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Action Research Plan

Action Research Project Title:
Supporting Computer Literacy Among Non-Traditional College Students Program Summary: Through action research, the LSC-O Learning Center, in
consultation with the campus IT department, will design, implement, and monitor a computer literacy support program consisting of seminars, video tutorials, and text materials. This project primarily targets non-traditional (older than average) college students who may have had limited opportunities to build computer skills through schooling or employment.

Goals:
*Bridge the digital divide faced by non-traditional (older than average) college
students, as well as others who do not meet college-level expectations of computer competence.

*Alleviate non-traditional students (and other technological novices) computer anxiety

and positively impact their overall academic achievement. Action Steps(s):
Problem Identification: Meet with site mentors to identify an issue or concern the action research project will address. Clarify the research question(s). Identify project goals (see above).

Person(s) Responsible:
E. Pressler, Learning Center Lab Manager, is responsible for proposing and clarifying the research question(s). Site mentorsM. McCoy, Director of Library Services; T. Barrientos, Learning Center; and M. Greene, Librarianguide topic selection for the research project.

Timeline: Start/End
Research topic selection and question clarification takes place during the week of July 19 through July 23, 2010.

Needed Resources
The research problem is identified based on observation and student interview data. Review of current researchusing the Internet and library databaseshelps clarify the research question(s). Also, such research may also suggest program activities and methods for reaching goals.

Evaluation
The selected topic and a tentative statement of the research questions are posted for discussion with classmates in EDLD 5301. The course discussion board and an action research blog (Teaching for the 21st Century, at http://eapressler. blogspot.com) provide a forum for reflection and feedback.

Action Research Questions that have been identified: *What type of computer literacy program (consisting of what activities) will best bridge the digital divide between non-traditional college students and collegelevel expectations of computer competence? *To what extent will such a program alleviate students computer anxiety and positively impact their academic success? Recording reflections throughout the action research process facilitates decision making and serves as an additional data source to drive program development (see Dana, 2009, pp. 87-89).

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Action Step(s) Process Planning: Create plan (process overview) for the action research project. Assemble a committee of colleagues to review data and evaluate program effectiveness throughout the program design and implementation.
Person(s) Responsible

Timeline The action research plan is created during the week of July 26 through August 1, 2010.

Resources The following resources provide a framework for the action research project plan: Harris, S., Edmondson, S., & Combs, J. (2010). Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye On Education. Harris, S., Edmondson, S., & Combs, J. (2010). Tool 7.1, Action Planning Template. Examining what we do to improve our schools: 8 steps from analysis to action. Larchmont, NY: Eye On Education. p. 85. Dana, N. F. (2009). Leading with passion and knowledge: The principal as action researcher. Thousand Oaks, CA: Corwin. Resources Surveys are created using Surveymonkey.com, which is a free online tool. Paper is needed for printed questionnaires to be administered to students who visit the Learning Center. A spiral notebook may be useful for recording field notes and interviews.

Evaluation The action research plan is posted on the blog (see above) and feedback is provided by classmates in EDLD 5301.

E. Pressler is responsible for creation of the action research plan. The project committee consist of the project director, E. Pressler, along with associates and advisors, including but not limited to the following members: *site mentors (M. McCoy, T. Barrientos, and M. Greene); *at least one representative of the campus IT department; *a member of the faculty, if possible (optional).

Assembling a project committee helps create a climate of trust and shared vision while providing an organized structure for achieving improvementall of which are part of setting the foundation for research (Harris, Edmonds, & Combs, 2010, pp. 3-13). Action Step(s) Initial Data Collection: Create preliminary surveys and questionnaires (for students and instructors) to gather data that will inform the design of activities for achieving identified goals. Distribute link to online surveys through email. Administer printed
Person(s) Responsible

Timeline Survey and questionnaire design takes place during the weeks of August 2 through August 28, 2010. Review and revision may continue through September 10, 2010.

Evaluation Site mentors and IT department representatives assist in evaluation and revision of surveys and questionnaires.

E. Pressler is responsible for creating survey and questionnaires, as well as for posting links to these tools and materials online. Site mentors and other project committee members review survey and questionnaire items.

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questionnaires in the Learning Center. Continue field notes and interviews to record observations in the Learning Center of students computer skills levels. Action Step(s) Initial Data Analysis: Analyze data gathered through surveys, questionnaires, interviews. Identify specific areas of deficiency in students computer skills and knowledge; also identify computer competencies essential for academic success. Action Step(s) Program Creation: Design and create computer literacy support program activities: *face-to-face seminars, *video tutorials, *text handouts. Also, design and create follow up surveys and questionnaires to collect feedback from students who utilize tutorials and handouts or attend seminars. Surveys and A representative of the campus IT department perhaps L. Burnett, Coordinator of Information Services, or J. Petitjean, Web Administrator may provide consultation.
Person(s) Responsible

Continuing review of literature through Internet searches and access to library databasesaids data interpretation.

Reading relevant literature, in addition to analyzing local data, helps deepen understanding of the problem and suggest courses of action (see Harris, Edmondson, & Combs, pp. 37-45). Evaluation Feedback from site mentors and IT personnel helps with recognition of patterns and trends revealed in data.

Timeline Analysis of preliminary data takes place during the weeks of September 13 through September 24, 2010.

Resources Surveymonkey.com provides data analysis tools, which will be useful. MS Excel software will serve to record and chart data from questionnaires. Articles and studies available online and through Library data bases may also suggest strategies and program features.

E. Pressler is primarily responsible for analysis of data. Site mentors and representatives of the campus IT department, along with other project committee members, may provide advice or assistance.

Person(s) Responsible

Timeline Design and creation of instructional program elements extend from September 27 through December 17, 2010.

Resources Short video tutorials (under 5 minutes) are created using Jing, a free online screen capture tool. Longer videos are created using Camtasia, which is installed on one library office computer (E. Pressler also owns this software). Handouts are created using commonly available word processing software. Paper for printing is provided through the regular Learning Center

Evaluation Commentary from site mentors and campus IT personnel will aid in evaluation of instructional elements.

E. Pressler is primarily responsible for designing all elements of the computer literacy support program, along with data collection instruments. Site mentors and IT department personnel, along with program committee members, may provide guidance and assistance.

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questionnaires are also created for instructors of students who participate in program activities or access materials. Data provided by instructors indicates impact of the program on student achievement. Action Step(s) Phase I, Step A: Implement the first phase of the computer literacy support program, which consists of offering video tutorials and handouts online and in the Learning Center lab as soon as they are completed. Information about the availability of these resources is distributed to students via email; flyers are also prepared for distribution throughout campus. Action Step(s) Phase I, Step B: Collect and analyze data from online and print surveys and questionnaires. budget. Actions must be designed to effect school improvement. Methods of monitoring and progress reporting must also be determined at the outset (see Harris, Edmondson, & Combs, pp. 81-90). PowerPoint (available on all LC computers) or other presentation software is required for creating materials for seminars. See Initial Data Analysis for details regarding survey and questionnaire resources.
Person(s) Responsible

Timeline Phase I, step A takes place concurrently with Program Creation, September 27 through December 17, 2010.

Resources Students email addresses (for MyLSCO and Desire2Learn accounts) must be obtained from campus IT department. Flyers are created with software available in the LC (MS Word or Publisher).

Evaluation The number of student inquiries about videos and handouts, along with observations in the Learning Center, indicate the level of interest and utilization of support materials. Links to surveys and questionnaires (see Program Creation) are posted on LC web pages; print versions are available in the LC. Feedback from these instruments is collected in Step B.

E. Pressler is primarily responsible for the following tasks: *providing links videos and handouts online; *distributing information to students via email; *preparing flyers. Campus IT department provides instructions for sending bulk emails to students. LC student workers assist in distribution of flyers.

Person(s) Responsible

Timeline Phase I, Step B takes place concurrently with Phase I, Step A and Program Creation, September 27 through December 17, 2010.

Resources See Initial Data Analysis for details regarding survey and questionnaire resources.

Evaluation Feedback from students who access videos and handouts informs ongoing revision and adaptation of these resources to better suit students needs. Feedback also informs design of face-to-face

E. Pressler is primarily responsible for data collection and analysis. Site mentors and other project committee members provide guidance in recognizing patterns and

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trends. Action Step(s) Phase II, Step A: Implement faceto-face seminars, which will be no longer that 30-45 minutes and consist of demonstration, hands-on activities, and discussion (question and answer sessions). At least four and no more than eight seminars will be offered (the number will depend on student need and interest data gathered during Phase I. Action Step(s) Phase II, Step B: Collect and analyze data, which consist of attendee feedback and instructor perceptions of impact on students.
Person(s) Responsible Person(s) Responsible

seminars in Phase II. Timeline Phase II, Step A takes place throughout the Spring 2011 semester. Resources A computer lab equipped with a digital media projector and screen must be reserved for seminars. Seminars may not be conducted in the Learning Center because doing so would interfere with routine services. Evaluation Student feedback through on-site seminar evaluations and those distributed to attendees via emailwill drive ongoing revision and adaptation of seminars to better suit students needs.

E. Pressler, T. Barrientos, and at least one representative of the campus IT department are responsible for conducting seminars.

Timeline Phase II, Step B takes place concurrently with Phase II, Step A.

Resources See Initial Data Analysis for details regarding survey and questionnaire resources. Print data collection tools may also be provided for on-site seminar evaluations (software and paper are routinely available in the LC).

Evaluation See Phase II, Step A above for information regarding use of student feedback for enhancing program development. Analysis also includes data regarding instructors perceptions of program impact on students academic achievement. These two sources of data are augmented with student interviews and observations in the LC..

E. Pressler, with assistance of committee members, is primarily responsible for creating data collection instruments (surveys and questionnaires). See Program Creation.

Exploring programmatic patterns through continual data analysis and questioning (see Harris, Edmondson, & Combs, pp. 59-66) helps guide progress. Direction is also achieved through revisiting goals, assessing priorities, and modifying strategies as needed (pp. 69-77). Creating, implementing, and monitoring the project through data collection and analysis comprise a cyclical, rather than a linear, process.

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Action Step(s) Final Program Assessment and Sharing of Learning: *Determine to what extent the action research study answered (or failed to answer) the initial research questions. *Identify new questions that emerged during the study, along with any new directions for research these questions may indicate. *Explain implications for continuing improvement toward higher student achievement and institutional effectiveness. Create an executive summary to share with administrators and faculty. Prepare presentations on request. Update project web pages to share findings with students, the community, and other interested institutions.
Person(s) Responsible

Timeline The final report, presentation materials, and project web page updates are completed during the Summer I session of 2011 (May 13 through July 9, 2011). Information is disseminated during the Summer II (via email) and at the faculty convocation in August, before the start of the Fall 2011 semester.

Resources Word processing and presentation software available in the LC may be used for creation of reports and other materials.

Evaluation See Phase II, Step B for details regarding types of data collected and analyzed. Program evaluation will answer the following questions: *Which elements of the computer literacy program proved most effective in addressing the needs of nontraditional students (or any students with computer skills deficits)? *Should the program (or specific elements) continue in future semesters? *What changes might improve attainment of the project goals (or more effectively meet the needs of students)? * Should goals be revised (in other words, have student needs been misidentified)?

E. Pressler is primarily responsible for creation of executive summary, presentation materials, and updating the project web pages. T. Barrientos and other program committee members may assist with interpretation of findings, identification of new questions, and explanation of implications. T. Barrientos may also assist with presentation of findings in departmental or committee meetings.

Use results to plan next steps. Continue effective strategies, and discard or modify methods that did not achieve goals. Revise goals if results warrant a new research direction. Most importantly, identify barriers to positive change. After all, research is about more than solving problems todayit is about looking toward the future to sustain continual improvement (see Harris, Edmondson, & Combs, pp. 93-100).

Format based on Tool 7.1 from Examining What We Do to Improve Our Schools (Harris, Edmonson, and Combs, 2010)