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Dissertations / Theses on the topic 'Computer assisted learning'

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Published: 4 June 2021

Last updated: 19 February 2023

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1

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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3

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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6

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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7

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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8

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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9

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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10

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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Swann, Philip Howard. "Theory and practice of computer assisted language learning." Thesis, Open University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280634.

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Romanov, Yu, T. O. Snigurova, and V. Yu Paramonova. "Distance courses development and computer-assisted language learning." Thesis, НТУ "ХПІ", 2017. http://repository.kpi.kharkov.ua/handle/KhPI-Press/33169.

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Adebonojo, Leslie G., and 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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李偉柏 and Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.

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Ozverir, Ildeniz. "Task-based authentic learning activities in computer assisted foreign language learning." Thesis, Ozverir, Ildeniz (2015) Task-based authentic learning activities in computer assisted foreign language learning. PhD thesis, Murdoch University, 2015. https://researchrepository.murdoch.edu.au/id/eprint/27393/.

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One of the challenges that English as a Foreign Language (EFL) learners experience is the lack of authentic use of the language. In most cases they are confined to the activities conducted in classrooms and lack opportunities to use and practice the target language outside the school in genuine settings. However, the activities done in class are generally decontextualized and lack real world relevance. As a result of this, while learners may have extensive knowledge about the target language—which is referred to as know what—they can scarcely use it for communication in real life—which is referred to as know how. This study suggests that with the advances in pedagogical theory, authentic learning has much to offer in order to situate learning tasks in contexts that close the gap between the classrooms and real life. In so doing, the aim of this research is to provide learners with opportunities to use the target language in the kinds of purposeful and complex ways that it is used in real life. In order to achieve this aim, characteristics of authentic learning environments were used as guidelines to design an e-learning environment which was based on real world activities. The study sought to investigate: how students engage with and respond to a computer-assisted language learning environment designed to incorporate characteristics of authentic activities in foreign language education; how students and teachers view the importance of each of the characteristics of authentic activities; how teachers support and scaffold student learning in a computer-assisted language learning environment designed to incorporate characteristics of authentic activities; and the ways in which students achieve foreign language competency through the use of computer assisted task-based authentic activities. The research was conducted in North Cyprus with pre-university level EFL learners over a period of two semesters. Three teachers and 12 students participated in the study. A design-based research approach was employed in two iterative cycles in the form of an interpretive, qualitative study. The activity that learners were required to complete was based on a fictitious scenario set in a newspaper office. In this scenario learners assumed the roles of members of the editorial board, and the teachers were the editors of a newsletter. Learners researched topics that were socially important to them and produced articles for the newsletter, with all products written, and all communication spoken in the target language. Later, the two newsletters were published and distributed at Eastern Mediterranean University (EMU). Design-based research was employed in two cycles over two semesters. Data was collected through observations, interviews (both individual and group), work samples and video recordings. Later interviews and videotapes were transcribed for in-depth analysis. Cross-case data analysis was used in order to be able to draw conclusions in terms of the applicability of the findings to other similar settings. The results indicated that despite the lack of learners’ experience in using computers as part of their formal education, they found it motivating and educational. Basing the learning environment and activity on the characteristics of authentic activities have provided a real purpose to complete the activity, and many opportunities to use the target language in context, as well as to develop relevant skills. Teachers supported and scaffolded learners to direct their attention to the different resources available and to the different components of their articles. This process has provided the opportunity to focus on the author, content, language, audience and process, and thus enabled learners to develop authorship skills, to develop the content of their product, to correct and improve linguistic errors, to address the needs of the audience, and to develop problem solving skills. A key outcome of the research was the development of a framework for the design of authentic learning environments to be used in the teaching of foreign languages, in the form of 11 design principles. These principles contribute both theoretically and practically to understanding of how students learn languages in authentic and meaningful contexts.

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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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Sun, Derjen Jeney. "Teaching young children compositional concepts to enhance music learning in a computer learning environment." Connect to resource, 1993. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244216827.

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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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Witt, Silke Maren. "Use of speech recognition in computer-assisted language learning." Thesis, University of Cambridge, 2000. https://www.repository.cam.ac.uk/handle/1810/251707.

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Jiang, Yue. "Computer-assisted observational learning of novice Tai Chi learners." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=19669.

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This study examined the effects of three computer-assisted cuing programs on the observational learning of a Tai Chi action sequence by thirty-one novice adult learners. Digital video demonstrations with visual cues, verbal cues, and both visual and verbal cues as well as no cues were presented. On the first and fifth trial participants completed a cognitive resequencing task, and on each of five learning trials attempted to physically perform the sequence. A retention test was also administered. The Pictorial Cognitive Resequencing Task results were somewhat equivocal as some of the treatment programs facilitated enhanced performance but participants in the "control" group also improved their performance. Physical performance as measured by the Technical Action Score and the Flow Action Score showed that the "visual and verbal treatment" group significantly improved performance in comparison to the "control" group. Based on the results and post-test interviews suggestions for future research were presented.

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Ward, Robert David. "Natural language, computer-assisted learning and language-impaired children." Thesis, University of Hull, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.327817.

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23

Lun, Suen Caesar, and 藺蓀. "An integrated approach to computer-assisted language learning (ICALL)." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B45014838.

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Gray, David E. "Hearing-impaired children, initial literacy and computer assisted learning." Thesis, University of Surrey, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.318661.

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25

Manning, Patricia. "Itsicall : Investigating Teaching Strategies in Computer Assisted Language Learning." n.p, 1994. http://ethos.bl.uk/.

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Manning, Patricia Eveline. "ITSICALL : investigating teaching strategies in computer assisted language learning." Thesis, Open University, 1995. http://oro.open.ac.uk/57551/.

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This thesis evaluates the effect on the learning and teaching of gender and gender agreement in French for English speakers of various teaching strategies Implicit, Explicit and Exploratory, implemented as a CALL program, 'Itsicall' (Investigating Teaching Strategies in Computer Assisted Language Learning). It is an original piece of research with school children in London which uses a variety of L2 research methods, i.e. error analysis, contrastive analysis and learner interviews, to inspire the design of the computer program , which teaches the concepts of Gender and Gender Agreement in French in the three modes selected, Implicit, Explicit and Exploratory. The design of the gender teaching program was motivated by a series of preliminary investigations, which lead to the accumulation of a rich source of data on the way school children perform and acquire concepts prominent in another language and provides many insights into the difficulties encountered by children Vying to grapple with the concept of Gender, under represented in the English language and primordial in French. The program was then tested and evaluated in an exercise which provided further invaluable data for Second Language Acquisition Research, Second Language Teaching and Computer Assisted Instruction, taking into account the answer to the original research questions and the opinions of the children who tried out the program. The account of this empirical work, which reveals the potential of exploratory computer environments is then followed by an analysis which incorporates all the findings of the previous experiments into a critical evaluation of the merits of Implicit, Explicit and Exploratory teaching of grammar rules in a CALL environment.

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Ambellan, Steven Charles. "Can computer assisted instruction (CAI) effectively assist incarcerated juveniles in learning introductory woodworking skills?" CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1881.

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Goodfellow, Robin. "A computer-based strategy for foreign-language vocabulary-learning." Thesis, Open University, 1994. http://oro.open.ac.uk/56456/.

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This work sets out to establish principles for the design and evaluation of a computer-based vocabulary-learning strategy for foreign language learners. The strategy is intended to assist non-beginner learners who are working on their own, to acquire new words in such a way that they will be available when needed in subsequent communicative situations. The nature of vocabulary-learning is examined from linguistic, psychological and educational perspectives, and a strategy for autonomous learning is derived which emphasizes the processes of: selection of new items from text, mental lexicon- building through the association of items on the basis of their lexical-structural features, and practising productive recall of items by activating the same associations as were used to build the mental network. This strategy is considered from the point of view of the support it would need from a computer-based interaction, and the field of Computer-Assisted Language Learning (CALL) for vocabulary is reviewed for examples of system design which meet the strategic and interactional requirements. Specifications are produced, based on general principles for the design of computer-assisted learning, and on current technological capability to integrate large text-databases and on-line lexical tools such as dictionaries etc., within an interface which facilitates learner control and exploration. Questions of evaluation are considered, in the light of the computer's ability to record interaction data, and a psycholinguistic model of word production is proposed as a basis for assessing the learner's performance in terms of processes as well as quantitative 'end product'. A general model of deep and surface approaches to learning is then adduced to provide a way of interpreting learner subjective data, and an independent means of evaluating the quality of the learning outcome. A system implementing the strategy is tested with learners of Spanish and English, and the quantitative and qualitative data on learning process and outcome is analyzed in depth. The system is shown to support the learning objectives for learners who adopt a deep approach, or whose approach complements the assumptions of the design in some way, and the general design principles are therefore considered as validated. Some aspects of the strategy related to lexicon-building, however, are shown to be inadequately supported, as is the capability of the system to help learners remediate surface approaches. The main conclusion of the study is that, whilst learner exploration of powerful lexical information resources is essential for autonomous vocabulary-learning, on-line tutorial help of the kind that will encourage deep rather than surface approaches, is needed to optimise the quality of the learning outcome.

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Morgan, Michael. "Distributed cognition in computer mediated learning environments." Access electronically, 2005. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20060719.141836/index.html.

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30

Patterson, Peggy Jo. "Computer assisted language learning : an analysis of discourse produced in computer-assisted and oral class discussions by Spanish learners /." Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3008417.

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31

Black, Gail. "Computer Assisted Psychomotor Training in a Specialized Population." NSUWorks, 2010. http://nsuworks.nova.edu/gscis_etd/92.

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Computer assisted psychomotor training is recognized as an appropriate tool in motor skill acquisition in adults with and without physical limitations. In specialized populations of individuals with physical deficits such as Parkinson's disease, previous researchers have examined the application of computer assisted training during upper extremity psychomotor skill acquisition. Presently, there is a lack of controlled studies regarding computerized functional psychomotor task training in persons with Parkinson's disease. The specific purpose of this study is to test the efficacy of a computerized functional balance training protocol in a specialized population of individuals with Parkinson's disease. Experimental group subjects practiced functional balance activities with computer generated visual cues and feedback utilizing the Balance Master SystemTM (BMS). This computerized system integrates visual cues and visual feedback into graded psychomotor training protocols. The BMS has been used to evaluate persons with PD, but as yet, has not been tested in controlled training studies. The performance of the experimental group was compared to a control group receiving training under non-visually cued, non-computerized conditions. All subjects' functional status was assessed pre and post training utilizing the Timed Up and Go (TUG) test and Functional Reach Test (FRT). Both of these measures quantify an individual's ability to adapt their movement patterns and perform functional activities. Post-testing occurred following the completion of ten training sessions and at four weeks. The experimental group showed improvements in their TUG scores over the three testing intervals as compared to the control group (F(1,18) = 32.86, p = .000). The experimental group subjects demonstrated a trend towards improvement in TUG scores while the control group demonstrated a trend towards baseline levels by post test two. The experimental group did display improvements in FR scores compared to the control group, but these trends were found to be insignificant (F(1,18) = 3.46, p = .079). Subjects that practiced under computerized, externally cued conditions displayed persistent improvements in functional activity (TUG measurement) over time as compared to control group subjects.

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Collins, Steve. "The use of hypermedia in cooperative learning groups composed of students with heterogeneous learning styles." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/30452.

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This study compared two methods of using a computer with cooperative learning groups. Hypermedia (HyperCard) and word processing (Microsoft Works) were used on a Macintosh computer by primary aged students to compile information based on a video presentation. Measures of achievement, retention and participation were made. Additionally, an attempt was made to assess learning preferences and compare performance for each of these computer methods with consideration for learning preference. Four main questions were posed: • Does the computer used interactively and non-linearly, as in hypermedia, promote better assimilation of information than using the computer linearly, as in word processing? • Does the computer used interactively and non-linearly, as in hypermedia, promote better retention of information than using the computer linearly, as in word processing? • Does the use of hypermedia in cooperative learning with groups composed of members with heterogeneous learning preferences promote participation more than word processing activities? • Does interactive hypermedia better meet the learning needs of more students than word processing regardless of learning preferences? Data were collected from sixty three primary-aged students from four schools in the Vancouver Lower Mainland area. The same computer-based test was used on students as a pre-test, post-test and retention test. Teachers assessed participation by observing individual students for one minute at random intervals. Participation was reported as an average of the number of seconds out of sixty that students exhibited on-task behavior. A computer-based learning preferences assessment was devised to measure two broad categories of learning preferences based on Howard Gardner's Seven Intelligences. The same assessment was made directly by teachers and alternate classroom workers by dividing students into the two categories of learning preferences based on their observations. Teachers also reported observations of the activities pertaining to quality of interactions, teaching demands and predictions of future learning outcomes after long term use of each method. The major conclusions of this study were: • No significant differences in achievement or retention were found between the word processing and hypermedia groups. • The HyperCard groups participated more than the word processing groups as measured by teacher ratings during the activities and as reported in the post-study teacher comments. • More time for the activities is needed to yield clearer results. • The tools used to assess learning preferences were not statistically reliable. • Learning preferences for some students are likely fluid and changing and therefore difficult to assess. • Increased participation scores for HyperCard are due to more students participating as opposed to the same participating students getting higher scores. This suggests that HyperCard involves more students regardless of learning preference. Considering these conclusions, these hypotheses were suggested: • Students use their whole minds in learning which requires an integration of dominant learning strengths. Categorizing students into groups based on discrete learning attributes has little meaning and could be harmful as a teaching practise. • It is necessary to find tools that can address the needs of divergent learning styles simultaneously. Hypermedia may be such a tool but more research is required to support this conjecture. • HyperCard has more features and is more complicated to use. Therefore more training is required to adequately use HyperCard than is required to adequately use word processing. Equivalent levels of training are required to yield clearer results. Additionally a discussion of the changing definition of literacy due to the increasing accessibility of information due to technology, stressed the importance of developing multimedia skills for students and teachers. It was suggested that the combination of hypermedia with cooperative learning will enhance communication and learning. This, in, turn,will advance the new, technology-based literacy.
Education, Faculty of
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33

Drabløs, Lars Are Holth. "Computer Assisted Language Learning towards 2010 : Mobile Learning, User generated Content and Convergence." Thesis, Norwegian University of Science and Technology, Department of Telematics, 2008. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9796.

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Many topics have been touched in this thesis. I would like to conclude with some answers to the questions raised in the initial problem description and point out further challenges in some cases. We have seen that there exist several approaches for CALL, with virtual learning communities as one example. The community presented here, moodle.org, is an open source framework and let any user register for free and manage a course. In that way may this framework be used by school institutions, professional language course providers and other users who feel free to organize a course. This environment is quite formal in nature, because most of the use at the portal is related to a registered course. Another portal, italki.com, offers language learning after the tandem method and users are free to search among all (visible) profiles on the sites to find a match. This is a more informal framework as the users are not connected to any established educational institution, they do not necessarily follow a curriculum and the learning is not instructed to follow any pedagogical principles. These portals may be accessed both in stationary and mobile environments (by mobile browsers). In the case of mobile environments there exist many challenges: Developers of the site are requested to take special considerations of how some material is to be structured to fit the interface at the users terminal. One of the considerations at moodle.org was for instance to limit graphical content (illustrated in chapter 5.2.1), as this takes up much space on the screen and uses quite a bit bandwidth to download. Other challenges can be related to media richness and context awareness discussed in chapter two. One example could for instance be a video conference lecture held at a moodle course. If some of the users are in a mobile environment without the possibility to transfer video (because of terminal or bandwidth limitation), they should still be given the option of following the lecture by audio transmission. This will reduce the richness of the lecture, but they will be able to catch up the most essential things. BBC offers another kind of framework which is typically meant for beginner learners in a language. The material in Language steps is instructional and interactive, as it requires response and apprehension from the users. This makes it most suitable for stationary environments, but the content could be presented in a mobile environment to. The 3 Rearranging the dialogue task will probably be suitable for a touch screen handheld. The content in the different modules could also be categorized to fit the current response flexibility of the user. An example of different categories was given in chapter 2. Another framework presented from the BBC portal was their show The Flatmates. This is an internet based soap show where the episodes can be followed by downloadable tracks or simply be read. The users may contribute to the show with discussion about the characters and give feedback about how the show should continue. This is a good example of how the Internet can be used as a platform for participation among users. There also exist mobile applications like KODIs dictionary and Coolgorillas audio phrase books. These can be categorized as referential tools and can be used in many settings, remarking that the audio phrase books in most cases are suited for beginners on vacation in the target language country. Chapter 6 discussed general possibilities and challenges related to technology and market trends. Web 2.0 was presented as the future trend of Internet usage and web design with key words as creativity, information sharing and collaboration between users (and companies). A survey, held by the Norwegian institute ITU has showed that Norwegian teenagers at average participate in 3,4 network societies. Facebook was the most popular. The biggest reason to participate in the networks was to meet friends. Only 8 percent answered that the networks provided help for school related topics. This shows that most of the interaction in these networks are informal among the teenagers. Could we still expect more participation in school related topics in such networks? The answer is yes, and no. The technology exists to promote school related subjects in these networks, but it would be a challenge to mix the pupils (and the teachers) roles in such a situation, as depicted in chapter 6.3. Hans Christian Arnseth also points out in [46] that the question about using more web 2.0 applications in the school system is much about ideology What do we regard as proper learning and how can/should technology be used in the education?. At last were some general challenges related to technology presented, with issues around convergence, human aspects, business models and policy as the main issues. Copyright policy and business models can be even more complicated in the evolution of web 2.0 interfaces, where content sharing and user participation goes hand in hand.

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34

Wong, Tang-tat Rodney, and 黃騰達. "Computer assisted learning: an examination ofpractices in schools for children with learning difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957560.

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Torrents, Barrena Jordina. "Deep learning -based segmentation methods for computer-assisted fetal surgery." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/668188.

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This thesis focuses on the development of deep learning-based image processing techniques for the detection and segmentation of fetal structures in magnetic resonance imaging (MRI) and 3D ultrasound (US) images of singleton and twin pregnancies. Special attention is laid on monochorionic twins affected by the twin-to-twin transfusion syndrome (TTTS). In this context, we propose the first TTTS fetal surgery planning and simulation platform. Different approaches are utilized to automatically segment the mother’s soft tissue, uterus, placenta, its peripheral blood vessels, and umbilical cord from multiple (axial, sagittal and coronal) MRI views or a super-resolution reconstruction. (Conditional) generative adversarial networks (GANs) are used for segmentation of fetal structures from (3D) US and the umbilical cord insertion is localized from color Doppler US. Finally, we present a comparative study of deep-learning approaches and Radiomics over the segmentation performance of several fetal and maternal anatomies in both MRI and 3D US.
Aquesta tesi comprèn el desenvolupament de tècniques de processament d’imatge basades en aprenentatge profund per a la detecció i segmentació d’estructures fetals en imatges de ressonància magnètica (RM) i ultrasò (US) tridimensional d’embarassos normals i de bessons. S’ha fet especial èmfasi en el cas de bessons monocoriònics afectats per la síndrome de transfusió feto fetal (STFF). En aquest context es proposa la primera plataforma de planificació i simulació quirúrgica orientada a STFF. S’han utilitzat diferents mètodes per segmentar automàticament el teixit de la mare, l’úter, la placenta, els seus vasos perifèrics i el cordó umbilical a partir de les diferents vistes en RM o a partir d’un volum en super-resolució. S’han utilitzat xarxes generatives antagòniques (condicionals) per a la segmentació d’estructures en imatges d’US tridimensionals i s’ha localitzat la inserció del cordó a partir d’US Doppler. Finalment, es presenta un estudi comparatiu de les metodologies d’aprenentatge profund i Radiomics.

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Hankvist, Annikki. "Technology in the English Language Classroom : Computer-Assisted Grammar Learning." Thesis, Linköpings universitet, Utbildningsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-144495.

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As technology advances so does the availability of computer-assisted learning software. Since the Swedish curriculum and syllabus in the subject English do not state how teachers should teach grammar or what grammatical items they should focus on, it is left to the teachers to decide themselves. This thesis aims to investigate how one can make use of CALL, Computer-Assisted Language Learning, when teaching grammar in the English language classroom. The following three research questions are posed: • In what ways is CALL used in teaching grammar? • Are any of the different ways of using CALL more successful than others? • What are the students’ reactions to using CALL as a means of learning grammar? The questions are answered by analyzing the theoretical background of second language acquisition, as well as by analyzing ten articles about learning grammar with the help of modern technology. The findings show that there are more ways of using technology in a teaching environment than there are articles about it, and this thesis only covers a few of the different means of using CALL to teach grammar. The findings also show that the results of computer-assisted teaching and learning are overall positive, but it cannot be concluded whether this is because of the software or the novelty of using CALL. Some software shows better results than other, such as error correction software. The overall perceptions of using CALL in the classroom are overwhelmingly positive from both teachers’ and students’ perspective. Furthermore, the results show that the students believe that using technology to learn helps them more than it actually does, showing how it helps motivate students to acquire new knowledge by making it more interesting for them. All in all, the findings of the research give teachers an overview of the current progress of CALL, as well as giving them suggestions about how to incorporate technology in their own teaching.

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Dalgarno, Barney, and n/a. "Developing constructivist computer assisted learning resources : theory, techniques and tools." University of Canberra. Computing, 1999. http://erl.canberra.edu.au./public/adt-AUC20060704.114538.

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Accepted teaching and learning practices have undergone major changes during the past two decades. They have been underpinned by shifts in psychological and pedagogical theory, the most recent of which fit broadly under the heading of constructivism. During this time, there have also been significant changes in the development of Computer Assisted Learning (CAL) resources. These changes have tended to be driven by technological developments, such as the availability of desktop computers with multimedia capabilities, and more recently the increasing prominence of the Internet, rather than developments in teaching and learning theory. The aim of this research is to analyse the implications of a constructivist view of teaching and learning for the development of CAL resources. Specifically, the research attempts to describe the nature of constructivist CAL resources, before proposing a model for the development of such resources. The capabilities of existing tools for the development of constructivist CAL resources are also analysed. In looking at the nature of constructivist CAL resources, developments in pedagogical theory that have lead to the constructivist position are reviewed, along with constructivist theories of teaching practice. This body of theory is then synthesised into ten principles of constructivist teaching and learning. The implications of a constructivist view of teaching and learning for CAL resources are then examined. A range of constructivist CAL approaches are identified, and a classification scheme for constructivist CAL is proposed. This scheme involves the classification of a CAL approach according to the learner activities it facilitates, the input techniques used and the processing and output techniques used. The process of developing CAL resources is then addressed. The selection of CAL approaches that are likely to assist with the achievement of specific categories of learning outcome is recognised as being central to this process. Matrices relating categories of learning outcome to categories of learner activity and categories of learner activity to categories of input, processing and output technique are proposed. A model for developing CAL resources, that makes use of these matrices is proposed. In developing this model, instructional design models and software development models are reviewed. Finally, support provided by existing authoring tools, for the development of constructivist CAL resources using the proposed model is examined. Six of the most popular authoring tools, including tools designed primarily for CD-ROM based resource development and tools designed primarily for Web-based development are reviewed.

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Han, Chung-wai Christina, and 韓重惠. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959398.

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Johnson, Caroline Elizabeth. "An intelligent computer assisted learning environment for acute abdominal pain." Thesis, University of Liverpool, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274592.

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Mentzelou, Paraskevi. "Computer assisted learning reading (CALR) for the Greek deaf children." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325807.

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Han, Chung-wai Christina. "Teachers' perception of implementing computer assisted learning in kindergarten classrooms." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1882142X.

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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

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Moon, Chanmi. "Computer-assisted project-based learning in English for specific purposes." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1868.

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The aim of this project is to address the need for effective English learning and develop an English curriculum which practically meets learners' needs. The project is for students who study business English in Korean community college. This project presents effectiveness of English learning in the content concerning with English for specific purposes, project-based learning, cooperative learning, computer-assisted language learning, and technological literacy. These ideas are incorporated into the project to develop the unit, Creating a Company, which consists of six lesson plans.

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Oliveria, Ulysses Sergio Cavalcanti de. "Computer-based teaching of a graphical learning strategy." Thesis, University of Sussex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.295983.

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Wong, Tang-tat Rodney. "Computer assisted learning : an examination of practices in schools for children with learning difficulties /." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14014646.

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Gunn, Catherine. "A framework for situated evaluation of learning in computer environments." Thesis, Heriot-Watt University, 1996. http://hdl.handle.net/10399/1301.

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McMahon, Jill. "Factors associated with student computer usage in higher education." Thesis, Queen's University Belfast, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.388234.

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Di, Paolo Terry. "An investigation of students' computer-based learning strategies." n.p, 2001. http://library7.open.ac.uk/abstracts/page.php?thesisid=78.

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Clow, Douglas James Menzies. "Computer simulations of laboratory experiments." Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337650.

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Aczel, James. "Learning equations using a computerised balance model : a Popperian approach to learning symbolic algebra." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286836.

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