Relevant bibliographies by topics / Computer assisted learning

Academic literature on the topic 'Computer assisted learning'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Computer assisted learning"

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Whitaker, Elaine. "Computer-Assisted Learning." Journal of Audiovisual Media in Medicine 17, no. 4 (January 1994): 175–78. http://dx.doi.org/10.3109/17453059409087706.

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Walmsley, Ad, and Dj Pollard. "Computer-Assisted Learning." Journal of Audiovisual Media in Medicine 20, no. 1 (January 1997): 22–25. http://dx.doi.org/10.3109/17453059709063090.

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Stephens, C. D. "Computer assisted learning." British Dental Journal 184, no. 7 (April 1998): 0. http://dx.doi.org/10.1038/sj.bdj.4809678.

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Jenkins, J. "Computer assisted learning." Current Obstetrics & Gynaecology 7, no. 3 (September 1997): 139–44. http://dx.doi.org/10.1016/s0957-5847(97)80075-3.

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EDLIN, RICHARD. "Computer Assisted Learning." New Zealand Journal of Geography 77, no. 1 (May 15, 2008): 21. http://dx.doi.org/10.1111/j.0028-8292.1984.tb00169.x.

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Zhytska, Svitlana. "Computer assisted language learning." Collection "Information technology and security" 1, no. 2 (December 30, 2012): 25–34. http://dx.doi.org/10.20535/2411-1031.2012.1.2.54982.

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Kenning, Marie-Madeleine. "Computer-assisted language learning." Language Teaching 23, no. 2 (April 1990): 67–76. http://dx.doi.org/10.1017/s0261444800005632.

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Anderson, Jonathan. "Computer-assisted language learning." Prospects 17, no. 3 (September 1987): 417–29. http://dx.doi.org/10.1007/bf02193618.

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Blandford, A. E. "Introducing computer assisted learning." Computers & Education 11, no. 1 (January 1987): 71–72. http://dx.doi.org/10.1016/0360-1315(87)90048-0.

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Laurillard, Diana. "Computer assisted language learning." Computers & Education 20, no. 2 (March 1993): 207–8. http://dx.doi.org/10.1016/0360-1315(93)90090-6.

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Dissertations / Theses on the topic "Computer assisted learning"

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Sazonov, Rostislav. "Computer-assisted language learning." Thesis, Молодь у глобалізованому світі: академічні аспекти англомовних фахових досліджень (англ. мовою) / Укл., ред. А.І.Раду: збірник мат. конф. - Львів: ПП "Марусич", 2011. - 147 с, 2011. http://er.nau.edu.ua/handle/NAU/20775.

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Baldrey, Sarah Patricia. "Computer assisted learning and learning disability : an evaluation." Thesis, University of Plymouth, 1994. http://hdl.handle.net/10026.1/2125.

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The aim of this thesis is to evaluate the use of computer-assisted learning with people who have severe and profound learning disabilities. Theories of learning are central to our understanding of learning disability and contributions from the cognitive and behavioural schools are reviewed and related to methods of education and training for people with learning disabilities. This framework provides a rationale for understanding the premises of computer-assisted learning. A review of the literature reveals a lack of evidence for the efficacy of computer-assisted learning. Evaluation studies to date appear to be characterised by a lack of a methodologically sound framework. An evaluation survey of software designated for use with people with severe learning disabilities is presented which finds that much educational software lacks a sound grounding in established and effective principles of learning and teaching, although its use is still supported by instructors. Thus, the need for empirical research investigating the use and efficacy of computer-assisted learning in learning disability is identified. Psychological models provide an appropriate method of such an inquiry, though methodological problems inherent in evaluative research with a special population appear to act as a barrier to the development of effective knowledge in the area. Within these limitations, three experiments are presented. The first compares conventional teaching with computer-assisted teaching. The computer was as effective as the teacher, though the conventional measures of achievement used were not sensitive to any differences between the two methods. The second developed a more finegrain analysis which revealed a difference between the quality of participants' interaction with computer and teacher instruction. Specifically, attentional behaviour was increased in the computer-taught condition, yet there was no concomitant increase in learning. The reliance of educational software on sensory reinforcement was postulated as underlying the ability of computer-assisted learning to maintain attention to the task. The third experiment directly addressed the ability of three different sensory reinforcers typical of those found in educational software to support learning a simple discrimination task. It was found that sensory reinforcers were not effective in supporting learning, though they did maintain attention and performance on the task. It is suggested that the multiple modalities used by software may interfere adversely with the coding of relevant information involved in the discrimination of stimulus dimensions and that this may account for the discrepancy between measures of performance and measures of learning on computer-assisted tasks.
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McMurry, Benjamin L. "Evaluation in Computer-Assisted Language Learning." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3306.

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Evaluation of Computer-assisted language learning (CALL) needs to be scrutinized according to the same standards of evaluation as other professional materials. Evaluation can be divided into two distinct, yet similar, categories: formal (following a prescribed evaluation model) and informal. The aim of this dissertation is two-fold. The first purpose is to benefit the field of CALL by situating CALL evaluation in the context of frameworks used formal evaluation. The second purpose is to discover informal evaluation practices of CALL practitioners. First, with regard to formal evaluation of CALL materials, practices and insights from the field of evaluation would help CALL researchers and practitioners to conduct systematic evaluations that report findings that other researchers and practitioners find useful. An evaluation framework is proposed that includes common evaluation tasks conducted by evaluators in the field of formal evaluation to produce a workflow model for designing and conducting evaluations in CALL. Second, regarding the informal evaluation of CALL materials, learning about the processes of teachers when evaluating CALL for classroom use will help direct developers of CALL materials, address user concerns, and may indirectly increase the quality of CALL materials. After looking at this two-fold question—formal and informal evaluation of CALL materials—we found that formal evaluation in CALL may benefit from the adoption of evaluation practices from formal evaluation literature. Regarding informal evaluation, we found that teachers consider pedagogy, accessibility, and authenticity when reviewing CALL resources and activities for consideration for use in the classroom. Based on this finding we provide implications for language program administrators, teacher trainers, CALL software developers, and language teachers.
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Floyd, A. "Towards an adaptive computer-assisted learning system." Thesis, Brunel University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304317.

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Welch, Rachel Judith Carleton University Dissertation Engineering Mechanical and Aerospace. "Computer-assisted learning in control systems education." Ottawa, 1995.

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Rudzewitz, Björn [Verfasser]. "Learning Analytics in Intelligent Computer-Assisted Language Learning / Björn Rudzewitz." Tübingen : Universitätsbibliothek Tübingen, 2021. http://d-nb.info/1238594751/34.

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Al-Hamly, Masha'el A. "Computers and co-operative learning : learners interaction at the computer in a co-operative language learning context." Thesis, University of East Anglia, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267314.

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Heywood, G. "Computer-assisted learning as innovation in junior schools." Thesis, Lancaster University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.328718.

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Chan, Kok-chi, and 陳覺慈. "Effectiveness of computer-assisted learning in Chinese language." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959969.

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Ahmed, Vian S. "The effectiveness of computer assisted learning in construction." Thesis, Loughborough University, 2000. https://dspace.lboro.ac.uk/2134/7153.

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It is widely recognised that learning and training is a life long task and that people may need to be retrained or acquire new skills several times during their working careers. This poses the problem of what are the most appropriate teaching methods available to match the wide range of experience and learning styles of the learners. The development and implementation of new technology for teaching and learning purposes is one of the solutions to these problems. In construction the need for continuous learning is evidenced by the CPD (Continuing Professional Development) requirements of all the major professional institutions. One method which appears to have great potential, is Computer Aided Learning (CAL). CAL can be defined as, a way of presenting educational material to a learner by means of a computer program which gives opportunity for individual interaction. Several initiatives have been launched over the last few years, to both develop and explore the use of CAL in higher education. Unfortunately few of these initiatives introduced strategic approaches for implementing these tools, which are aimed at the needs and styles of users within the construction domain. Also, only `qualitative' rather that `quantitative' measures of the effectiveness of these tools are provided, if any. Against this background, this research project: reviewed literature outlining learning theories that are relevant to learning in construction; reviewed the preferred learning styles of different professional groups within the construction domain; reviewed literature of the role of CAL in higher education, and the different types available in construction. As a result of the above literature reviews, the research has: developed an understanding of the learning process and derived measures of effective learning according to the cognitive, experiential and behavioural learning theories; categorised the different styles of CAL and their role in supporting the learning process, and promoting different types of learning; proposed a framework for strategic planning, development, implementation and evaluation of CAL, and highlighted how such tasks are a shared responsibility between the educator, the developer and the users of CAL; tested the effectiveness of a CAL system, the MERIT2 simulation game, adopting the evaluation criteria introduced by the proposed framework, and using quantitative measures of the efficiency and effectiveness of this tool to promote learning in construction management; adopted the approach introduced by the proposed framework, for strategic implementation of a prototype multimedia CAL tool, to meet the educational needs and learning styles of undergraduate quantity surveying students. The thesis concluded that, qualitative measures are insufficient to determine the effectiveness and efficiency of CAL tools. Also, that these tools are effective methods to support teaching within the construction domain, when strategically developed and implemented to target the educational needs and learning styles of its users.
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Books on the topic "Computer assisted learning"

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

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Norrie, Douglas H., and Hans-Werner Six, eds. Computer Assisted Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/bfb0020864.

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Tomek, Ivan, ed. Computer Assisted Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1.

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Maurer, Hermann, ed. Computer Assisted Learning. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3.

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

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

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Cameron, Keith. Computer assisted language learning. Oxford: Intellect, 1991.

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Barker, Philip. Introducing computer assisted learning. Englewood Cliffs, N.J: Prentice-Hall, 1985.

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Stockwell, Glenn, ed. Computer-Assisted Language Learning. Cambridge: Cambridge University Press, 2012. http://dx.doi.org/10.1017/cbo9781139060981.

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Procter, Paula M. Computer assisted learning (C.A.L.) software. Sheffield: ENB LearningResources Unit, 1986.

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Book chapters on the topic "Computer assisted learning"

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De Bruyckere, Pedro, and Paul A. Kirschner. "Computer-Assisted Learning." In Encyclopedia of Education and Information Technologies, 348–55. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-10576-1_73.

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De Bruyckere, Pedro, and Paul A. Kirschner. "Computer-Assisted Learning." In Encyclopedia of Education and Information Technologies, 1–8. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-60013-0_73-1.

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Allinson, Lesley. "Learning styles and computer-based learning environments." In Computer Assisted Learning, 61–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_58.

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Tomek, Ivan. "CAI for introductory computer organization." In Computer Assisted Learning, 579–90. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_88.

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Ji-Ping, Zhang, and Diana De I.P.F. "Collaborative computer-based learning in China." In Computer Assisted Learning, 442–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/bfb0020898.

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Chapelle, Carol A. "Computer Assisted Language Learning." In The Handbook of Educational Linguistics, 585–95. Oxford, UK: Blackwell Publishing Ltd, 2008. http://dx.doi.org/10.1002/9780470694138.ch41.

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Kessler, Greg. "Computer Assisted Language Learning." In Handbook of Practical Second Language Teaching and Learning, 173–83. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003106609-14.

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Lilly, R. "Applying computer models of phonological competence to C.A.L.L." In Computer Assisted Learning, 392–404. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/3-540-55578-1_86.

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Yoon, YoungOhc, Glen A. Reece, Paul R. Bergstresser, and Lynn L. Peterson. "Computer-assisted learning in dermatology: Two knowledge-based approaches." In Computer Assisted Learning, 625–40. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_92.

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Spirov, Krasimir, and Mihail Draganov. "A conceptual model of a computer-aided learning knowledge base." In Computer Assisted Learning, 500–516. Berlin, Heidelberg: Springer Berlin Heidelberg, 1989. http://dx.doi.org/10.1007/3-540-51142-3_82.

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Conference papers on the topic "Computer assisted learning"

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Wanyi, Liu, Liu Taogang, Liu Fengwen, and Yang Sumin. "Computer Assisted Language Learning." In 2011 International Conference on E-Business and E-Government (ICEE). IEEE, 2011. http://dx.doi.org/10.1109/icebeg.2011.5881478.

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"Computer-assisted Language Learning in Georgia." In Sept. 17-19, 2018 Paris (France). Excellence in Research & Innovation, 2018. http://dx.doi.org/10.17758/eirai4.f0918407.

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"Research on Computer-assisted English Teaching." In 2018 International Conference on Educational Technology, Training and Learning. Clausius Scientific Press, 2018. http://dx.doi.org/10.23977/icettl.2018.71104.

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Ozfidan, Burhan. "Using Technology in Language Learning: Computer-Assisted Language Learning." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1879095.

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Yan Sufeng, Song Runjuan, and Sun Liming. "Computer-Assisted Language Learning in higher education." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6130802.

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Rodríguez, Luis, Ismael García-Varea, and Enrique Vidal. "Multi-modal computer assisted speech transcription." In International Conference on Multimodal Interfaces and the Workshop on Machine Learning for Multimodal Interaction. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1891903.1891943.

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Pana, Madalina, and Alin Zamfiroiu. "An Overview of Computer Assisted Learning Systems in Computer Science." In New Trends in Sustainable Business and Consumption. Editura ASE, 2022. http://dx.doi.org/10.24818/basiq/2022/08/087.

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Kremenska, Anelly. "Investigating student readiness for computer assisted language learning." In the 9th International Conference. New York, New York, USA: ACM Press, 2008. http://dx.doi.org/10.1145/1500879.1500947.

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Yin Zhang, A. B. Schwartz, S. M. Chase, and R. E. Kass. "Bayesian learning in assisted brain-computer interface tasks." In 2012 34th Annual International Conference of the IEEE Engineering in Medicine and Biology Society (EMBC). IEEE, 2012. http://dx.doi.org/10.1109/embc.2012.6346531.

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Liang, Zhao, and Ling Li. "Self-Assessment in Autonomous Computer-Assisted Language Learning." In 2011 International Symposium on Computer Science and Society (ISCCS). IEEE, 2011. http://dx.doi.org/10.1109/isccs.2011.92.

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Reports on the topic "Computer assisted learning"

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Hirayama, Yuji. A PROLOG Lexical Phrase Computer Assisted Language Learning Module. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7173.

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Fafchamps, Marcel, and Di Mo. Peer Effects in Computer Assisted Learning: Evidence from a Randomized Experiment. Cambridge, MA: National Bureau of Economic Research, February 2017. http://dx.doi.org/10.3386/w23195.

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Bianchi, Nicola, Yi Lu, and Hong Song. The Effect of Computer-Assisted Learning on Students' Long-Term Development. Cambridge, MA: National Bureau of Economic Research, December 2020. http://dx.doi.org/10.3386/w28180.

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Ma, Yue, Robert Fairlie, Prashant Loyalka, and Scott Rozelle. Isolating the “Tech” from EdTech: Experimental Evidence on Computer Assisted Learning in China. Cambridge, MA: National Bureau of Economic Research, April 2020. http://dx.doi.org/10.3386/w26953.

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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, January 2000. http://dx.doi.org/10.15760/etd.1228.

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Haines, Karen. Contextualising the learning affordances of technology: An in-depth look at the developing practice of two modern language teachers. Unitec ePress, September 2017. http://dx.doi.org/10.34074/ocds.62017.

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Affordance is an integral part of the practical knowledge teachers acquires while using new technologies in their teaching. This article describes the situated learning of two experienced modern language teachers using new technologies as they learned to perceive and implement learning affordances of several new tools in their individual classroom contexts, including Second Life and Wimba. The teachers identified and actualised learning affordances that allowed them to support students’ learning according to their respective beliefs about teaching and learning. The implications for computer-assisted language learning (CALL) teacher development are discussed in relation to professional learning and to the enriching of effective teaching practice.
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Nelson, Gena, Angela Crawford, and Jessica Hunt. A Systematic Review of Research Syntheses for Students with Mathematics Learning Disabilities and Difficulties. Boise State University, Albertsons Library, January 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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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Oza, Shardul, and Jacobus Cilliers. What Did Children Do During School Closures? Insights from a Parent Survey in Tanzania. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/027.

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In this Insight Note, we report results of a phone survey that the RISE Tanzania Research team conducted with 2,240 parents (or alternate primary care-givers) of primary school children following the school closures in Tanzania. After the first case of COVID-19 was confirmed in Tanzania on 16 March 2020, the government ordered all primary schools closed the following day. Schools remained closed until 29 June 2020. Policymakers and other education stakeholders were concerned that the closures would lead to significant learning loss if children did not receive educational support or engagement at home. To help stem learning loss, the government promoted radio, TV, and internet-based learning content to parents of school-age children. The primary aims of the survey were to understand how children and families responded to the school closures, the education related activities they engaged in, and their strategies to send children back to school. The survey also measures households’ engagement with remote learning content over the period of school closures. We supplement the findings of the parent survey with insights from interviews with Ward Education Officers about their activities during the school closures. The survey sample is comprised of primary care-givers (in most cases, parents) of students enrolled in Grades 3 and 4 during the 2020 school year. The survey builds on an existing panel of students assessed in 2019 and 2020 in a nationally representative sample of schools.4 The parent surveys were conducted using Computer Assisted Telephonic Interviewing (CATI) over a two-week period in early September 2020, roughly two months after the re-opening of primary schools. We report the following key findings from this survey: *Almost all (more than 99 percent) of children in our sample were back in school two months after schools re-opened. The vast majority of parents believed it was either safe or extremely safe for their children to return to school. *Only 6 percent of households reported that their children listened to radio lessons during the school closures; and a similar fraction (5.5 percent) tuned into TV lessons over the same period. Less than 1 percent of those surveyed accessed educational programmes on the internet. Households with access to radio or TV reported higher usage. *Approximately 1 in 3 (36 percent) children worked on the family farm during the closures, with most children working either 2 or 3 days a week. Male children were 6.2 percentage points likelier to work on the family farm than female children. *Households have limited access to education materials for their child. While more than 9 out of 10 households have an exercise book, far fewer had access to textbooks (35 percent) or own reading books (31 percent). *One in four parents (24 percent) read a book to their child in the last week.
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Modlo, Yevhenii O., Serhiy O. Semerikov, Stanislav L. Bondarevskyi, Stanislav T. Tolmachev, Oksana M. Markova, and Pavlo P. Nechypurenko. Methods of using mobile Internet devices in the formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects. [б. в.], February 2020. http://dx.doi.org/10.31812/123456789/3677.

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An analysis of the experience of professional training bachelors of electromechanics in Ukraine and abroad made it possible to determine that one of the leading trends in its modernization is the synergistic integration of various engineering branches (mechanical, electrical, electronic engineering and automation) in mechatronics for the purpose of design, manufacture, operation and maintenance electromechanical equipment. Teaching mechatronics provides for the meaningful integration of various disciplines of professional and practical training bachelors of electromechanics based on the concept of modeling and technological integration of various organizational forms and teaching methods based on the concept of mobility. Within this approach, the leading learning tools of bachelors of electromechanics are mobile Internet devices (MID) – a multimedia mobile devices that provide wireless access to information and communication Internet services for collecting, organizing, storing, processing, transmitting, presenting all kinds of messages and data. The authors reveals the main possibilities of using MID in learning to ensure equal access to education, personalized learning, instant feedback and evaluating learning outcomes, mobile learning, productive use of time spent in classrooms, creating mobile learning communities, support situated learning, development of continuous seamless learning, ensuring the gap between formal and informal learning, minimize educational disruption in conflict and disaster areas, assist learners with disabilities, improve the quality of the communication and the management of institution, and maximize the cost-efficiency. Bachelor of electromechanics competency in modeling of technical objects is a personal and vocational ability, which includes a system of knowledge, skills, experience in learning and research activities on modeling mechatronic systems and a positive value attitude towards it; bachelor of electromechanics should be ready and able to use methods and software/hardware modeling tools for processes analyzes, systems synthesis, evaluating their reliability and effectiveness for solving practical problems in professional field. The competency structure of the bachelor of electromechanics in the modeling of technical objects is reflected in three groups of competencies: general scientific, general professional and specialized professional. The implementation of the technique of using MID in learning bachelors of electromechanics in modeling of technical objects is the appropriate methodic of using, the component of which is partial methods for using MID in the formation of the general scientific component of the bachelor of electromechanics competency in modeling of technical objects, are disclosed by example academic disciplines “Higher mathematics”, “Computers and programming”, “Engineering mechanics”, “Electrical machines”. The leading tools of formation of the general scientific component of bachelor in electromechanics competency in modeling of technical objects are augmented reality mobile tools (to visualize the objects’ structure and modeling results), mobile computer mathematical systems (universal tools used at all stages of modeling learning), cloud based spreadsheets (as modeling tools) and text editors (to make the program description of model), mobile computer-aided design systems (to create and view the physical properties of models of technical objects) and mobile communication tools (to organize a joint activity in modeling).
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