isaías and Philip Powell
Year:	2023
Edition:	Single
Keywords:	Computer Literacy, Module Design
Type:	Full Paper
First Page:	3
Last Page:	12
Language:	English
Cover:
Full Contents:	click to dowload
Paper Abstract:	The importance of computer literacy on tertiary level cannot be over emphasized, as computers have become an essential part of students' academic life, and crucial to their success. Yet, students report a lack of knowledge, skills and competencies to optimally make use of devices, the internet, and software. Computer literacy education has become a mandatory subject at many undergraduate programs, but there are numerous challenges, complicated by a wide variety of curriculums, methods of teaching, and differences in the knowledge levels of incoming students from various schools and backgrounds. There has been much debate surrounding what specific basic computer literacy students should be required to know. The aim of this paper was to determine if computer literacy should be included as a compulsory module at a higher education institution in South Africa, as well as to determine the possible content that should be included in a computer literacy module taught at tertiary level. Two surveys were used to determine the perceptions of lecturers and students at a tertiary institution in South Africa. The results of these surveys were statistically analysed. The findings confirmed that computer literacy should be taught at tertiary level. This should include basic word processing skills, electronic communication skills, Internet skills, knowledge of computer components, more advanced knowledge of word processing and an introduction to presentation software (i.e. PowerPoint). Basic spreadsheet processing skills may be considered as part of the general content. The teaching and learning approach should take into consideration the needs of the students as well as the needs of the faculties, and the institution should consider identifying groups of students with specific needs, rather than a one-size-fits-all approach. It is clear that lecturers as well as students would prefer to have at least some contact sessions. The findings of this study contributed to the decisions made at this specific institution in regards to the teaching and learning of computer literacy on tertiary level. It may also guide other institutions in decisions in this regard.
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