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Thematische Bibliographien / Computer-assisted instruction / Zeitschriftenartikel

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Zeitschriftenartikel zum Thema „Computer-assisted instruction“

Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 29. Juli 2024

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1

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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2

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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3

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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4

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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5

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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6

&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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7

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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8

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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9

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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10

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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Rouse, Deborah P. „Computer-assisted instruction: An effective instructional method“. Teaching and Learning in Nursing 2, Nr. 4 (Oktober 2007): 138–43. http://dx.doi.org/10.1016/j.teln.2007.07.007.

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12

Colorado, Rafael J. „Computer-Assisted Instruction Research“. Journal of Research on Computing in Education 20, Nr. 3 (März 1988): 226–33. http://dx.doi.org/10.1080/08886504.1988.10781837.

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13

Klein, P. J. „CARDIOPULMONARY COMPUTER-ASSISTED INSTRUCTION.“ Cardiopulmonary Physical Therapy Journal 6, Nr. 4 (1995): 5. http://dx.doi.org/10.1097/01823246-199506040-00005.

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14

Smith, T. Michael, und Kenneth Andrews. „Computer-Assisted Video Instruction:“. Computers in the Schools 2, Nr. 1 (26.04.1985): 65–74. http://dx.doi.org/10.1300/j025v02n01_09.

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15

Desch, Larry W. „Pediatric Computer-Assisted Instruction“. Archives of Pediatrics & Adolescent Medicine 149, Nr. 3 (01.03.1995): 303. http://dx.doi.org/10.1001/archpedi.1995.02170150083015.

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16

Vishwakarma, Bibhakar, und Dazy Zarabi. „Effect of Computer Assisted Instructions on Developing Functional Maths Skills Among Children with Intellectual Disability at Secondary Level“. International Journal of Research and Review 10, Nr. 12 (13.12.2023): 305–11. http://dx.doi.org/10.52403/ijrr.20231233.

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Number plays a significant role in our day to day lives. Functional math skills are those skills that an individual need to know in order to live independent in society, to care for themselves, and to make choices about their lives. Teaching math to students with intellectual disability includes learning through concrete experiences and the application of learned skills moreover alternative instructional strategies are crucial for meeting the learning needs of these students. Instructional material and strategies through computer assisted instructions have been found to aid academic achievement and retention among learners. Through Computer assisted instructions interactive learning takes place and learners get immediate feedback. Versatility of computer assisted instructions can be effectively used to promote inclusive education of children with disabilities. This study investigates the impact of computer assisted instruction on development of functional math skills among students with intellectual disability. Single group pre and post test experimental research design was used in the present study. Sample size comprised of 30 students falling between the age range of 11-14 years with mild intellectual disability studying in Govt. Schools of Chandigarh, India. Intervention was given in a classroom setting in small group comprising 3-4 students on regular basis. In the beginning students are oriented to follow the computer assisted instructions package. The student’s pre and post test scores of the present study is subject to statistical analysis t-test. The findings of the study enable the adolescence with mild intellectual disability to perform functional math skills and found that computer delivered instruction have the potential for improving student’s achievement scores. On the basis of research findings recommendation can be made to develop CAI packages on different contents of academic learning. Keywords: concentration, versatility, impulsivity, adolescence, recommendation

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Perkins, David, Steward Donaldson und Judy Zimmerman. „Individual and Dyad-Assisted Instruction“. Psychological Reports 62, Nr. 2 (April 1988): 407–13. http://dx.doi.org/10.2466/pr0.1988.62.2.407.

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A study was designed to gather preliminary information concerning the effectiveness of small-group (dyad) computer-assisted instruction. Children in Grades 3 to 6 completed 10 lessons designed to teach students the critical elements involved in solving mathematical word problems, i.e., identifying key words, writing equations, and selecting the appropriate mathematical operation. Four instructional conditions were evaluated: (1) one child using a microcomputer, (2) two children (dyad) using one microcomputer, (3) one child using one workbook, and (4) two children (dyad) using one workbook. Children in the microcomputer-dyad condition developed more positive attitudes towards computer-instruction than students working individually. No significant differences in achievement scores were found between children given computer-assisted instruction and those given workbooks.

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Skudrna, Vincent J. „Role of Computer Assisted Instruction (CAI) in an Introductory Computer Concepts Course“. Journal of Educational Technology Systems 25, Nr. 4 (Juni 1997): 327–45. http://dx.doi.org/10.2190/8362-cgbb-3d5r-j0uc.

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The primary objective of this article is to discuss the role of Computer Assisted Instruction (CAI) at the undergraduate level via a survey of related literature and specific applications. CAI shares many features with other instructional modes, such as traditional classrooms and programmed instruction (PI). Many characteristics of learners affect their ability to learn and acquire new knowledge. An individual's subject-specific knowledge and general knowledge both affect comprehension. With regard to instructional design, system approaches are sometimes referred to as instructional development systems (IDS). An IDS embraces several major categories. These include a statement of goals, analysis, development of instruction, and evaluation and revision. General statements on CAI can be divided into the following areas: requirements, potential benefits, state of the art, problems, CAI as a factor in society, the roles of industry, education, and government, including the role of teacher. At least two educational requirements make CAI inevitable, i.e., the trend to individualized instruction and the growth in information to be acquired. Data processing and computer science involve the teaching of computer skills in relative isolation from other disciplines. Hence, the computer is the principal subject. Student problem solving and research is where the computer is used as a tool in some field outside computer science. A specific sphere of application is the subject. This article will relate these categories as they apply to an introductory computer concepts course taught at the undergraduate level. Another phase of this course is that it is accounting-oriented.

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Torgesen, Joseph K., und Theodore A. Barker. „Computers as Aids in the Prevention and Remediation of Reading Disabilities“. Learning Disability Quarterly 18, Nr. 2 (Mai 1995): 76–87. http://dx.doi.org/10.2307/1511196.

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This article provides examples of ways that computer-assisted instruction can help children with learning disabilities (LD) learn to read more effectively. Computer-assisted instruction and practice in reading is fit within an instructional model for LD children that recognizes their special needs for assistance in acquiring accurate and fluent word identification skills. The theory that reading disabilities are phonologically based is discussed as a context for focusing instruction on alphabetic reading skills. Computer programs that provide training in phonological awareness, specific context-free word identification skills, and reading of connected text are described, and preliminary evidence about their instructional effectiveness is presented.

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Harvey, T. Edward. „Computer-Assisted Spanish-Composition Instruction Survey—1986“. CALICO Journal 4, Nr. 2 (14.01.2013): 55–67. http://dx.doi.org/10.1558/cj.v4i2.55-67.

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This study reports on a survey of Spanish instructors' views on the use of computers in Spanish composition instruction. Data are reported for 208 (from a total of 1,678) full-time instructional faculty at universities, two-year colleges, and high schools across the nation. Most respondents taught one-semester courses whose enrollment sizes were increasing. Text use for the majority of programs is three years or less. This corresponds to the advent of process-model texts. Apples and IBM-PCs predominate among the hardware available. The lack of foreign-character support remains the major frustration reported. Essay analyzers are new to nearly everyone. There is mixed opinion about the real versus the expected benefits of using word processors as part of composition instruction. However, the time appears right for a paradigm shift and curriculum definition to include computer-assisted composition instruction.

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Aronberg, D. J., S. S. Rodewald und R. G. Jost. „Computer-assisted instruction in radiology.“ Radiology 154, Nr. 2 (Februar 1985): 345–47. http://dx.doi.org/10.1148/radiology.154.2.3880905.

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22

FitzGerald, Patricia A., Patricia Arnott und Deborah Richards. „Computer‐Assisted Instruction in Libraries:“. Library Hi Tech 4, Nr. 2 (Februar 1986): 29–37. http://dx.doi.org/10.1108/eb047644.

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23

Haynes, Jacqueline A., und David B. Malouf. „Computer Assisted Instruction Needs Help“. Academic Therapy 22, Nr. 2 (November 1986): 157–64. http://dx.doi.org/10.1177/105345128602200205.

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24

VAN DONGEN, CAROL J. „CREATING RELEVANT COMPUTER-ASSISTED INSTRUCTION“. Nurse Educator 10, Nr. 1 (Januar 1985): 21–25. http://dx.doi.org/10.1097/00006223-198501000-00013.

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25

Evans, RD, und S. Brotman. „Computer-assisted instruction in trauma“. Annals of Emergency Medicine 14, Nr. 5 (Mai 1985): 492–93. http://dx.doi.org/10.1016/s0196-0644(85)80335-8.

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26

Dunton, C. J., D. DiMarco, C. Grotkowski, B. Atkinson, J. Tursi und E. Hernandez. „Computer assisted instruction in colposcopy“. Gynecologic Oncology 40, Nr. 2 (Februar 1991): 175. http://dx.doi.org/10.1016/0090-8258(91)90144-t.

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27

apostolides, Z. „Computer assisted instruction in biochemistry“. Biochemical Education 15, Nr. 3 (Juli 1987): 129–33. http://dx.doi.org/10.1016/0307-4412(87)90042-2.

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28

Niemeyer, Chris. „Authorware for computer‐assisted instruction“. Library Hi Tech 15, Nr. 1/2 (April 1997): 133–44. http://dx.doi.org/10.1108/07378839710307494.

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29

Sankar, Y. „Evaluation of Computer‐Assisted Instruction“. PLET: Programmed Learning & Educational Technology 25, Nr. 4 (November 1988): 314–21. http://dx.doi.org/10.1080/1355800880250407.

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30

Gordon, Michael, Gordon Ewy, Joel Felner, Ira Gessner, Joan Mayer, Donald Rosenberg, Abdul Sajid, Clarence Shub, Robert Waugh und Alberto Budkin. „Computer assisted instruction in cardiology“. Journal of the American College of Cardiology 15, Nr. 2 (Februar 1990): A267. http://dx.doi.org/10.1016/0735-1097(90)92783-x.

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31

Gordon, Michael S., Gordon Ewy, Joel Felner, Ira Gessner, Joan Mayer, Donald Rosenberg, Abdul Sajid, Clarence Snub und Robert Waugh. „Patient-centered computer assisted instruction“. Journal of the American College of Cardiology 17, Nr. 2 (Februar 1991): A10. http://dx.doi.org/10.1016/0735-1097(91)91007-2.

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32

Hu, Amanda, Patricia A. Shewokis, Kimberly Ting und Kevin Fung. „Motivation in computer-assisted instruction“. Laryngoscope 126 (16.06.2016): S5—S13. http://dx.doi.org/10.1002/lary.26040.

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33

清水, 康敬. „Computer Assisted Instruction in Japan“. Journal of Jsee 36, Nr. 4 (20.10.1988): 4_65–66. http://dx.doi.org/10.4307/jsee1953.36.4_4_65.

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34

Ugwuanyi, Christian Sunday, und Chinedu I. O. Okeke. „Enhancing University Students’ Achievement in Physics using Computer-Assisted Instruction“. International Journal of Higher Education 9, Nr. 5 (17.07.2020): 115. http://dx.doi.org/10.5430/ijhe.v9n5p115.

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Twenty-first century classrooms have come with a lot of changes in instructional delivery at various levels of education. However, most lecturers in Nigerian universities still adopt the traditional method of instruction not minding the demands of the twenty-first century classrooms. As a result of this, there is a dearth of empirical evidence on the impact of computer-assisted instruction on the students’ achievement in physics. This study, therefore, sought the efficacy of computer-assisted instruction (CAI) on students’ achievement in physics. A randomized controlled trial experimental design was adopted for the study using a sample of 120 participants. Physics Achievement Test (PAT) was used to collect data for the study. Analysis of covariance was used to analyze the data. It was found that Computer-Assisted Instruction (CAI) had a significant effect on students’ achievement in physics at posttest and follow-up assessments. Thus, Physics education lecturers should be trained on how to design and use CAI package for effective twenty-first century classroom instructional delivery in Nigerian university.

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Lin, Cheng-Yao, Yi-Yin Ko und Yu-Chun Kuo. „Changes in Pre-Service Teachers’ Algebraic Misconceptions by Using Computer-Assisted Instruction“. International Journal for Technology in Mathematics Education 21, Nr. 3 (01.09.2014): 89–101. http://dx.doi.org/10.1564/174427114838794361.

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In order to carry out current reforms regarding algebra and technology in elementary school mathematics successfully, pre-service elementary mathematics teachers must be equipped with adequate understandings of algebraic concepts and self-confidence in using computers for their future teaching. This paper examines the differences in preservice teachers’ misconceptions of algebra and their attitudes towards using computers in teaching mathematics between computer-assisted instruction and lecture instruction. The results of the study suggest that pre-service teachers in both instructions have similar algebraic misconceptions and attitudes about teaching mathematics with computers. Even though there was no significant difference in algebraic misconceptions and beliefs about integrating computers into teaching mathematics between the participants in computer-assisted instruction and lecturebased instruction, both instructions were effective to increase pre-service teachers’ knowledge of parentheses usage, symbolism, and equality and attitudes of using computer in teaching mathematics in terms of confident and liking. It is recommended that more attention should be paid to teaching and learning algebra with computer-supported instruction in mathematics teacher education programs so that pre-service teachers gain experience in integrating technology into classrooms.

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Whyte, Michael M., Dolores M. Karolick, Milton C. Nielsen, Gregory D. Elder und W. Thomas Hawley. „Cognitive Styles and Feedback in Computer-Assisted Instruction“. Journal of Educational Computing Research 12, Nr. 2 (März 1995): 195–203. http://dx.doi.org/10.2190/m2av-gehe-cm9g-j9p7.

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Feedback during student practice is considered a fundamental component of well-designed computer-assisted instruction (CAI). This project focuses on the appropriate applications of feedback in a CAI lesson which teaches knowledge bases and concepts. The student's learning style/characteristics are a factor in the process. The project follows a 4 × 2 design which includes a pretest, intervention, posttest, and delayed posttest model. The factors of the design are feedback (KCR, KCRI, KOR, KORI) and learner characteristics (field dependent, field independent). The learners, freshmen cadets at the USAF Academy, were assigned to treatment groups via stratified random sampling. Stratification was based on pretest scores of prior knowledge and learner characteristics. The results of the primary intervention, level of feedback, were statistically significant, favoring increasing levels of information feedback. This article also provides instructors, instructional designers and authors of computer-assisted instruction useful methodologies for implementing the results in instructional products.

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Munyakazi, Jean Paul, Josiane Mukagihana, Theophile Nsengimana, Concilie Mukamwambali und Olivier Habimana. „Impacts of Computer-Assisted Instructions on Students' Academic Performance of Biology within Secondary Schools“. International Journal of Learning and Development 12, Nr. 2 (24.06.2022): 81. http://dx.doi.org/10.5296/ijld.v12i2.19766.

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Computer-assisted instructions (CAI) not only motivate students to learn but also enable learners to learn by interacting with instructional tools that allow learners to react the way they would react in real situations. This study sought to investigate the impact of computer-assisted instruction on learners' achievement of biology with a focus on cell division topics. The study adopted a quasi-experimental design. The population of this study was all upper secondary students that have Biology in their learning subjects within the Nyagatare district. To get a sample, researchers purposively selected three schools on the condition that they are equipped with smart classrooms having connected computers. The researchers took one class at each school. Thus, we got a total of ninety (90) senior five learners. The researchers split these learners into two groups composed of 45 learners in the experimental group, and 45 students in the control group. Learners in the experimental group were subjected to computer-assisted instructions while learners in the control group went through the traditional lecturing instructions. To collect data, a biology performance test (BPT) was used. The reliability coefficient (Cronbach’s coefficient Alpha) calculated for the instrument was 0.704. Pre and post-tests were given to all students in both groups. We used the inferential statistics t-test to analyze the data. The results showed [t (88) = -6.640, p = .000; p<.05] indicating that there is a statistically significant difference in mean scores between groups. The findings from the study allowed us to conclude that computer-assisted instruction enhances students' performance in biology, especially in cell division. Therefore, we recommend the integration of computer-assisted instructions into teaching and learning to enhance learners’ performance in biology.

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Longmuir, Kenneth J. „Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms“. Advances in Physiology Education 38, Nr. 1 (März 2014): 34–41. http://dx.doi.org/10.1152/advan.00083.2013.

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In this project, the traditional lecture hall presentation of acid-base physiology in the first-year medical school curriculum was replaced by interactive, computer-assisted instruction designed primarily for the iPad and other mobile computer platforms. Three learning modules were developed, each with ∼20 screens of information, on the subjects of the CO2-bicarbonate buffer system, other body buffer systems, and acid-base disorders. Five clinical case modules were also developed. For the learning modules, the interactive, active learning activities were primarily step-by-step learner control of explanations of complex physiological concepts, usually presented graphically. For the clinical cases, the active learning activities were primarily question-and-answer exercises that related clinical findings to the relevant basic science concepts. The student response was remarkably positive, with the interactive, active learning aspect of the instruction cited as the most important feature. Also, students cited the self-paced instruction, extensive use of interactive graphics, and side-by-side presentation of text and graphics as positive features. Most students reported that it took less time to study the subject matter with this online instruction compared with subject matter presented in the lecture hall. However, the approach to learning was highly examination driven, with most students delaying the study of the subject matter until a few days before the scheduled examination. Wider implementation of active learning computer-assisted instruction will require that instructors present subject matter interactively, that students fully embrace the responsibilities of independent learning, and that institutional administrations measure instructional effort by criteria other than scheduled hours of instruction.

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Veenstra, Baukje, Paul L. C. van Geert und Bieuwe F. van der Meulen. „Computer versus human-based support: Effect on computer game performances in (in)effectively learning pre-schoolers“. Educational and Child Psychology 27, Nr. 4 (2010): 56–72. http://dx.doi.org/10.53841/bpsecp.2010.27.4.56.

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This research focuses on the effects of human versus computer instruction on improving the learning behaviour of pre-school children. One-hundred-and-eighty-four unresponsive, impulsive or reflective Dutch pre-schoolers were randomly assigned to one of the four instruction conditions (computer-assisted instruction, adult-assisted instruction, both or no instruction). The children played a computer game focused on improving learning behaviour during two or three sessions. The results show that the preschooler’s behaviour during the game corresponds to regular learning behaviour. Impulsive children showed most errors and mouse clicks and unresponsive children showed the least mouse clicks and a warming-up phase. As expected, in the computer-assisted instruction plus adult-assisted instruction condition all learners showed positive learning outcomes. Computer-assisted instruction reveals positive effects on learning outcomes of reflective and unresponsive learners and adult-assisted instruction reveals positive effects on impulsive children. Considering the overall development across the games, impulsive children did not improve their learning behaviour. However, reflective and unresponsive children showed a learning effect. Reflective children showed a clear decrease of trials in the beginning and unresponsive children showed a relatively large increase in mouse clicks after a warming up-phase. However, their number of clicks remained lower than the reflective children.We can conclude that, since learning type is relevant, this game might function as an objective and reliable tool to assess the type of learning behaviour of pre-school children. It is concluded that computer-assisted instruction in combination with adult-assisted instruction is the best manner to regulate learning skills.

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Choi, Soo-Young. „APPLICATION OF COMPONENT DISPLAY THEORY IN DESIGNING AND DEVELOPING CALI“. CALICO Journal 3, Nr. 4 (14.01.2013): 40–45. http://dx.doi.org/10.1558/cj.v3i4.40-45.

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Component Display Theory—(Merrill 1983; Merrill, Kowallis, and Wilson 1981) has been developed to be an analytical theory-based instructional design guide. It was the rationale underlying the design of the TICCIT computer-assisted learning system. It forms also a major foundation for hundreds of hours of instruction designed by Courseware, Inc. This paper discusses step-by-step procedures of its use in designing a goal-oriented Computer Assisted Language Instruction (CALI), and in quantifying the effectiveness of the instruction as a preliminary evaluation tool.

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Widya Lestari, Aprillia, und Fenny Thresia. „THE EFFECT OF COMPUTER ASSISTANT INSTRUCTION ( CAI ) ON ADVANCED READING“. Intensive Journal 4, Nr. 1 (30.04.2021): 27. http://dx.doi.org/10.31602/intensive.v4i1.4750.

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The study was conducted to find out the significant influence of Computer Assisted Instruction (CAI) on advanced reading at fourth semester of English Department Muhammadiyah University of Metro. Computer Assisted Instruction (CAI) is a technique to give instruction by using computer to the students and instructional approach where a computer is used to evaluate the learning outcomes. This research is an experimental research and the subject of the research are 40 students at fourth semester of English department. There are two 20 students for control group and 20 students for experimental group. The result of average score of pre-test at experimental group and control group are 1.36 and 1.39. It shows that the control group is higher than the experimental group. However, the result of the post test of the experimental group is higher the control group, they are 1.71 for the experimental group and 1.41 for the control group. It can be conclude that, there is significant influence in students’ reading comprehension after being taught by using Computer Assisted Instruction (CAI )

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Calhoun, Jason H., Ben L. Allen, Jennifer Meek-Chilton und Ron Clark. „Computer-Assisted Instruction in Orthopedic Biomechanics“. Orthopedic Clinics of North America 17, Nr. 4 (Oktober 1986): 599–604. http://dx.doi.org/10.1016/s0030-5898(20)32306-3.

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Ferguson, N. H., und S. R. Chapman. „Computer-Assisted Instruction for Introductory Genetics“. Journal of Natural Resources and Life Sciences Education 22, Nr. 2 (September 1993): 145–48. http://dx.doi.org/10.2134/jnrlse.1993.0145.

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Larsen, Mark D. „PERSISTENT PROBLEMS OF COMPUTER-ASSISTED INSTRUCTION“. CALICO Journal 1, Nr. 5 (14.01.2013): 31–34. http://dx.doi.org/10.1558/cj.v1i5.31-34.

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Annotation:

The advent of computers divided the humanists into camps for and against the new technology. This article summarizes the arguments of both camps then suggests that recent technological advances have helped to overcome some of the arguments against the use of computers and have even added new visual and audio dimensions to its potential. The computer age has arrived, and education must meet the challenge or the students will be the losers.

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Thede, Linda Q., Susan Taft und Harriet Coeling. „Computer-Assisted Instruction: A Learner's Viewpoint“. Journal of Nursing Education 33, Nr. 7 (September 1994): 299–305. http://dx.doi.org/10.3928/0148-4834-19940901-05.

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Noonan, John V. „Feedback Procedures in Computer-Assisted Instruction“. Journal of Research on Computing in Education 20, Nr. 1 (September 1986): 10–20. http://dx.doi.org/10.1080/08886504.1986.11008431.

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Higgins,, Susan A. K., und David Thorne. „Developmental Considerations for Computer-Assisted Instruction“. Laboratory Medicine 29, Nr. 6 (01.06.1998): 366–70. http://dx.doi.org/10.1093/labmed/29.6.366.

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Honeyman, J. C., C. K. Palmer, M. M. Frost und E. V. Staab. „IMAGE ACQUISITION FOR COMPUTER ASSISTED INSTRUCTION“. Investigative Radiology 27, Nr. 12 (Dezember 1992): 1110. http://dx.doi.org/10.1097/00004424-199212000-00144.

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Foulin, John E., und Carolyn Ambler Walter. „Interviewing Skills and Computer Assisted Instruction“. Computers in Human Services 7, Nr. 3-4 (14.09.1990): 179–97. http://dx.doi.org/10.1300/j407v07n03_02.

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Crook, Wendy P., und Myriah Jayne Brady. „Computer-Assisted Instruction in the Classroom“. Computers in Human Services 15, Nr. 2-3 (12.01.1999): 193–208. http://dx.doi.org/10.1300/j407v15n02_15.

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