Journal articles: 'Computer assisted teaching'

1

Crull, Sue R. "Computer Assisted Teaching." Teaching Sociology 15, no. 1 (January 1987): 82. http://dx.doi.org/10.2307/1317823.

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Hurley, T. "Matrix: Computer Assisted Mathematics Teaching." Irish Mathematical Society Bulletin 0017 (1986): 61–67. http://dx.doi.org/10.33232/bims.0017.61.67.

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Sabourin, Conrad F., and Elca Tarrab. "Computer Assisted Language Teaching: Bibliography." College Composition and Communication 48, no. 2 (May 1997): 308. http://dx.doi.org/10.2307/358687.

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Miller, Stephen J. "CAST (Computer-Assisted Statistics Teaching)." American Statistician 58, no. 1 (February 2004): 87–88. http://dx.doi.org/10.1198/tas.2004.s232.

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Chen, Xiangxi, Jacob Huang, and Eddie Loh. "Computer‐assisted teaching of optics." American Journal of Physics 55, no. 12 (December 1987): 1129–33. http://dx.doi.org/10.1119/1.15259.

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Ware, Mark E., and Jeffrey D. Chastain. "Computer-Assisted Statistical Analysis: A Teaching Innovation?" Teaching of Psychology 16, no. 4 (December 1989): 222–27. http://dx.doi.org/10.1207/s15328023top1604_16.

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Our study assessed college students' skills and attitudes associated with different approaches to teaching statistics, including classes in which students conducted arithmetic computations with and without computer-assisted statistical analysis. A comparison group consisted of students who had not taken statistics. Students were also subdivided by gender, grade point average (GPA), and math competency. Pre- and postcourse measures consisted of statistical interpretation and selection skills and attitudes toward statistics and computers. Analyses of covariance (ANCOVA) indicated inferior selection and interpretation skills among those who had not taken statistics. Students in the computer-assisted statistical analysis group had significantly more favorable attitudes toward statistics than did those who did not use the computer and those who had not taken statistics. Men had higher interpretation scores than women, and students with higher GPAs had higher interpretation scores than did those with lower GPAs. We provide suggestions for additional research.

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Arici, Ismet. "The Relationship Between the Music Teacher Candidates’ Computer-Assisted Teaching Attitudes and Exam Anxiety in Computer Literacy." Journal of Education and Training Studies 6, no. 11 (October 17, 2018): 215. http://dx.doi.org/10.11114/jets.v6i11.3696.

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Today, improving instructional technologies have increased at a significant pace particularly with the introduction of computers in education. Computers have contributed greatly to every field of education. Computers have supported the preparation of powerful audio-visual materials with multiple-media features and have also empowered the education sector with the software options intended for different fields. Consequently; computer-assisted education (CAE) has come into its own.As the use of computers has become widespread and computers have found an important place in education, attitudes about computer-assisted education have become important, as well. Particularly the empowerment of the attitudes of teacher candidates, as the educators of the future, toward computer-assisted education, is a significant gain for education.Computer literacy lessons provided for in education faculties are significant in that they may help teacher candidates to prepare computer-assisted education materials and to use computers effectively in education process.Finding out whether the attitudes toward computer-assisted education have positive impact on exam anxiety in computer lessons, analysing the factors which determine the attitudes, and understanding the reasons for anxiety will be useful in carrying out new researchers in order to make significant contributions to education processes.This research included 46 teacher candidates studying Computer-Assisted Music Teaching in the Department of Music Teaching Education at Marmara University. The students completed the exam anxiety inventory and CAE attitude scale prior to administration of the computer-assisted music education exam. The results of the research indicated a significant negative relationship between the students’ CAE attitude levels and their anxiety levels. Findings of the scales showed that, CAE attitudes were high and anxiety levels were low. Findings of the study indicated that the computer education they received contributed positively to their computer experiences and their attitudes towards CAE.

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Moslemi Nezhad Arani, Saieed. "Teaching and Researching Computer-Assisted Language Learning." GiST Education and Learning Research Journal, no. 17 (December 17, 2018): 260–67. http://dx.doi.org/10.26817/16925777.421.

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The prominence of technology has always been booming since computers generated new lanes for human to make use of high-tech for many different purposes. Utilizing computers for learning goals, among many, is one of the main concerns followed by educational issues in teaching and learning, especially, of a new language. Computer-assisted language learning (CALL) is known as a branch of language studies which focuses on teaching and learning of a new language through applications of computers in language learning contexts. Many books, articles, reviews, and etc. being published regularly consider one or some issues related to the CALL. To this, researchers have tried to introduce or evaluate particular application of CALL in the mentioned field. Cameron (1988, p. 15) reasons that “The fact that there are so many different types of CALL programs in existence illustrates the futility of attempting to define a single set of program principles or structures to fit all situations.” Other subordinate technologies interconnected to the computerized exemplar have arrived the inclined in practice. For example, information communication technology (ICT) “has been integrated within the overall design of the methodology used in the language learning process is a key factor.” (Zhang, 2012, p. 8). Other similar well-intentioned works can be referred to as (Holland & Fisher, 2008; Donaldson & Haggstrom, 2006; Thomas, Reinders, & Warschauer, 2013) which consider discussions of series of actions taken as regards the CALL subject. Beatty’s “teaching and research in computer-assisted language learning” (2010) is considered as one of the most comprehensive books on defining and reorganizing concept of CALL into the language education. The following is a review based on Beatty’s book which is also highly recommended as for reading by the reviewer.

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Yuan, Xiujuan, and Ruike Zhu. "Design and Research of Computer-Aided Translation Teaching Course under the Background of Embedded Microprocessor Wireless Communication." Scientific Programming 2022 (April 30, 2022): 1–14. http://dx.doi.org/10.1155/2022/8594212.

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The background of wireless communication is the background of the current society. On this basis, the use of embedded microprocessors for computer-assisted translation teaching courses can well cultivate the practical abilities of college students and enable them to quickly integrate into the society. In the context of wireless communication, this article conducts the design and research of computer-assisted translation teaching courses based on embedded microprocessors, explores the use of high-tech system to train students in colleges and universities, and promotes the reform of college classrooms. This research is to use computers for assisted translation and embedded microprocessors for related calculations in translation teaching courses in colleges and universities, which can improve students’ learning efficiency to a certain extent. The experimental results show that the concentration of students in computer-assisted teaching is 20% higher than that of students in traditional teaching, and other related data are more than 8% higher. The teaching of computer-assisted translation courses benefits students greatly.

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SHANNON, J. D. "Small-group interactive computer-assisted teaching." Medical Education 24, no. 2 (March 1990): 148–50. http://dx.doi.org/10.1111/j.1365-2923.1990.tb02513.x.

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Shei, C. C. "Computer-Assisted Teaching of Translation Methods." Literary and Linguistic Computing 17, no. 3 (September 1, 2002): 323–43. http://dx.doi.org/10.1093/llc/17.3.323.

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Birk, James P. "Computer assisted scheduling of teaching assistants." Journal of Chemical Education 65, no. 4 (April 1988): 341. http://dx.doi.org/10.1021/ed065p341.

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Denson, Lee A., and Dick K. P. Yue. "Computer-assisted teaching of marine hydrodynamics." Computers & Education 13, no. 3 (January 1989): 279–303. http://dx.doi.org/10.1016/0360-1315(89)90027-4.

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Hameyer, K., R. Belmans, R. Hanitsch, and R. M. Stephan. "CAT: computer assisted teaching in magnetics." IEEE Transactions on Magnetics 34, no. 5 (1998): 3304–7. http://dx.doi.org/10.1109/20.717776.

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DeBord, Kurt A., Mara S. Aruguete, and Jeannette Muhlig. "Are Computer-Assisted Teaching Methods Effective?" Teaching of Psychology 31, no. 1 (January 2004): 65–68. http://dx.doi.org/10.1207/s15328023top3101_13.

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Glicksman, Jordan T., Michael G. Brandt, Roger V. Moukarbel, Brian Rotenberg, and Kevin Fung. "Computer-assisted teaching of epistaxis management." Laryngoscope 119, no. 3 (March 2009): 466–72. http://dx.doi.org/10.1002/lary.20083.

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Fells, R. E., and J. R. Weaver. "Computer-Assisted Instruction in Industrial Relations Teaching." Journal of Industrial Relations 30, no. 2 (June 1988): 215–29. http://dx.doi.org/10.1177/002218568803000202.

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The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.

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Ding, Hongmei. "Online and Offline Mixed Teaching Mode Based on Multimedia Computer-Aided Music Lessons during the Epidemic." Mobile Information Systems 2022 (October 3, 2022): 1–12. http://dx.doi.org/10.1155/2022/1642790.

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In recent years, due to the repeated outbreak of the epidemic, the normal teaching of students has been affected, and many schools have conducted mixed online and offline teaching for students, so that students can carry out teaching activities anytime and anywhere without delaying course learning due to class suspension. This paper mainly studies the online and offline mixed teaching mode of multimedia computer-assisted music lessons under the epidemic situation and then selects two classes of students as experimental objects to carry out traditional online and offline teaching behaviors and online and offline teaching as the main, multimedia computer teaching as the main object, and compares the performance differences of the two classes in music courses to reflect the effect of multimedia computer-assisted online and offline teaching. This paper introduced the algorithm use of multimedia computer in detail and then applied it to teaching activities to improve the shortcomings of the existing teaching mode. In order to reflect the effect of the mixed teaching mode assisted by multimedia computer, this paper selected two classes of an experimental middle school to conduct experiments on their music class performance. Before the experiment, the algorithm was evaluated and tested, and the accuracy rate of the algorithm was 91.333%. By carrying out teaching activities in different modes and analyzing the data of the test results, it can be seen that the results of the teaching mode assisted by multimedia computer are much higher than the existing teaching mode. Compared with the traditional classroom learning, the scores of the first class in the music class under the two modes were 0.32 points and 4.74 points higher than those of the traditional classroom learning, and the second class was 0.25 points and 7.01 points higher, respectively. In terms of improvement rate, the improvement rates of Class 1 and Class 2 in the multimedia computer-assisted teaching mode were 6.593% and 9.432%, respectively, which indicated that multimedia computers played a positive role in the assisted mixed teaching mode.

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Tian, Qing, and Xinxing Duan. "Teaching expansion analysis based on computer assisted diversified teaching." Cluster Computing 22, S6 (February 27, 2018): 13739–44. http://dx.doi.org/10.1007/s10586-018-2079-1.

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Dai, Yue. "College English Listening Teaching Design Based on Computer Multimedia Teaching Platform." International Journal of Emerging Technologies in Learning (iJET) 13, no. 04 (March 30, 2018): 95. http://dx.doi.org/10.3991/ijet.v13i04.8473.

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In order to simulate students’ enthusiasm in English listening and to improve teachers’ teaching efficiency, application of computer multimedia technology in English listening teaching has been wildly used. The purpose of this paper is to study the practical application of multimedia technology in English listening teaching. This study also also aims to improve the cognition of multimedia-assisted technology by exploring actual teaching cases. It will eliminate existing misunderstanding of assisting English listening teaching and improve the teach-ing effect of English listening. In this study we first elaborated the theoretical ba-sis of computer-assisted English listening teaching, and then clarified the teaching requirements of multimedia-assisted English listening teaching through question-naires. Finally, the effect of computer-assisted multimedia was evaluated through teaching comparative experiments. This study has important guiding significance in promoting diversified development of college English listening teaching and in developing students’ English listening ability and improving teachers’ teaching skills.

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Fontaine, D., C. Riou, C. Jacquelinet, and P. Le Beux. "An Intelligent Computer-Assisted Instruction System for Clinical Case Teaching." Methods of Information in Medicine 33, no. 04 (1994): 433–45. http://dx.doi.org/10.1055/s-0038-1635038.

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Abstract:The use of computers in the field of medical education is common. Our purpose is to present a Computer-Assisted Instruction system which has been developed over ten years at the University of Compiegne and the University of Rennes Medical School. This system can be used to help the student to solve clinical cases by analyzing and critiquing their answers and by using a knowledge base which has been previously structured in a rule network. It is an intelligent Computer-Assisted Instruction system comprising an author module, a pedagogical module and a student module. The CAI system can be used as a simulation model for any type of diagnostic or therapeutic problem. In this paper we present the author and pedagogical module which have been built using our previous work on intelligent computer-assisted instruction systems.

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Ni, Danlie. "Design and Research on English Listening Teaching Assisted by Computer Multimedia." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 32. http://dx.doi.org/10.3991/ijet.v12i01.6053.

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this paper mainly introduces the theoretical basis, principle and design theory of listening teaching of foreign language assisted with computer multimedia, analyzes the demand of English listening teaching assisted by computer multimedia in one school, collects and analyzes questionnaire carefully and understand the situation of English listening teaching in this school. Explore the practice of English listening teaching assisted by computer multimedia in one school, relating to material selection and teaching strategy of English listening teaching, at the same time; analyze the practice results of English listening teaching assisted by computer multimedia in this school. Sort out and analyze the collected data, attain the results of this exploration and propose suggestions for problems existed in English listening teaching assisted by computer multimedia.

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Shi, Shaohua. "Computer English Teaching Model Based on Multimedia Platform." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 59. http://dx.doi.org/10.3991/ijet.v11i08.6050.

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Currently, multimedia-assisted foreign language teaching is a topic of high interest in the field of foreign language teaching. The combination between multimedia and foreign language teaching enables the teaching activity to integrate functions, such as words, phrases, sounds, images, figures and animations which can arouse and stimulate the students’ enthusiasm and initiative as well as improve the teaching efficiency. However, the insufficient study of current foreign language teaching on both of the theories and practices of the multimedia-assisted foreign language teaching results in an unsatisfactory outcome of the multimedia-assisted teaching utilized by many foreign language teachers in middle school. Based on the knowledge and analysis of the status quo of the multimedia-assisted foreign language teaching and its design, this paper systematically discusses its contents of listening, speaking, reading and writing as well as its design, aiming at promoting teachers to spontaneously use the multimedia in the foreign language teaching, taking the maximum advantage of the multimedia-assisted teaching.

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Zhou, Mei. "A Study on a New Computer Network-assisted English Teaching Model." MATEC Web of Conferences 365 (2022): 01005. http://dx.doi.org/10.1051/matecconf/202236501005.

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With the integration of information technology and foreign language education, it has exerted a profound influence on foreign language learning, and has formed a new open, free and personalized foreign language learning system. In order to give full play to the advantages of computer network-assisted English teaching, it is necessary to take students' learning demands as the core and interpret correctly the multiple advantages of computer network-assisted English teaching, actively constructing a new model of computer network-assisted English teaching. Based on the analysis of the background of the development of computer network-assisted English teaching and the innovation of English teaching, this paper puts forward some strategies for constructing a new model of computer network-assisted English teaching.

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Zupanec, Vera, Tomka Miljanovic, and Snezana Parezanovic-Ristic. "Biology teachers’ attitudes toward computer assisted learning." Archives of Biological Sciences 66, no. 3 (2014): 1281–89. http://dx.doi.org/10.2298/abs1403281z.

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Based on the new technology initiative in Serbian education, we explored primary school teachers? attitudes toward Computer Assisted Learning (CAL) in biology teaching, as well as the relationships between the teachers? attitudes and four independent variables: age, teaching experience, teachers? competence to use modern teaching aids and their professional advanced training in the field of computer applied learning. Fifty-four elementary school biology teachers from Novi Sad participated in the study. The findings suggested that the teachers generally had positive attitudes toward CAL in biology teaching. Correlation analyses revealed significant relationships between age, teaching experience, teachers? competence to use modern teaching aids in the teaching process, professional advanced training in the field of computer applied learning, and the teachers? attitudes toward CAL. We offer suggestions for further research in this field.

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Ramani, Ms Pramila. "Computer Assisted Instruction in Teaching of Mathematics." IOSR Journal of Humanities and Social Science 2, no. 1 (2012): 39–42. http://dx.doi.org/10.9790/0837-0213942.

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Kramsch, Claire, M. J. Kenning, and M. M. Kenning. "An Introduction to Computer Assisted Language Teaching." Modern Language Journal 69, no. 1 (1985): 84. http://dx.doi.org/10.2307/327891.

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Harkin, P. J. R., M. F. Dixon, W. A. Reid, and C. C. Bird. "Computer Assisted Learning Systems in Pathology Teaching." Medical Teacher 8, no. 1 (January 1986): 27–34. http://dx.doi.org/10.3109/01421598609036842.

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Novikov, V. A., and A. P. Sviridov. "TEACHING EFFICIENCY OF COMPUTER‐ASSISTED TRAINING SYSTEMS." Higher Education in Europe 10, no. 4 (October 1985): 35–43. http://dx.doi.org/10.1080/0379772850100406.

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Yue, Nan. "Computer Multimedia Assisted English Vocabulary Teaching Courseware." International Journal of Emerging Technologies in Learning (iJET) 12, no. 12 (December 20, 2017): 67. http://dx.doi.org/10.3991/ijet.v12i12.7955.

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English vocabulary is often regarded as the most boring link in English learning. However, English vocabulary is the basis of all aspects of English learning. Therefore, enriching the process of English vocabulary learning and stimulating the interest of English vocabulary learning are the keys to the reform of English vocabulary teaching. The computer multimedia is developing and popularizing rapidly with the rapid development of informationization and networking, which plays its role in more and more fields. The application of multimedia technology in the field of teaching is no longer strange. This paper mainly studied the design of computer multimedia assisted English vocabulary teaching courseware. First of all, this paper gave an overview of computer multimedia technology from the aspects of concept, characteristics, development and application situation, which cited and analyzed the cognitive learning theory and memory law. Under the guidance of scientific laws and in combination with the requirement analysis and pattern construction of English vocabulary teaching, this paper realized the module design, style design and database design of English vocabulary courseware. Finally, the content of English vocabulary teaching courseware was demonstrated, and its application effect was verified through the combination of subjective evaluation and objective evaluation. This article has an important guiding significance for stimulating students’ interest in English vocabulary learning and enhancing the quality of vocabulary teaching.

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Lee, Carl. "Computer-Assisted Approach for Teaching Statistical Concepts." Computers in the Schools 16, no. 1 (November 23, 1999): 193–208. http://dx.doi.org/10.1300/j025v16n01_03.

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Vismans, Roel. "Teaching and Researching Computer-assisted Language Learning." System 32, no. 1 (March 2004): 128–31. http://dx.doi.org/10.1016/j.system.2003.11.005.

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Höhle, Joachim. "Computer-assisted teaching and learning in photogrammetry." ISPRS Journal of Photogrammetry and Remote Sensing 52, no. 6 (December 1997): 266–76. http://dx.doi.org/10.1016/s0924-2716(97)00022-1.

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Klar, R., and U. Bayer. "Computer-assisted teaching and learning in medicine." International Journal of Bio-Medical Computing 26, no. 1-2 (July 1990): 7–27. http://dx.doi.org/10.1016/0020-7101(90)90016-n.

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Mills, Jon, and Balasubramanyam Chandramohan. "?Literary studies: A computer assisted teaching methodology?" Computers and the Humanities 30, no. 2 (1996): 165–70. http://dx.doi.org/10.1007/bf00419793.

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Li, Rui Qing. "Computer Technology and EFL Teaching in China." Applied Mechanics and Materials 701-702 (December 2014): 1267–70. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1267.

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This article depicts the history of computer and multimedia assisted English teaching, reviews the research held in this field and the two-phase practice, analyzes the advantages and existing problems in computer assisted EFL teaching, and describes the new trends of it that has just appeared and will definitely influence the English teaching profoundly.

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Anderson, Charles, and Robert J. Morris. "Teaching Computer Based Historical Data Analysis." History and Computing 6, no. 1 (March 1994): 52–58. http://dx.doi.org/10.3366/hac.1994.6.1.52.

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A case study ofa third year course in the Department of Economic and Social History in the University of Edinburgh isusedto considerandhighlightaspects of good practice in the teaching of computer-assisted historical data analysis.

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Geng, Yunshan. "Application of Computer Remote Video Technology in Network Assisted Art Innovation by Computer Artificial Intelligence." Journal of Physics: Conference Series 2083, no. 4 (November 1, 2021): 042038. http://dx.doi.org/10.1088/1742-6596/2083/4/042038.

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Abstract In response to the needs of the teaching of art majors in colleges and universities today, this paper constructs a “based on campus network art major’s hybrid auxiliary teaching innovation platform system”. The system uses a perfect campus network to establish a secure network-assisted teaching platform system that integrates B/S structure and advanced ASP. NET technology with multi-level users. The platform provides a complete network-assisted teaching environment and realizes the integration and sharing of teaching resources in the largest range. Practical application shows that the highly operable courses of art majors in colleges and universities can stimulate students’ initiative and improve students’ learning ability under the application of this mode.

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Stenson, Nancy, Bruce Downing, Jan Smith, and Karin Smith. "Effectiveness of Computer-Assisted Pronunciation Training." CALICO Journal 9, no. 4 (January 14, 2013): 5–19. http://dx.doi.org/10.1558/cj.v9i4.5-19.

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The IBM SpeechViewer was used in tutorial sessions within a program of training for international teaching assistants (ITAs) to examine the value of computer-based displays of speech in the teaching of pronunciation. ITAs' improvement from pre-test to post-test was not significantly greater than that shown by a control group who did not use SpeechViewer; possible explanations for lack of significance are discussed. By contrast, subjective evaluations from both ITAs and instructors indicated great enthusiasm for SpeechViewer and point to its value as a motivating tool.

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Atnip, Gilbert W. "Teaching the Use of Computers: A Case Study." Teaching of Psychology 12, no. 3 (October 1985): 171–72. http://dx.doi.org/10.1207/s15328023top1203_18.

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A course on the use of computers in psychology and the other social sciences is described. The course included an introduction to computers and computing and units on word processing, data analysis, data acquisition, artificial intelligence, and computer-assisted instruction, simulation, and modeling. Each unit incorporated the application of an appropriate program. Students conducted independent research projects using the computer. They evaluated the course very positively, as did the instructor. The major problems encountered in teaching the course related to the diversity of students' backgrounds in computers and in statistics, and to the difficulty of separating technique from content in assigning grades.

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Teyler, T. J., and T. J. Voneida. "Use of computer-assisted courseware in teaching neuroscience: the Graphic Brain." Advances in Physiology Education 263, no. 6 (December 1992): S37. http://dx.doi.org/10.1152/advances.1992.263.6.s37.

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We describe the development of a computer-assisted instructional tool for the neurosciences. Designed to run on readily available MS-DOS computers, the Graphic Brain utilizes computer-generated static and animated images and accompanying text to assist in instruction of neuroanatomy and neurophysiology. We have used the Graphic Brain in our medical neuroscience course and report that, as measured anecdotally and by test scores, it facilitates student comprehension of the space- and time-varying aspects of anatomy and physiology. When the Graphic Brain is used as an adjunct to lecture, we find that we can cover the same material in 75% of the time required using traditional methods.

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Grandin, John M. "Teaching German Business Correspondence: A Computer-Assisted Approach." Die Unterrichtspraxis / Teaching German 19, no. 1 (1986): 49. http://dx.doi.org/10.2307/3530862.

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Sarraipa, F. M., D. V. Macedo, and E. Galembeck. "PATHWAY ASSEMBLY ASSISTED BY COMPUTER: TEACHING ANAEROBIC GLYCOLYSIS." Revista de Ensino de Bioquímica 6, no. 1 (May 20, 2008): 15. http://dx.doi.org/10.16923/reb.v6i1.87.

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Agrawal, Vijay P. "Easy computer assisted teaching method for undergraduate surgery." International Journal of Biomedical and Advance Research 6, no. 1 (January 30, 2015): 53. http://dx.doi.org/10.7439/ijbar.v6i1.1580.

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Chen Kaixian. "Research on Computer-Assisted University English Teaching Mode." International Journal of Digital Content Technology and its Applications 7, no. 6 (March 31, 2013): 497–504. http://dx.doi.org/10.4156/jdcta.vol7.issue6.56.

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Byrd, P. "Review: Teaching and Researching Computer-assisted Language Learning." Applied Linguistics 25, no. 4 (December 1, 2004): 549–52. http://dx.doi.org/10.1093/applin/25.4.549.

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MILLER, KEITH, and JOHN E. WILLETT. "Audio-enhanced computer-assisted learning in science teaching." Biochemical Society Transactions 15, no. 3 (June 1, 1987): 351–54. http://dx.doi.org/10.1042/bst0150351.

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Gardiner, Vince. "Literature for teaching computer assisted cartography to geographers." Journal of Geography in Higher Education 10, no. 1 (April 1986): 71–77. http://dx.doi.org/10.1080/03098268608708958.

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Li, Guo. "Computer Assisted One-year College English Teaching Mode." Journal of Physics: Conference Series 1533 (April 2020): 022122. http://dx.doi.org/10.1088/1742-6596/1533/2/022122.

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Xu, Meng, Kang Lv, and Xinwen Bi. "Computer Network Assisted Teaching of College English Reading." International Journal of Emerging Technologies in Learning (iJET) 11, no. 08 (September 1, 2016): 47. http://dx.doi.org/10.3991/ijet.v11i08.6048.

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The use of modern science and technology related to teaching equipment has created a new mode of English reading, and the network environment has opened a new world for English reading. In this paper, the advantages, feasibility, operation and current problems of computer network assisted teaching of English reading are analyzed and discussed.

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Journal articles on the topic 'Computer assisted teaching'

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