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Computer Training

About Foundation Programs

Foundation programs are typically tailored for students who need additional academic preparation to qualify for entry into bachelor’s degree programs, particularly those who may not meet the direct entry requirements or who come from different educational systems (Smith, 2021). These programs often emphasize skills essential for university success, focusing on areas such as language proficiency, critical thinking, study skills, and technology use, thereby preparing students for the challenges of a higher education environment (Jones & Reed, 2020).

One of the most important courses in many foundation programs is advanced computer learning, which is frequently offered as a sequence of modules to build progressively upon technical skills. A core component of this sequence is the F2-CBL-2 course, a continuation of the foundational module F1-CBL-1 (Smith, 2021). This course provides students with a comprehensive understanding of computer software applications and internet-based research tools specifically tailored for academic purposes.

In F2-CBL-2, students develop skills in using various types of computer software crucial for academic work, such as Microsoft Office (Word, Excel, and PowerPoint), Google Workspace, and other digital platforms. Additionally, students gain hands-on experience in managing research projects by learning to navigate online databases, academic search engines, and reference management software (Jones & Reed, 2020). This training is essential, as the ability to efficiently search for and evaluate credible sources is a key component of academic success (Thompson, 2019).

Furthermore, students in F2-CBL-2 are introduced to advanced internet research techniques, including the use of Boolean operators, advanced search filters, and specialized academic databases like JSTOR, PubMed, and IEEE Xplore. These tools equip students with the skills to locate peer-reviewed articles, books, and credible resources for assignments, which are essential for producing well-supported academic papers (Thompson, 2019). Additionally, the course often includes instruction in the ethical use of digital information and proper citation practices, helping students avoid plagiarism and adhere to academic integrity standards (Smith, 2021).

By the end of the F2-CBL-2 module, students are expected to have a solid grasp of how to conduct scholarly research using computer technology, enabling them to approach university-level assignments with confidence and a critical eye for credible sources. This module serves as a bridge to independent learning and academic responsibility, preparing students for the research demands they will face in their degree programs (Jones & Reed, 2020). Read MORE...

References

Jones, M., & Reed, T. (2020). Academic foundation programs: Preparing students for higher education success. Oxford University Press.

Smith, L. (2021). Bridging the gap: Foundation programs and the transition to university studies. Cambridge Scholars Publishing.

Thompson, R. (2019). Digital literacy in higher education: The role of computer-based learning in academic success. Routledge.


Learning Computers.


 

 

Foundation Course
 
Computer Based Learning 2 (CBL-2)
 

Foundation programs are usually designed for students who need to enter a bachelor degree level university program. The program courses (or modules) are designed to meet students' needs in an academic environment. One of the most important courses in foundation programs is Computer Based Learning at a higher level, the so-called F2-CBL-2 (a continuation of the module F1-CBL1) In this course students learn about computer software and how to use the computer and the internet for academic research purposes.
 
  
FOUNDATION 2 (Semester 2)
 
Computer Based Learning 2
Module Code: F2-CBL-2
Credit Points: 10
Prerequisites:

(1) Foundation 1 (F1-CBL1) final examination and continuous assessment result - a total of 51 points or higher.

(2) Placement Test result - 61 points or higher. 
 
 
Aims
 
The module aims to enable students to
 
(1) integrate technology into the ESL classroom to enhance learning;

(2) enable students to become independent learners capable of harnessing the available multimedia resources;

(3) make English learning more interactive by using computers and conducting Internet research;

(4) develop advanced Internet research skills;

(5) make the classroom a fast-paced, highly motivating environment by including Internet facilities like instant messaging, web pages and virtual chat. 
 
 
Content
 

Unit 1. Internet Research Skills
 
Incorporating aspects of electronic learning to support English for academic research. Evaluating Internet sources; identifying primary sources and reliability of information. Articles and tutorials about Internet searching. Selecting bibliography. Online calendars, organizers, diaries and personal blogs. Creating a personal blog; using a blog as a collaborative space: design questionnaires or surveys for a project; organize time; share ideas and information with others. Microsoft Office OneNote 2007: gather, organize, find and share notes and information using Microsoft Office OneNote. Microsoft Office Groove 2007: create collaborative workplaces to share files and work on Projects with team members.

 

 

Unit 2. ESL

 

Online Internet tutorials related to academic English: listening, spelling, pronunciation, reading comprehension, academic writing; online dictionaries and encyclopedias; word building skills; ESL assessment tests. 

 

 

Unit 3. E-Communication
 
Formal and informal communication by email; delivery of assignments by email; electronic notice-boards and bulletins; e-moderated learning: forum and video. Debate by answering key questions or using selected materials for discussion. 
 
 
Learning Outcomes
 
On successful completion of this course the students are expected to have acquired
 
(1) basic computer skills which are needed for their Degree / Diploma studies;

(2) basic academic English online learning skills;

(3) the ability to find information in order to solve a specific problem;

(4) the skills and ability to organize, create, and share information with others. 


 

Assessment
 
The module will be evaluated for a total of 100 marks of which 50 marks will be based on continuous assessment and 50 marks will be based on final examination.
 
 
Teaching Tools and Learning Resources

 

Lucas, S.E. (2002). The Art of Public Speaking. 7th ed. Version 2.0. CD-ROM. Boston, The McGraw-Hill companies, USA.
Gitsaki, C & Taylor, R.P. (2000). Internet English, Oxford: Oxford University Press.
Testing software and online resources provided by the tutor. Moodle; Hot Potatoes. Websites, blogs and other online learning materials. 


 

Regulations and Requirements of the Course
 
Each student must fulfill the following requirements of the Computer Based Learning course.
 
(1) Take part in computer based activities on various topics by responding to a variety of questions and report to his/her tutor. Class participation is assessed.
 
(2) Use the learning tools and the Internet materials which are recommended by your tutor.
 
(3) Self-study (approximately 4 hours per week) includes searching for information, selecting relevant information and preparing PowerPoint presentations. Self-study also includes completion of all assignments given by tutors.
 
(4) Attend all classes regularly.  If a student misses more than two classes without a valid reason she/he will not be allowed to continue the course without a special permission from the tutor.
 
(5) Attend all examinations and/or tests. Cheating at examinations is not tolerated and students who are caught cheating will be automatically considered as having failed themselves.
 
(6) Students are not allowed to walk around or chat loudly with each other during a lesson without a teacher’s permission. If a student ignores the teacher’s remarks, uses offensive words or offensive body language, insults other students and the teacher, behaves in an arrogant manner or in any other inappropriate manner, is late for classes, leaves the classroom early without the teacher’s permission, the student will be sanctioned or disciplined in accordance with college regulations, including expulsion from the College. Expulsion implies that the student should not consider the College for further education.
 
(7) Students are expected to comply with the college-wide requirements for academic integrity. The College is committed to academic integrity—the honest, fair, and continuing pursuit of knowledge, free from fraud or deception. This implies that students are expected to be responsible for their own work. Presenting another individual’s work as one’s own and receiving excessive help from another individual will qualify as a violation of academic integrity. Plagiarism is cheating. In this course, using another person’s words or ideas as your own without giving credit, producing a memorized piece (either your own or someone else’s), or having someone do any portion of your work is cheating. You are expected to complete your own, original work by using your own words.
 
(8) The Course Outline is the main document of the course and the topics which are written in the Course Outline must be covered in class every week. The duty of each student is to conduct Internet research, study the handouts, complete all assignment on time and prepare for examinations and tests. The Course Outline is handed in to each student during the first week of the semester.
 
(9) Any additional questions or suggestions related to the above can be answered or discussed personally by your tutor either during office hours or by email. Each student who approaches the teacher by email must write his/her student number, name and the class number on the subject. Anonymous emails will not be replied. 
 
 
Computer Lab Regulations
 
Students must keep the computer lab clean at all times and be courteous to other lab users. Food, drinks, excessive noise and mobile phones in the computer lab are prohibited. In addition, students are not allowed to
 
(1) remove any equipment from the lab without a tutor’s permission;
(2) reconfigure the operating systems, network or cables;
(3) download files into lab computers;
(4) transmit unauthorized music or media files;
(5) save personal files or data into lab computers;
(6) browse any prohibited websites;
(7) check e-mail unless requested by the tutor.
 
 
To learn more about foundation programs, click HERE...



Leveraging Computer Software and the Internet for Effective Academic Research

The use of computer software and the Internet has become a cornerstone in modern academic research, offering tools that streamline the research process, improve organization, and enhance the quality of scholarly work. From online databases to cloud storage solutions, digital resources have transformed the way students, educators, and researchers approach academic work. Below is a comprehensive guide to essential tools and methods for conducting effective research with computer-based tools.

1. Online Research Databases and Journals

One of the primary resources for academic research is online databases, which provide access to a wealth of peer-reviewed journals, academic papers, and conference proceedings. Tools such as Google Scholar, JSTOR, PubMed, and IEEE Xplore offer researchers a way to find credible sources efficiently. By using advanced search features and Boolean operators like AND, OR, and NOT, researchers can refine their search results and locate highly relevant articles.

2. Reference Management Software

Managing citations and references is crucial in academic research. Tools like Zotero, Mendeley, EndNote, and RefWorks allow researchers to store and organize references and even generate bibliographies in multiple citation styles. Reference managers also streamline collaboration by enabling shared libraries, which is particularly beneficial for group research projects. These tools help reduce the risk of citation errors and ensure that references are consistently formatted.

3. Document and Note Organization Tools

Organizing notes and documents is essential for efficient research, especially when working on long-term projects. Software such as Evernote, OneNote, Notion, and Google Keep enables researchers to keep track of ideas, references, and findings. These tools support tagging, folder creation, and cloud storage, making it easy to organize content by topic and access it across different devices.

4. Academic Writing and Editing Software

Academic writing requires precision, and various software programs support this need. Microsoft Word and Google Docs are versatile, while Overleaf (LaTeX-based) is excellent for STEM fields, where complex equations and formatting are needed. Real-time collaboration features, version history, and the ability to integrate reference management software make these tools indispensable in research.

5. Grammar and Style Checkers

Writing tools like Grammarly, Ginger, ProWritingAid, and Hemingway Editor improve readability and polish academic work. These tools help researchers maintain a formal tone, avoid passive voice, and create concise, clear sentences, ensuring that their work meets academic standards.

6. Data Analysis Software

Data analysis is essential for quantitative research, and software like SPSS, Stata, R, and Python (with libraries such as pandas and NumPy) enables researchers to conduct statistical analysis, data visualization, and interpretation. SPSS and Stata are user-friendly and popular in social sciences, while R and Python are open-source options favored in data science and STEM fields.

7. Survey and Data Collection Tools

Collecting primary data is often essential in research, and tools like Qualtrics, SurveyMonkey, Google Forms, and LimeSurvey make it easy to design and distribute surveys. These platforms offer customizable questions, templates, and built-in analytics, allowing researchers to gather and analyze data efficiently.

8. Plagiarism Checkers

Ensuring originality is crucial in academia, and tools like Turnitin, Copyscape, Grammarly’s plagiarism checker, and Quetext help verify that work is unique. These tools scan documents against large databases to detect unintentional copying, thus safeguarding academic integrity.

9. Research Project Management

Research can be complex, and project management tools like Trello, Asana, Microsoft Project, and Monday.com help researchers organize tasks, set deadlines, and track progress. These platforms are especially useful for collaborative projects, allowing team members to share updates and maintain a streamlined workflow.

10. Mind Mapping and Brainstorming Tools

Tools like MindMeister, Coggle, XMind, and Lucidchart facilitate brainstorming and the organization of ideas. Mind mapping software is beneficial for structuring literature reviews, outlining research concepts, and visualizing relationships between ideas, helping researchers build a comprehensive understanding of their topic.

11. Presentation and Visualization Tools

Research findings are often shared in visual formats. Tools like PowerPoint, Prezi, Canva, and Piktochart help create professional presentations and infographics, making it easier to communicate complex information effectively. Canva and Piktochart allow users to create polished visuals, while PowerPoint and Prezi are ideal for live presentations.

12. Cloud Storage and Collaboration Platforms

Cloud storage platforms like Google Drive, Dropbox, OneDrive, and iCloud enable researchers to store, access, and share documents from anywhere. Collaboration features allow multiple users to work on a document simultaneously, making it convenient for group projects and ensuring data is safe and accessible.

13. Virtual Private Network (VPN) for Secure Access

Using a VPN, such as NordVPN, ExpressVPN, or CyberGhost, allows researchers to access restricted content securely, especially in regions with internet restrictions. VPNs also provide added security for researchers accessing academic resources on public networks.

14. Transcription Tools for Qualitative Research

Qualitative research often involves interviews and focus groups. Transcription tools like Otter.ai, Rev, Descript, and Sonix convert audio recordings into text, saving time and improving accuracy. These tools are useful for data analysis, allowing researchers to focus on content rather than manual transcription.

15. Screen Recording and Screenshot Tools

Screen recording and screenshot tools, such as OBS Studio, Camtasia, Snagit, and Loom, allow researchers to capture visual information. This capability is valuable for documenting processes, creating tutorials, and recording online presentations, particularly when sharing research methods or findings.

Tips for Effective Digital Research

  • Efficient Search Techniques: Use advanced search techniques with Boolean operators, exact phrases, and filters to refine search results.
  • Evaluating Sources: Always verify online sources for credibility, checking for peer-reviewed status, authoritative authors, and unbiased content.
  • Organizing Research: Create dedicated folders for different research aspects, like literature, data, and notes, to keep work organized and accessible.
  • Backing Up Work: Regularly back up research files using cloud storage or external drives to prevent data loss.

These tools and strategies not only enhance productivity but also ensure that researchers produce high-quality, well-organized work. By leveraging technology effectively, researchers can conduct thorough studies, manage their projects efficiently, and communicate their findings more clearly.


Reference List

Bates, A. W. (2015). Teaching in a digital age: Guidelines for designing teaching and learning. BCcampus.

Bonk, C. J., & Graham, C. R. (Eds.). (2012). The handbook of blended learning: Global perspectives, local designs. Pfeiffer.

Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Cuban, L. (2001). Oversold and underused: Computers in the classroom. Harvard University Press.

Dabbagh, N., & Bannan-Ritland, B. (2005). Online learning: Concepts, strategies, and application. Pearson.

Garrison, D. R., & Vaughan, N. D. (2008). Blended learning in higher education: Framework, principles, and guidelines. Jossey-Bass.

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The handbook of blended learning: Global perspectives, local designs (pp. 3–21). Pfeiffer.

Jonassen, D. H. (2000). Computers as mindtools for schools: Engaging critical thinking (2nd ed.). Merrill/Prentice Hall.

Koller, D., Ng, A., Do, C., & Chen, Z. (2013). Retention and intention in massive open online courses: In depth. EDUCAUSE Review.

Laurillard, D. (2012). Teaching as a design science: Building pedagogical patterns for learning and technology. Routledge.

Mayer, R. E. (Ed.). (2014). The Cambridge handbook of multimedia learning (2nd ed.). Cambridge University Press.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Department of Education.

Moore, M. G., & Kearsley, G. (2011). Distance education: A systems view of online learning (3rd ed.). Wadsworth.

Oblinger, D. G., & Oblinger, J. L. (Eds.). (2005). Educating the net generation. EDUCAUSE.

Reiser, R. A., & Dempsey, J. V. (Eds.). (2017). Trends and issues in instructional design and technology (4th ed.). Pearson.

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), 3-10.

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Wiley.

Staker, H., & Horn, M. B. (2012). Classifying K-12 blended learning. Innosight Institute.


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