COURSE CONTENT FOR A TELECOMMUNICATION COURSE IN AN END-USER COMPUTING SUPPORT PROGRAM

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1 .--w.no-... 'Wn IR _, ::;;> F"At IQQA Q COURSE CONTENT FOR A TELECOMMUNICATION COURSE IN AN END-USER COMPUTING SUPPORT PROGRAM TENA B. CREWS BALL STATE UNIVERSITY CHARLES M. RAY BALL STATE UNIVERSITY This research is an assessment of course content for a coege/university-eve introductory business teecommunication course. Specificay, the research attempted to achieve consensus among teecommunication educators regarding the specific content of a course buit around the framework estabished by the Organizationa and End-user Information Systems Mode Curricuum course OEIS-6-Communication Technoogies. To incorporate the expertise of teecommunication educators throughout the country, a modified Dephi technique was used to deveop a ist of specific content topics for a business teecommunication course at the coege/university eve. The Dephi technique aowed a group of experts to reach common consent about the topics needed for incusion in the course content and to evauate the importance of content items. After four rounds, a fina common consent content ist was deveoped. This report recommends ten major content areas with one to four subtopics. As technoogy makes infonnation more accessibe, students need to be introduced to and kept abreast of deveopments in business teecommunication as we as current issues in that area. Business teecommunication is becoming the core of many business processes; consequenty, the fied represents basic instruction needed in coege and university business programs. With changing high-tech requirements, such a course appears necessary to keep curricua current. Most existing teecommunication courses in coeges and universities have been deveoped for programs in management infonnation systems or computer infonnation systems. As a resut, they tend to be highy technica. A iterature review produced no research invoving teecommunication course content for end-user computing programs. Action research and opinion pubications (Groneman and LaBonty, 99; Kurshan, 990; Poard, 99) have presented ideas about teaching teecommunication concepts and document the status of teecommunication instruction at the secondary eve. The curricuum mode, Organizationa and End-User Information Systems Curricuum Mode for Undergraduate Education in Information Technoogy (Office Systems Research Association, 996), incudes a communication technoogies course (OEIS-6, Communications Technoogies) with a recommended content outine. Very broad content guideines are presented. Because coeges are beginning to offer ess-technica courses in teecommunication that are directed toward service to the end-user, there appears to be a need to compie expert opinion about the content of such courses. This study identifies specific content areas for a teecommunication course such as OEIS-6 in a program for end-user computing. PROBLEM The probem of this research is an assessment of course content for a coege/university-eve

2 0 CREWS AND introductory business teecommunication course. Specificay, the research attempted to achieve consensus among teecommunication educators regarding the specific content of a course buit around the framework estabished by OEIS-6 that emphasizes support of end-user computing. RESEARCH DESIGN To incorporate the expertise of teecommunication educators throughout the country, a modified Dephi technique was used to deveop a ist of specific content topics for a business teecommunication course at the coege/university eve. The Dephi technique aowed a group of experts to come to common consent about the topics needed for incusion in the course content and to evauate the importance of content items. Two modifications of the standard Dephi technique were empoyed. First, the researchers provided the participating pane an initia ist of topics to which they reacted by suggesting retention or deetion and by adding additiona content topics or subtopics. This process reduced the number of iterations that woud have been required if the traditiona "bank page" approach had been used. Second, in the third and fourth rounds where participants evauated remaining topics, comrrwn consent was decared for topics for which two-thirds of the pane rated the topic at 5 (definitey incude) on a five-point scae. PANEL SELECTION Each pane participant met at east one of the foowing criteria:. Had taught a course that incudes business teecommunication concepts and technoogies such as LAN management, teeconferencing, data communication, and teecommunication conceptua foundations and issues.. Had made a professiona presentation or authored a professiona pubication on business teecommunication. Participants were seected from educator members of the Office Systems Research Association (OSRA). A etter to the 74 educator members of OSRA expained the study, isted t criteria for participants, and soicited participa of eigibe educators. Thirty educators agreed participate initiay. A test e-mai message verified e-mai addresses and sought informatia about specia needs for fie transmissions to participant e-mai systems. PROCEDURE Teecommunication textbooks, printed course syabi, pubished syabi on Word Wide Web pages, printed and eectronic iterature, and OSRA's OEIS-6 course description were reviewe to estabish potentia course content. This revi was used to produce a ist of 7 major topics wi to subtopics for possibe incusion in a teecommunication course in a program. i emphasizing end-user computing. Four rounds - the modified Dephi study were conducted. E-mai and facsimie transmissions, used for a communications, permitted a rapid turn around time. Round One invoved the distribution of the initia content ist (see Figure ) to the pane aong with instructions to add major topics, add subtopics, deete any of the 7 major topics, or deete any of the 6 subtopics. After working with the Round One instrument, severa pane members withdrew because they did not consider their knowedge of the subject to be sufficient to continue. Nineteen pane members competed Round One. The instrument for Round Two refected a additiona topics recommended in Round One. The Round Two instrument contained 5 major topics and 67 subtopics. Sixteen pane members competed Round Two. Detais regarding criteria for decaring common consent are discussed under findings associated with Round Three ater in this report. Whie the first two rounds required ony recommendations for deetions and additions of major topics and subtopics, Round Three invoved evauation of surviving topics. The instrument contained major topics with to 4 subtopics (5 tota subtopics). The Round Three participants were given the percentage of Round Two participants recommending deetion

3 TELECOMMUNICATION COURSE CONTENT I I F' ': Initia Content for a Business Teeeommunication Course (Major Topics and Subtopics).0 COMMUNICATION MEDIA. cabe inks. fier-optic inks. sateite inks.0 COMMUNICATION HARDWARE. mainframe computers. cient-server systems.0 COMMUNICATION SOITW ARE. end-user computer software packages. software deveopers 4.0 CONCEPTUAL FOUNDATIONS 4. roe of teecommunications in business 4. introduction to network types 5.0 DATA COMMUNICATIONS vs. TELECOMMUNICATIONS 5. definitions 5. exampes 6.0 DATA SIGNALS 6. anaog vs. digita 6. binary code fundamentas 7.0 EMERGING TECHNOLOGIES (Loca & Goba) 7. wireess networks 7. intranets 8.0 ETHICAL ISSUES 8. privacy and information 9.0 HISTQRICAL REVIEW 9. evoution of communication methods 9. roe of standards organizations 0.0 INTERNET 0. definitions and concepts 0. FTP (Fie Transfer Protoco) 0. newsgroups.0 LOCAL AREA NETWORKS (LAN). basic definitions and appications. LAN configurations.0 MODEMS. definition and appication. transmission speeds and formats.0 NETWORK PLANNING AND SERVICES. network management. vendor seection 4.0 NETWORK TOPOLOGIES 4. ring 4. star 4. bus 5.0 TELECOMMUNICATION SYSTEMS 5. eectronic mai systems 5. voice mai systems 6.0 WIDE AREA NETWORKS (WAN) 6. integrated services digita network (ISDN) 6. TCP/IP 7.0 WORLD WIDE WEB 7. HTML anguage 7. Web page design for each item. In this round, participants evauated the topics and subtopics using a five-point Likert-type scae. A rating of represented Definitey Deete the Topic and a rating of 5 represented Definitey Incude the Topic. A6 pane members competed Round Three. After Round Three, the content ist was narrowed to major topics and 5 subtopics. In Round Four, paneists were asked to evauate the major topics and 5 subtopics that survived Round Three, using the same five-point Likert scae used in Round Three. During this round, however, the participants were given their own Round Three item ratings and the group means for each item. They were instructed to review the group means, re-evauate their own ratings, and decide whether to adjust their ratings or eave them the same. Fifteen paneists competed Round Four. STATISTICAL ANALYSES Upon competion of Round Three, sums, means, and composite scores were cacuated for each topic. Common consent was decared if a topic or subtopic was rated 5 by two-thirds of the pane rating the item. In some cases, pane members did not rate a items, so the means and percentages were cacuated on the basis of those who responded. The Pearson r correation coefficient was cacuated on the ratings of each topic and subtopic, comparing rounds three and four. Correation does not indicate causation; however, it was important to determine the correation between the ratings to determine whether it was necessary to continue the Dephi study with a round five. Any correation coefficient above.56 was determined to be a significant correation showing itte movement in the rating from round three to round four. Of the tota of 4 7 topics and subtopics, ony four subtopics did not resut in a significant correation. Those four topics and their Pearson r correation coefficients were:

4 CREWS AND RAY FINDINGS Subtopic Network software components (servers, repeaters, hubs, bridges, routers) Introduction of network types (LANs, W ANs, MANs) ntranets LAN configuration (Internet working LANs: bridges, routers, gateways, etc.) Pearson r Correation Coefficient The foowing discussion describes the findings from Rounds Three and Four, incuding detaied interpretation of the basis for seecting items. Responses to Round Three produced wide variations in evauations. Using the estabished criterion that two-thirds of the pane evauating an item as Definitey Incude the Topic for common consent, major topics and 5 subtopics remained. Tabe presents these major topics, in order by mean, aong with their number of 5 (Definitey Incude) ratings and their mean ratings. Ony one topic, Loca Area Networks, received unanimous approva for incusion. Tabe presents detaied evauations for a Round Three Tabe : Major Topics- Common Consent Reached After Round Tof.ic. Loca Area Networks 5 5. Wide Area Networks 4. Communication Media 5. Communication Hardware 4 7. Teecommunication Systems 8. Emerging Technoogies 4. Network Topoogies 5 6. Data Signas 4 4. Conceptua Foundations 4 9. Socia and Ethica Issues 4 0. Teecommuting 4. Internet N Number of 5 Ratings Mean 5.0 major topics and subtopics in order by mean of the major topics. Whie some of the subtopics in Round Three received a reativey high number of ratings indicating Definitey Incude, the number was insufficient to meet the requirement for common consent. Exampes of topics with such ratings incuded technoogy oriented subtopics reated to PPP networks, binary code fundamentas, controing data signas, baseband/broadband comparisons, data encoding, voice/data/video integration, misceaneous network topoogies, and Internet fundamentas. Exampes of theoretica topics in this category incuded issues reated to censorship, mobie communications, and Word Wide Web browser use. Many pane members commented that some of the topics, such as the Internet and the Word Wide Web, shoud be covered in other courses. Therefore, they had assigned ow ratings for those topics as components of the course being investigated here. The anaysis foowing Round Four removed seven items-two major topics and five subtopics-from the common consent ist created after Round Three. The two major topics and their subtopics deeted as a resut of Round Four were: Teecommuting The Internet The subtopics deeted as a resut of Round Four were: From the major topic Wide Area Networks: TCP/IP (aso a subtopic under the major category The Internet) From the major topic Communication Media: Sateite Links/Microwave From the Major Topic Communication Hardware: Cient-Server Systems Network Interface Cards Pane members in Round Four reached common consent (Definitey Incude) for 0 major topics and 0 subtopics..,

5 TELECOMMUNICA0N COURSE CONTENT Tabe : Common Consent Resuts After Round Topic -. -basic defmitions and appication Rating 4 CJ If"N;-J N 5 6 Mean 5.0 I... - LAN configuration (Internet working LANs, bridges, routers,,,._ gateways, etc.).- network operating systems (Nove, NT Server, Banyan Vines, etc.) 5. -integrated services digita network (ISDN) 5. - TCP/IP.,..., transmission speeds and bandwidth integration of networks,.... -sateite inks/microwave. -aser. - wire media (twisted pair, coaxia cabe, fiber optics).4 - wireess media (radio frequency, infrared) WWIWiii.iiiiitiriii\\f. - cient-server systems.6 - network interface cards.8 - network software components (servers, repeaters, hubs, bridges, routers.9- modem definition and appication.0- modem transmission speeds and formats (dupexing and seria/parae).... -protoco. - mutipexing 7.- eectronic mai systems 8. - wireess networks 8. - intranets WU4J444Mif ring 4.- star 4.- bus anaog vs digita 6. - transmission methods (asynchronous/synchronous) transmission modes (simpex, haf-dupex, dupex) moduation... timiiiaii. 4. -roe of teecommunications in business 4. - introduction of network types (LANs, W ANs, MANs) 4. -basic communications mode (sender, encoding, transmission, decoding, receiver) Mf44$iiiki4W.. i$$id 9. -privacy and information 9.- security, crime, etc ega issues III!!JiJJ!iii!ID4M.8 - TCP/IP activities

6 4 CREWS AND RAY Figure : Fina Content for a Business Teecommunication Course (Major Topics and Subtopics). COMMUNICATIONS MEDIA aser wire media (twisted pair, coaxia cabe, fiber optics) wireess media (radio frequency, infrared). COMMUNICATIONS HARDWARE network software components (servers, repeaters, hubs, bridges, routers) modem definition and appication modem transmission speeds and formats (dupexing and seria/parae) protoco mutipexing. CONCEPTUAL FOUNDATIONS roe of teecommunications in business introduction of network types (LANs, WANs, MANs) basic communications mode (sender, encoding, transmission, decoding, receiver) 4. DATA SIGNALS anaog vs digita transmission methods (asynchronous/synchronous) transmission modes (simpex, haf-dupex, dupex) moduation 5. TELECOMMUNICATION SYSTEMS eectronic mai systems 6. EMERGING TECHNOLOGIES (Loca & Goba) wireess networks intranets 7. SOCIAL AND ETHICAL ISSUES privacy and information security, crime, etc. ega issues 8. LOCAL AREA NETWORKS (LAN) basic definition and appication LAN configuration (Internet working LANs: bridges, routers, gateways, etc.) network operating systems (Nove, NT Server, Banyan Vines, etc.) 9. NETWORK TOPOLOGIES ring star bus 0. WIDE AREA NETWORKS (WAN) integrated services digita network (ISDN) transmission speeds and bandwidth integration of networks Tabe : Major Topics - Common Consent Reached After Round 4 Number of Topic N 5 Ratings Mean. Loca Area Networks Wide Area Networks 4. Communication Media 5. Communication Hardware 4 7. Teecommunication Systems 8. Emerging Technoogies 0 4. Network Topoogies 5 6. Data Signas Conceptua Foundations 4 9. Socia and Ethica Issues 4 Tabe presents the surviving major topics in order by mean. Tabe 4 presents compete data : regarding the evauations for these items. CONCLUSION " Based upon the anayses of the findings, 0 major topics and 0 subtopics comprise the core body of knowedge for a coege/university course in teecommunication that emphasizes end-user computing. Figure compies the 0 topics and 0 subtopics for which common consent was reached. DISCUSSION AND IMPLICATIONS The core of topics/subtopics that resuted from this investigation can serve as a basis for individua curricuum panners to evauate the content of their courses and as a starting point for educators who are deveoping a course in this area. The wide variations in evauations for some of the topics in the fina round suggest that the teecommunication course may be serving different needs in the communities represented by the pane members. The existence of other courses covering some of the topics that appeared as the study progressed may have infuenced some pane members to submit ow ratings for those items.

7 TELECOMMUNICATION COURSE CONTENT 5 I ' ' t, Tabe 4: Conunon Consent Resuts After Round 4 Topic -. -basic definitions and appication. - LAN configuration (Internet working LANs, bridges, routers, gateways, etc.). - network operating systems (Nove, NT Server, Banyan Vines, etc.) tr(i;- 5. -integrated services digita network (ISDN) transmission speeds and bandwidth integration of networks ::..-.. '. -aser. - wire media (twisted pair, coaxia cabe, fier optics).4- wireess media (radio frequency, infrared).8 - network software components (servers, repeaters, hubs, bridges, routers.9- modem definition and appication.0- modem transmission speeds and formats (dupexing and seria/parae). -protoco....- mutipexing.,!v'fi'j,_, 7. - eectronic mai systems 8. - wireess networks 8. - intranets ring 4.- star bus 6. - anaog vs digita 6. - transmission methods (asynchronous/synchronous) transmission modes (simpex, haf-dupex, dupex) moduation MtW_...,.M 4. - roe of teecommunications in business 4. - introduction of network types (LANs, W ANs, MANs) 4. - basic communications mode (sender, encoding, transmission, decoding, receiver) ' I ::{@,. "' 'i ;;i.,' 9. -privacy and information 9. -security, crime, etc ega issues 5 5 I Rating I I INoRating N I Mean

8 6 CREWS AND RAY Pane members' perceptions about the need for separate courses for covering topics such as the Internet, the Word Wide Web, and Web page onstruction may have infuenced their evauations. Individua instructors and curricuum panners shoud examine both ists of topics (the initia and fina content ists) for ideas regarding possibe content for their teecommunication courses. Empoyers' needs in the market for graduates of individua programs shoud aso infuence the content of the course for those institutions. FURTHER RESEARCH The researchers for this project. are engaged in further research invoving evauation of teecommunications course content by business professionas who are re!;ponsibe for end-user computing support and training. Additiona studies that repicate this study among educators and business personne in more ocaized geographica areas are recommended. REFERENCES Groneman, N., and LaBonty, D. (99). Teaching technoogy: Hands-on teecommunication. The Baance Sheet, 7(4), 9-. Kurshan, B. (990). Teecommunication in the cassroom: Educationa teecommunication connections for the cassroom. The Computing Teacher, (7), 0-5. Office Systems Research Association. (996). Organizationa and end-user information systems curricuum mode for undergraduate education in information technoogy. Springfied, Missouri: OSRA. Poard, C. (99). A framework for teaching teecommunication concepts and skis. nsttuctiona Strataies: An Appied Research Series of Deta Pi Epsion, 8(5), -4.