Thematische Bibliographien / Computer-assisted instruction

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Computer-assisted instruction“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 29. Juli 2024

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Zeitschriftenartikel zum Thema "Computer-assisted instruction"

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Keengwe, Jared, und Farhan Hussein. „Computer-Assisted Instruction“. International Journal of Information and Communication Technology Education 9, Nr. 1 (Januar 2013): 70–79. http://dx.doi.org/10.4018/jicte.2013010107.

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The purpose of this study was to examine the relationship in achievement gap between English language learners (ELLs) utilizing computer-assisted instruction (CAI) in the classroom, and ELLs relying solely on traditional classroom instruction. The study findings showed that students using CAI to supplement traditional lectures performed better than the students relying solely on traditional classroom instruction. In addition, using CAI to supplement traditional lectures helped the charter schools to close the educational achievement gap of their students. Based on the findings, there is need for teachers to move past traditional learning, and learn new technology skills in order to incorporate sound technology-enhanced instructional strategies to support student learning.
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Martin, DS. „Computer-assisted instruction“. American Journal of Roentgenology 144, Nr. 1 (Januar 1985): 217. http://dx.doi.org/10.2214/ajr.144.1.217.

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Adler, Mark, Kevin M. Baumlin und Lynne D. Richardson. „Computer-assisted Instruction“. Academic Emergency Medicine 7, Nr. 12 (Dezember 2000): 1440. http://dx.doi.org/10.1111/j.1553-2712.2000.tb00506.x.

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Beichner, Robert J. „Computer-Assisted Instruction“. Journal of Research on Computing in Education 24, Nr. 4 (Juni 1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782028.

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Beichner, Robert J. „Computer-Assisted Instruction“. Journal of Research on Computing in Education 24, Nr. 3 (März 1992): 571–72. http://dx.doi.org/10.1080/08886504.1992.10782632.

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&NA;, &NA;. „COMPUTER-ASSISTED INSTRUCTION“. AJN, American Journal of Nursing 92, Nr. 6 (Juni 1992): 76–77. http://dx.doi.org/10.1097/00000446-199206000-00039.

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Jirka, Charles C., und Sharon E. Smaldino. „Computer Assisted Instruction“. Middle School Journal 20, Nr. 4 (März 1989): 26–28. http://dx.doi.org/10.1080/00940771.1989.11495026.

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Anderson, Kathy. „Computer-assisted instruction“. Journal of Medical Systems 10, Nr. 2 (April 1986): 163–71. http://dx.doi.org/10.1007/bf00993122.

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Kelly, Luke. „Computer Assisted Instruction“. Journal of Physical Education, Recreation & Dance 58, Nr. 4 (April 1987): 74–79. http://dx.doi.org/10.1080/07303084.1987.10603873.

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Lu, Lu, und Peijun Shen. „The Development History and Future Trend of Computer-Assisted Teaching“. Highlights in Science, Engineering and Technology 72 (15.12.2023): 423–28. http://dx.doi.org/10.54097/mn007h87.

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As the world population continues to grow, computer-assisted instruction can help alleviate the educational problems of a large population. Since the first example of computer-assisted instruction, Programmed Logic for Automated Teaching Operations, appeared in the 1960s, computer-assisted instruction's development has constantly been changing. Because of the attention and research of relevant workers, computer-assisted instruction covers more and more fields. Moreover, with the development of artificial intelligence technology, the functions of computer-assisted instruction are increasing, and the depth of teaching is increasing, which has a significant and far-reaching impact on the education sector and has a good development prospect in the future. This paper summarizes the systems, software, and algorithms of computer-assisted instruction since the 1960s compares them and combs the formation and development of computer-assisted instruction. After entering the 21st century, the development of Artificial Intelligence has provided a new direction for computer-assisted instruction. In the future, computer-assisted instruction will become more personalized and interactive, providing good learning guidance for self-learners.
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Dissertationen zum Thema "Computer-assisted instruction"

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Al-Kadurie, Osama Mahmoud Salih. „Intelligent computer assisted instruction for arithmetic skills“. Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280818.

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CARVER, TIMOTHY A. „A STUDY OF ADAPTIVE COMPUTER ASSISTED INSTRUCTION“. University of Cincinnati / OhioLINK, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1006187967.

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Huxford, Dane E. „The relative efficacy of computer assisted instruction“. Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=881.

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Lei, Lih-Wei. „Evaluation of computer-assisted instruction in histology /“. Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7707.

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Stephen, Tracey. „Effect of exposure to computer-assisted instruction with CD-ROM technology on nursing students' attitude towards computer-assisted instruction“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape17/PQDD_0006/MQ29016.pdf.

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Schetz, Katherine F. „Preschool discourse skill improvement with computer-assisted instruction“. Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-134440/.

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Moran, Michael. „Hypertext Computer-Assisted Instruction for Geriatric Physical Therapists“. NSUWorks, 1990. http://nsuworks.nova.edu/gscis_etd/734.

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The American long-term care industry is being challenged to care for increasing numbers of more acutely ill patients. To meet that challenge, health care providers must possess adequate skills and knowledge related to geriatric patients. Physical therapists may provide care to geriatric patients, but professional training programs may lack adequate course work in geriatric evaluation and treatment procedures. Additionally, manpower limitations may prevent physical therapists from leaving a caregiving role to attend continuing educational programs for needed geriatric knowledge. This study investigated the use of computer-assisted instruction (CAI) for physical therapists working in geriatric treatment facilities owned by Manor Health Care, Inc. A hypertext CAI program on wound physiology / care was developed. Using an equivalent group, posttest only study design, fourteen randomly assigned physical therapists received experimental treatment (CAI). While 19 other therapists served as controls. Both groups were administered a posttest instrument; the experimental group also completed an opinionnaire. The experimental group mean score was significantly higher (p<.004) than the control group mean score on the posttest. In addition, experimental group subjects reported strong agreement to statements regarding continued CAI development. The researcher concluded that hypertext CAl was available and acceptable method of disseminating geriatric physical therapy knowledge to Manor Health Care Inc. physical therapists.
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Adebonojo, Leslie G., und F. R. Jelovsek. „Learning Principles as Applied to Computer-Assisted Instruction“. Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/6312.

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Wong, Alice Yee Kit Carleton University Dissertation Psychology. „The use of animation in computer assisted instruction“. Ottawa, 1994.

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Cannon, Christopher Garrett. „Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction“. ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.
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Bücher zum Thema "Computer-assisted instruction"

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Russell, Burris, Hrsg. Computer-assisted legal instruction. Tübingen: Attempto, 1989.

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Sibley, Martyn. Computer assisted learning. London: Century Communications, 1985.

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Kemner-Richardson, Sue. Computer-assisted instruction: Decision handbook. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1985.

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Norrie, D. H. Computer assisted learning. London: Springer Verlag, 1990.

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Christmann, Edwin P. The effectiveness of computer-assisted instruction. West Lafayette, IN: Kappa Delta Pi, 1997.

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1952-, Hubbard Philip, Hrsg. Computer assisted language learning. New York: Routledge, 2009.

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1944-, Barker Philip G., Hrsg. Multi-media computer assisted learning. London: Kogan Page, 1989.

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Venezky, Richard L. The intelligent design of computer-assisted instruction. New York: Longman, 1991.

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Payette, Julie. Intelligent computer-assisted instruction in syntactic style. Ottawa: National Library of Canada, 1990.

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Payette, Julie. Intelligent computer-assisted instruction in syntactic style. Toronto: Computer Systems Research Institute, University of Toronto, 1990.

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Buchteile zum Thema "Computer-assisted instruction"

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Kalman, Calvin S. „Computer-Assisted Instruction“. In Innovation and Change in Professional Education, 235–55. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-66140-7_11.

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Bolwell, Christine. „Evaluating Computer-Assisted Instruction“. In Nursing and Computers, 574–80. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_77.

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Lehrer, Richard. „Computer-Assisted Strategic Instruction“. In Cognitive Strategy Research, 303–20. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4613-8838-8_12.

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Panja, Madhurima, und Uttam Kumar. „Computer-Aided or Computer-Assisted Instruction“. In Encyclopedia of Mathematical Geosciences, 1–5. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-26050-7_63-1.

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Panja, Madhurima, und Uttam Kumar. „Computer-Aided or Computer-Assisted Instruction“. In Encyclopedia of Mathematical Geosciences, 165–69. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-85040-1_63.

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Grobe, Susan J. „Computer-Assisted Instruction: An Alternative“. In Nursing and Computers, 401–14. New York, NY: Springer New York, 1989. http://dx.doi.org/10.1007/978-1-4612-3622-1_41.

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Fisher, Gene L., und Lori S. Fisher. „A workstation-based course management and instruction system“. In Computer Assisted Learning, 102–16. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_54.

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Karsh, Kathryn G., und Alan C. Repp. „Computer-Assisted Instruction: Potential and Reality“. In Learning Disabilities, 452–77. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4613-9133-3_15.

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Spaai, Gerard W. G. „Feedback in Computer-Assisted Instruction: Complexity and Corrective Efficiency“. In Dialogue and Instruction, 167–78. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/978-3-642-57827-4_12.

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Cotos, Elena. „Computer-Assisted Research Writing in the Disciplines“. In Adaptive Educational Technologies for Literacy Instruction, 225–42. New York, NY : Routledge, 2016.: Routledge, 2016. http://dx.doi.org/10.4324/9781315647500-15.

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Konferenzberichte zum Thema "Computer-assisted instruction"

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Maurer, Herman A. „Authoring systems for computer assisted instruction“. In the 1985 ACM annual conference. New York, New York, USA: ACM Press, 1985. http://dx.doi.org/10.1145/320435.320596.

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„Application of Computer Assisted Instruction in P.E.Teaching“. In 2020 International Conference on Educational Science. Scholar Publishing Group, 2020. http://dx.doi.org/10.38007/proceedings.0000389.

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Zhang, Sumei. „Computer-Assisted Instruction in Probability and Statistics“. In 2007 First IEEE International Symposium on Information Technologies and Applications in Education. IEEE, 2007. http://dx.doi.org/10.1109/isitae.2007.4409339.

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Wan Pu, Hao Kong und Wang Lisha. „Computer assisted instruction system analysis and research“. In 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5485673.

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Zhiqiang Li. „Study on system of Intelligent Computer Assisted Instruction“. In 2011 International Conference on Computer Science and Service System (CSSS). IEEE, 2011. http://dx.doi.org/10.1109/csss.2011.5974485.

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Wang, Shaohui, Jihong Cheng, Rui Yang, Jinghong Hao und Li Mei. „Application of Computer-Assisted Instruction in Horticulture Teaching“. In 2014 International Conference on e-Education, e-Business and Information Management (ICEEIM 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/iceeim-14.2014.39.

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Shuang, Li. „Multimedia Computer Assisted Instruction in College English Teaching“. In 2012 Fourth International Conference on Computational and Information Sciences (ICCIS). IEEE, 2012. http://dx.doi.org/10.1109/iccis.2012.188.

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Hu Jinming. „Design and implementation of computer assisted instruction sysem“. In 2010 2nd International Conference on Computer Engineering and Technology. IEEE, 2010. http://dx.doi.org/10.1109/iccet.2010.5486078.

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Pacuraru, Raluca olguta, und Gheorghe Grecu. „ARCHITECTURE AND DESIGN OF COMPUTER-ASSISTED INSTRUCTION SYSTEMS“. In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-157.

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The multitude of innovations which assault us in all areas of life made necessary "the education for change". Through education, people must ensure the ability to develop the capacity to understand and respond appropriately to various challenges from society, to become agents of their own training, to organize and structure their own knowledge. As time goes by, it becomes more and more obvious the need for diversification and institutional personalization in Romanian education system, diversification of types of study programs, the need to promote lifelong learning and reform the existing legislation in this area. From the perspective of the education system, the evolution towards the knowledge society is a revolution in how people think the whole process of education - both as management as well as structure. In higher education is a tendency to an "education of the masses" - undergraduate studies, followed by higher cycles - master's degree, doctoral studies. It also tends to lifelong learning, appreciating the return in the educational process should be at least every five years to ensure competence in a particular field. In the knowledge society, the very paradigm of education has changed, the role of ICT has become more and more important and present in an increasingly wide range of activities. Nowadays the use of an e-learning system is a must for any university that wants to align to the existing trends and have a high quality of educational process. More than that, computer-assisted instruction systems (commonly called today "e-learning platforms") are also used for lifelong learning - regardless of whether it is done in universities, specialized organizations or at job. This paper aims to deal with some aspects of the design and architecture of computer-assisted instruction systems, so that choosing, implementing and developing such a system could have a well-documented starting point.
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Attia, Farouk, und Ibrahim Elsamahy. „Effectiveness of Utilizing Computer Assisted Instruction in Teaching CAD to Engineering Students“. In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60579.

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This paper presents the results of an experimental study to investigate and evaluate the effectiveness of utilizing computer-assisted instruction (CAI) as a stand-alone educational tool to teach computer-aided drafting (CAD) in engineering and technology programs. While the literature is rich with research in the field of evaluating CAI as a supplementary educational tool [11], a very limited number of publications dealt with evaluating CAI as a stand-alone system [7, 16, 9]. Also, none of the published studies focused on engineering or engineering technology education utilizing CAD systems. In this way, the present study serves as benchmark in devising a system to evaluate the effectiveness of CAI modules as a stand-alone instructional tool in engineering and technology education. In the present study, the students’ cognitive performance was measured in an entry-level CAD course. The participating students were divided into two groups: 1) the Primary Experimental group, which received only the CAI module as their sole source of instruction. This group was strictly involved in self-learning, self-paced instruction with minimum interaction with the instructors or lab assistants during the length of the study. 2) The Control group, which received only conventional instruction (lectures, handouts, textbook, and lab workbook) with all the necessary support from the instructors and lab assistants. A pilot study was conducted to pre-test the measuring instrument and the grading procedures as well as the methodology of assigning the students into groups. It was concluded one semester prior to the start of the main experiment. The main study was conducted over a period of three regular semesters with a new set of two groups of students selected for each semester. At the end of each experiment, the students were given a test (the measuring instrument) that was identical for both groups. The test results were tabulated and analyzed statistically. Statistical analysis of the data collected indicated that the group of students who received conventional instruction performed better than those receiving only computer-assisted instruction (CAI). Since several factors could have contributed to these findings, a major significance of the current study is that it demonstrates the necessity to conduct similar studies at different institutions in order to evaluate the effectiveness of CAI technology as it becomes more prevalent in engineering education programs [13].
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Berichte der Organisationen zum Thema "Computer-assisted instruction"

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Kemner-Richardson, S., J. P. Lamos und A. S. West. Computer-Assisted Instruction: Decision Handbook. Fort Belvoir, VA: Defense Technical Information Center, April 1985. http://dx.doi.org/10.21236/ada154646.

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Evers, Linda M. Prototype Methodology for Designing and Developing Computer-Assisted Instruction. Fort Belvoir, VA: Defense Technical Information Center, August 1986. http://dx.doi.org/10.21236/ada179568.

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McFarland, Mary. An Analysis of the Relationship Between Learning Style Perceptual Preferences and Attitudes Toward Computer-Assisted Instruction. Portland State University Library, Januar 2000. http://dx.doi.org/10.15760/etd.1228.

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Nelson, Gena, Angela Crawford und Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, Januar 2022. http://dx.doi.org/10.18122/sped.143.boisestate.

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The purpose of this document is to provide readers with the coding protocol that authors used to code 36 research syntheses (including meta-analyses, evidence-based reviews, and quantitative systematic reviews) focused on mathematics interventions for students with learning disabilities (LD), mathematics learning disabilities (MLD), and mathematics difficulties (MD). The purpose of the systematic review of mathematics intervention syntheses was to identify patterns and gaps in content areas, instructional strategies, effect sizes, and definitions of LD, MLD, and MD. We searched the literature for research syntheses published between 2000 and 2020 and used rigorous inclusion criteria in our literature review process. We evaluated 36 syntheses that included 836 studies with 32,495 participants. We coded each synthesis for variables across seven categories including: publication codes (authors, year, journal), inclusion and exclusion criteria, content area focus, instructional strategy focus, sample size, methodological information, and results. The mean interrater reliability across all codes using this coding protocol was 90.3%. Although each synthesis stated a focus on LD, MLD, or MD, very few students with LD or MLD were included, and authors’ operational definitions of disability and risk varied. Syntheses predominantly focused on word problem solving, fractions, computer- assisted learning, and schema-based instruction. Syntheses reported wide variation in effectiveness, content areas, and instructional strategies. Finally, our results indicate the majority of syntheses report achievement outcomes, but very few syntheses report on other outcomes (e.g., social validity, strategy use). We discuss how the results of this comprehensive review can guide researchers in expanding the knowledge base on mathematics interventions. The systematic review that results from this coding process is accepted for publication and in press at Learning Disabilities Research and Practice.
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Crooks, Roderic. Toward People’s Community Control of Technology: Race, Access, and Education. Social Science Research Council, Januar 2022. http://dx.doi.org/10.35650/jt.3015.d.2022.

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.
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Evaluating the impact of computer-assisted instruction and learning in China. International Initiative for Impact Evaluation, Februar 2017. http://dx.doi.org/10.23846/pb201702.

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