Teaching Modality and Methodology Analysis for Introduction to Computing Course

This paper explores the diverse teaching modalities and methodologies employed in ITEC 1001: Introduction to Computing course at Georgia Gwinnett College, a four-year institution recognized for its small class sizes and commitment to diversity and inclusivity. As a computer literacy course, the ITEC 1001 course covers foundational knowledge about computers, including topics such as software, hardware, programming, networking, the Internet, security, ethical issues, AI, and current trends, and hands-on skills with Microsoft Office applications, including Word, Excel, PowerPoint, and Access. The course provides a variety of teaching/learning materials and offers three modalities: Face-to-Face, Online Synchronous, and Online Asynchronous.Using survey data, this study assesses the effectiveness of the teaching modalities and methods through an intersectional lens, considering students’ diverse backgrounds, experiences, and learning needs. The findings aim to provide insights for effectively delivering computing education to a heterogeneous student population. The data indicates that different student groups have distinct learning preferences, with certain modalities being more favorable based on their unique needs and circumstances. These findings underline the importance of offering a variety of teaching methods and modalities to accommodate the diverse needs of students at Georgia Gwinnett College.