A framework for facilitating functioning knowledge in a computer based instruction end-user computing service course

Abstract

Most South African universities, like many such institutions in the developing world, enrol a first-year student without the requisite digital competencies to be fully functional in the information world. The end-user computing service course – a computer literacy course designed for students who do not major in computer sciences – is common among South African institutions of higher learning. The use of computer-based instruction systems in enduser computing service courses at South African universities is widespread. The use of computer-based instruction systems has many benefits for pedagogy, including continuous and round-the-clock access to an instructional system for students. Facilitators are relieved of mundane tasks and innovative instructional approaches, such as blended learning, flipping the classroom and open learning, become possible. Literature indicates that an overreliance on such systems for instruction is detrimental, as the learning environment fails to promote deep thinking and the performance of tasks with understanding. Current models on technology use in instruction offer generalised guidelines that do not take into account the unique nature of the end-user computing service course. New guidelines for promoting functioning knowledge in computer-based instruction in end-user computing service courses are necessary. This study explores the use of computer-based instruction systems in an end-user computing service course and recommends Technology Role in Exploring Learning Orientations (TRELO), a framework for promoting functioning knowledge. Design science research approaches are adopted to guide the conception of the research problem and the development of the framework for promoting functioning knowledge (solution). The problem-solving process involves understanding the nature of functioning knowledge in an end-user computing service course and suggesting the role of computer-based instruction systems in supporting learning processes that promote functioning knowledge. The framework presents six kinds of knowledge that constitute functioning knowledge in an end-user computing service course. The first two, declarative computer knowledge and disciplinary knowledge focus primarily on knowledge acquisition and concept formation. The next two, computer utilisation knowledge and disciplinary innovation knowledge, indicate knowledge application. The last two, computing reflection and disciplinary reflection, focus on appraising learning actions. Illustrative demonstrations show that computer-based instruction systems play three supportive roles in promoting functioning knowledge. Firstly, a content delivery role aids the acquisition of the declarative knowledge that is necessary for concept formation. Secondly, a productive role promotes constructive learning and knowledge use. Finally, the systems play a discursive role that enables reflective thoughts and insights to be shared. The framework is also compatible with current higher educational instructional methodologies, such as the flipped classroom approach, blended learning and open learning. The framework is also consistent with two renowned taxonomies for specifying educational learning outcomes, Bloom’s taxonomy and the structure of observed learning outcomes (SOLO) taxonomy. The TRELO framework is offered as an interdisciplinary learning artefact in the field of computer application.