| Since organizations are dependent on technology, all individuals will need to be Information Technology (IT) fluent upon entering the workplace. An IT fluent individual is not only proficient with software but can also demonstrate their knowledge of computer functions, networks, online resources, digital media, and programming; defined as the ability to control machines. Yet, in undergraduate classrooms, the teaching tends to focus on software proficiency using traditional teaching methods despite the push for more hands-on, constructivist approaches that may engage learners regardless of their major or preferred learning style.; Using causal-comparative research methodology, data from two non-randomized groups of 120 undergraduate students explored the relationship between learning environment (one traditional and one taking a cognitive science approach), IT fluency, and course satisfaction as moderated by math background, grade point average, and/or learning styles. Additional data regarding instructor syllabi, student perceived performance, workload, and methods of instruction were also evaluated.; Data were collected over a period of twelve weeks from undergraduates who had previously completed a fundamentals computer course, earning a final course grade of C or better. The primary data analyses were ANCOVA, Independent t-Tests, and ANOVA. Statistical analyses were performed using SPSS for Windows (v15), with a minimum alpha of .05. The main premises of the study were confirmed: (1) in learning environments based on active learning strategies, IT fluency was achieved regardless of an individual's preferred learning style; and (2) in learning environments based on active learning strategies, course satisfaction was significantly higher regardless of an individual's preferred learning style.; Recommendations included college instructors consider using the following constructivist methods of instruction: student presentations, simulations and game play, peer feedback, development of online portfolios, reflective writing exercises, class discussions, group work, and problem-solving activities. Further recommendations for the college instructor include: raise challenging questions; promote discussion; use varied media effectively; and provide challenging assignments. Recommendations for future research include a pre/post design measuring students' pre-course knowledge of technology concepts to determine if differences in IT fluency at course end are related to learning environment. In addition, use of other conceptual frameworks, such as self-efficacy and motivation, might provide an idea as to how these variables affect IT fluency and course satisfaction. |
