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Dissertations / Theses on the topic 'Computer instruction'

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Published: 4 June 2021
Last updated: 31 January 2023

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1

Steinman-Veres, Marla. "Computer-aided instruction and simulations." Thesis, McGill University, 1987. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63891.

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2

Schoepke, Olaf S. "Dense instruction set computer architecture." Thesis, University of Bath, 1992. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332540.

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3

Yellen, Richard Emerson. "Increasing the propensity to use computer application software." Diss., The University of Arizona, 1987. http://hdl.handle.net/10150/184286.

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The use of computer application software could be increased. The goal of this research was to uncover a design for a module which instructs the potential user how to use software. This type of module, called an instructional module, would, when incorporated on software such as decision support tools, increase the willingness of novices to use the software more frequently. Four instructional modules designs, which were the result of combining two states of two variables of instructional module design, were examined. The four designs are (1) an automated programmed learning module; (2) an automated help facility; (3) a manual programmed learning module and; (4) a manual help facility. A financial decision support tool was developed, and each of the four instructional modules designs was placed separately on the decision support tool. This created, in effect, four different tools. Subjects in the experiment were business school students with no formal experience using a decision support tool. Each subject was exposed to two of the four instructional module designs during a training session which lasted one hour. One month after the training session, the subjects were reassembled for a second session. During this session, the subjects selected one of the two tools, with its instructional module, which they had been exposed to previously. The subjects were to use the selected tool to solve problems which would likely require them to access the instructional module. In addition to these behavioral selection data, attitudinal data concerning the instructional module designs were also collected throughout both sessions of the experiment. Based on their selection and their attitudinal responses, the subjects indicated that the tool with the automated programmed learning module was the module of choice. The research methodology successfully provided input for instructional module design for computer application software such as decision support tools.
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4

Green, Thomas Alan. "Computer programs supporting instruction in acoustics." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA327082.

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Thesis (M.S. in Engineering Acoustics) Naval Postgraduate School, December 1996.
Thesis advisor(s): Sanders, J. V.; Atchley, A. A. "December 1996." Includes bibliographical references (p. 215). Also Available online.
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Melody, Kevin Andrew. "Computer programs supporting instruction in acoustics." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1998. http://handle.dtic.mil/100.2/ADA343632.

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Thesis (M.S. in Engineering Acoustics) Naval Postgraduate School, March 1998.
Thesis advisor(s): Sanders, James V. "March 1998." Includes bibliographical references (p. 105). Also available online.
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6

Lin, Yinghua. "Computer aided instruction of special relativity." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/774750.

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This thesis creates an small expert system that is based on Einstein's special relativity. The basic knowledge of special relativity and the bases for building an expert system are described. The concepts of special relativity are put into a knowledge base by changing the formulas into rules and facts. The Prolog language was used to develop the expert system. New information can be input that does not contradict the rules and facts already in the database. The system also uses computer graphics to demonstrate the physical concepts of relativity. By using this expert system, one can teach the basic knowledge of special relativity and solve some problems related to frames of reference moving with high speed.
Department of Computer Science
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7

Brenton, Harry. "Instruction with 3D computer generated anatomy." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/8964.

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Research objectives. 1) To create an original and useful software application; 2) to investigate the utility of dyna-linking for teaching upper limb anatomy. Dyna-linking is an arrangement whereby interaction with one representation automatically drives the behaviour of another representation. Method. An iterative user-centred software development methodology was used to build, test and refine successive prototypes of an upper limb software tutorial. A randomised trial then tested the null hypothesis: There will be no significant difference in learning outcomes between participants using dyna-linked 2D and 3D representations of the upper limb and those using non dyna-linked representations. Data was analysed in SPSS using factorial analysis of variance (ANOVA). Results and analysis. The study failed to reject the null hypothesis as there was no signi cant di fference between experimental conditions. Post-hoc analysis revealed that participants with low prior knowledge performed significantly better (p = 0.036) without dyna-linking (mean gain = 7.45) than with dyna-linking (mean gain = 4.58). Participants with high prior knowledge performed equally well with or without dyna-linking. These findings reveal an aptitude by treatment interaction (ATI) whereby the effectiveness of dyna-linking varies according to learner ability. On average, participants using the non dyna-linked system spent 3 minutes and 4 seconds longer studying the tutorial. Participants using the non dyna-linked system clicked 30% more on the representations. Dyna-linking had a high perceived value in questionnaire surveys (n=48) and a focus group (n=7). Conclusion. Dyna-linking has a high perceived value but may actually over-automate learning by prematurely giving novice learners a fully worked solution. Further research is required to confirm if this finding is repeated in other domains, with different learners and more sophisticated implementations of dyna-linking.
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8

Hollis, Rebecca Lerane. "Increasing computer instruction within the classroom." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/3025.

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The objective was to create some high level thinking activities to use with computerized graphic organizers which utilized the multimedia program Hyperstudio and the word processing program AppleWorks. This is an attempt to improve teacher attitudes towards technology, and to increase computer instruction within the classroom.
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Taylor, Albert. "A comparison of computer-assisted instruction versus traditional instruction in developmental studies mathematics: implications for administrative instructional change." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1997. http://digitalcommons.auctr.edu/dissertations/1743.

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This study sought to determine whether there were significant differences in variables pertaining to academic performance of at-risk students enrolled in Developmental Studies mathematics when computer-assisted instruction (experimental group) was a factor and students in regular college algebra using traditional instruction (control group). The characteristics that these students held in common are low Scholastic Aptitude Test mathematics scores (below 350), low high school grade point average (2.0 or below), and over twenty years of age. The following independent variables were examined: (1) age and (2) gender. The dependent variables examined were: Scholastic Aptitude Test mathematics score (MSAT), (2) high school grade point average (HSGPA), (3) entry College Placement Examination (ECPE), (4) exit College Placement Examination (XCPE), (5) number of quarters required to exit The quasi-experimental design of this study consisted of a historical timeline approach. A version of the nonequivalent control group design was used to compare the variables of the control group with the variables of the experimental group. The data were analyzed using analysis of variance, t-test procedures, analysis of covariance, and multiple range test. It was found that SAT mathematics score, high school grade point average, entrance College Placement Examination score, exit College Placement Examination score, and maturity (age) were important variables when considering student success in mathematics. It was concluded that although computer-assisted instruction was not superior to traditional instruction, it did provide at-risk students with alternatives for study and practice. The implications from this study indicate that at-risk students have special needs to be addressed, and computer-assisted instruction fills some of those needs. It was recommended that computer-assisted instruction should be integrated into every phase of the curriculum, especially when working with at-risk students.
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Ogonowski, Carol Ann. "Solving Word Problems in the Classroom: Traditional Instruction vs. Computer Instruction." UNF Digital Commons, 1988. http://digitalcommons.unf.edu/etd/334.

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The intent of this study was to determine if there was a difference in student performance when word problems or mathematical problem-solving skills are taught the traditional way or when students are taught through Computer Assisted Instruction, CAI. Ninety students in grades 9 through 12 participated in this study. The Stanford Test of Academic Skills, TASK, was administered for pre- and posttesting. No significant differences in achievement were found.
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Cannon, Christopher Garrett. "Teacher and Student Perceptions of Computer-Assisted Instructional Software to Differentiate Instruction." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3664.

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Many educators struggle to meet the academic needs of students, especially in the subject area of mathematics. Computer-assisted instruction is an instructional strategy used to enhance instruction. However, there is limited research on the effectiveness of these software programs for all students. The purpose of this qualitative, embedded, multiple case study was to explore the perceptions of teachers and students using computer-assisted instructional software to differentiate instruction within a general education and special education 4th-grade mathematics classroom. The constructivism theory provided a framework for the topic of differentiated instruction. This study included a single elementary school within a district in the Southeastern United States. The participants of this study included 1 general education and 1 special education 4th-grade mathematics teacher. In addition, participants included 6 general education and 4 special education 4th-grade mathematics students. Introductory and follow-up teacher interviews, introductory and follow-up student focus group interviews, 6 classroom observations, and teacher lesson plans were used as data collection methods. Gerund coding, categorizing, and content analysis was employed to interrogate the data. The constant comparative method was used to determine within-case and across-case themes and discrepancies. The findings revealed that teachers used computer-assisted instructional software, MobyMax, to meet individual student needs, monitor student progress, implement small group instruction, increase student engagement, and supplement primary teacher-led instruction. Educators can use the findings of this study to understand how teachers can use computer-assisted instruction to meet the needs of students.
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Collins, David D. "Keyboarding : computer-assisted method of instruction versus the traditional method of instruction /." View online, 1985. http://repository.eiu.edu/theses/docs/32211130497807.pdf.

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13

Mansourian, Lida. "The Association Between Exposure to Computer Instruction and Changes in Attitudes Toward Computers." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc331898/.

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The problem with which this study was concerned is the association between exposure to computer instruction and changes in attitudes toward computers. The study had a two-fold purpose. The first was to determine the attitudes of undergraduate students toward computers. The second was to determine whether exposure to information about computers and their uses is associated with changes in students' attitudes toward computers. A computer literacy test was administered to subjects as a pre-and post-test. The major findings of the study indicate that there were significant, positive attitude changes among students exposed to computer instruction. There were also significant increases in knowledge about computers among participants exposed to computer instruction. The major conclusions are that attitudes are not fixed and develop in the process of need satisfaction. Participants in the study experienced attitude changes, which supports the suggestion that attitudes are developmental. Futhermore, the attitude changes observed in the study occurred in the process of learning about computers, a process assumed to be rooted in the educational and/or career needs of the participants. Attitudes are shaped by the information to which people are exposed. Attitude modification seldom, if ever, occurs in a vacuum. Instead, it most often takes place in the context of information dissemination and exposure. In this study, attitudes toward computers changed positively and significantly as participants were exposed to information about computers.
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Al-Kadurie, Osama Mahmoud Salih. "Intelligent computer assisted instruction for arithmetic skills." Thesis, University of Exeter, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.280818.

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15

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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16

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

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

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

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Austin, Todd Michael. "Exploiting implicit parallelism in SPARC instruction execution /." Online version of thesis, 1990. http://hdl.handle.net/1850/11007.

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20

L, Ruppert Michele. "Enhancing traditional classroom instruction through computer mediated communications." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2001. http://handle.dtic.mil/100.2/ADA387847.

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Thesis (M.S. in Information Systems and Technology) Naval Postgraduate School, March 2001.
Thesis advisors, Douglas F. Brinkley, William J. Haga. Includes bibliographical references (p. 65-71). Also available online.
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Anderson, Tonya L. "Design of computer-aided instruction for basic statistics." Ohio : Ohio University, 1990. http://www.ohiolink.edu/etd/view.cgi?ohiou1183477603.

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22

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

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23

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

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The American long-term care industry is being challenged to care for increasing numbers of more acutely ill patients. To meet that challenge, health care providers must possess adequate skills and knowledge related to geriatric patients. Physical therapists may provide care to geriatric patients, but professional training programs may lack adequate course work in geriatric evaluation and treatment procedures. Additionally, manpower limitations may prevent physical therapists from leaving a caregiving role to attend continuing educational programs for needed geriatric knowledge. This study investigated the use of computer-assisted instruction (CAI) for physical therapists working in geriatric treatment facilities owned by Manor Health Care, Inc. A hypertext CAI program on wound physiology / care was developed. Using an equivalent group, posttest only study design, fourteen randomly assigned physical therapists received experimental treatment (CAI). While 19 other therapists served as controls. Both groups were administered a posttest instrument; the experimental group also completed an opinionnaire. The experimental group mean score was significantly higher (p<.004) than the control group mean score on the posttest. In addition, experimental group subjects reported strong agreement to statements regarding continued CAI development. The researcher concluded that hypertext CAl was available and acceptable method of disseminating geriatric physical therapy knowledge to Manor Health Care Inc. physical therapists.
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Adebonojo, Leslie G., 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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Naumann, Steve E. (Steve Eugene). "Computer Simulation Placements in a Unit of Instruction." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278685/.

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Educators considering implementing a computer simulation must decide on the optimum placement of the simulation in the unit of instruction to maximize student learning. This study examined student achievement using two different placements for the computer simulation, The Civil War, in a unit of instruction of 8th grade American History students in a suburban middle school.
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Wong, Alice Yee Kit Carleton University Dissertation Psychology. "The use of animation in computer assisted instruction." Ottawa, 1994.

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Petitt, Carlton Sutherland. "Simulating user experiences in computer-based multimedia instruction." Thesis, This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-08042009-040530/.

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Iglar, A. F., and Phillip R. Scheuerman. "Computer Aided Instruction in the Environmental Health Curricula." Digital Commons @ East Tennessee State University, 1988. https://dc.etsu.edu/etsu-works/2884.

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Kajiwara, Hajime. "Internationalizing the Japanese classroom with computer-mediated instruction." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2456.

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30

Ashmore, Barbara A. "The relationship between models of student laptop computer use and teacher instructional behavior." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2917/.

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This study investigated the relationship between four models of student laptop computer use and three components of teacher instructional behavior: planning, implementation of instruction, and evaluation of instruction. The four models of use: full access, dispersed, class set, and mixed, represented the numerous ways teachers in public and private schools and school districts nationwide implemented student use of laptop computers. Teacher planning behavior was investigated with regard to time, frequency, complexity, difficulty, the need for revision, and use of technological resources and materials. Implementation of instruction was examined with regard to student grouping, instructional strategies, instructional content/subject matter, teacher and student roles, assignments and learning tasks, and instructional activities. The evaluation of instruction component was examined with regard to assessment tasks, grading, and assessment of homework. Using a researcher-designed questionnaire, data was gathered in a single-stage cross-sectional survey from 356 teachers working in 74 public and private schools nationwide. Results indicated models of student laptop computer use had differential effects on teacher instructional behaviors. On average, teachers found planning to be more arduous, but more collegial, especially in the mixed model. The full access and mixed models were more likely to advance a constructivist approach to teacher instructional behaviors with regard to implementation and evaluation of instruction. Results from this study had implications for future research. The effects of student laptop computer use on the full access and mixed models of use should be given further study with regard to the implementation and evaluation of instruction.
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Barnes, Jimmy H. "An Investigation Of The Effectiveness Of Computer-Assisted Mathematics Instruction As Opposed To Traditional Instruction." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/403.

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This study was conducted to compare the mathematics achievement of an experimental group taught with computer-assisted instruction and a control group taught with traditional classroom instruction. Subjects were tenth grade students at Chattooga High School in summerville, Georgia. All students who participated in this study received at least fifty minutes of mathematics instruction per day. This included teacher presentation, discussion, small group work, drill and practice, classroom exercises, and homework assignments. Students in the control group practiced basic mathematics skills using pencil and paper while students in the experimental group practiced basic mathematics skills using computer-assisted instruction. Data for this study were student scores on the mathematics portion of the Georgia Basic skills Test. Student scores were analyzed in the areas of concept identification, component operations, and problem solving. The data were analyzed using a multivariate analysis of variance. The analysis was performed using SPSS-X statistical software. Analysis of the results showed no difference between the two groups and the null hypothesis was not rejected. Based on the results of this study, the researcher concluded that computers are as effective as traditional classroom instruction in the secondary mathematics classroom. Recommendations of this study include a comprehensive staff-development program for all teachers who will be using computers in the classroom. These teachers should also have computers available at all times for their personal use. The existing curriculum should be modified to effectively use technology in the classroom, and studies should be conducted to determine the effectiveness of computer-assisted instruction in other areas of the mathematics curriculum. Additionally, follow-up studies should be conducted to determine the effect of computer-assisted instruction on retention of basic mathematics facts.
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Thomas, Bradley S. Shilgalis Thomas Walter. "A computer assisted instruction approach to supplement the classroom instruction addressing mathematics of finance." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3088034.

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Thesis (D.A.)--Illinois State University, 2002.
Title from title page screen, viewed November 29, 2005. Dissertation Committee: Thomas Shilgalis (chair), Kenneth Berk, Patricia Klass, Beverly Rich, Charles Vanden Eynden. Includes bibliographical references (leaves 60-61) and abstract. Also available in print.
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Miller, Jason Eric 1976. "Software instruction caching." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/40317.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2007.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Includes bibliographical references (p. 185-193).
As microprocessor complexities and costs skyrocket, designers are looking for ways to simplify their designs to reduce costs, improve energy efficiency, or squeeze more computational elements on each chip. This is particularly true for the embedded domain where cost and energy consumption are paramount. Software instruction caches have the potential to provide the required performance while using simpler, more efficient hardware. A software cache consists of a simple array memory (such as a scratchpad) and a software system that is capable of automatically managing that memory as a cache. Software caches have several advantages over traditional hardware caches. Without complex cache-management logic, the processor hardware is cheaper and easier to design, verify and manufacture. The reduced access energy of simple memories can result in a net energy savings if management overhead is kept low. Software caches can also be customized to each individual program's needs, improving performance or eliminating unpredictable timing for real-time embedded applications. The greatest challenge for a software cache is providing good performance using general-purpose instructions for cache management rather than specially-designed hardware. This thesis designs and implements a working system (Flexicache) on an actual embedded processor and uses it to investigate the strengths and weaknesses of software instruction caches. Although both data and instruction caches can be implemented in software, very different techniques are used to optimize performance; this work focuses exclusively on software instruction caches. The Flexicache system consists of two software components: a static off-line preprocessor to add caching to an application and a dynamic runtime system to manage memory during execution. Key interfaces and optimizations are identified and characterized. The system is evaluated in detail from the standpoints of both performance and energy consumption. The results indicate that software instruction caches can perform comparably to hardware caches in embedded processors. On most benchmarks, the overhead relative to a hardware cache is less than 12% and can be as low as 2.4%. At the same time, the software cache uses up to 6% less energy. This is achieved using a simple, directly-addressed memory and without requiring any complex, specialized hardware structures.
by Jason Eric Miller.
Ph.D.
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Yang, yi fan, and ye Tang. "Instrument for respiration instruction." Thesis, Högskolan i Halmstad, Sektionen för Informationsvetenskap, Data– och Elektroteknik (IDE), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-20164.

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In this project, we use a computer to sense, extract features from the signal,synthesize and control a graphical ball. Our aim is to control children respirationby software, displaying a small ball in a screen. When the child breathes on themicrophone, the ball moves in the display so the doctor will have time/possibilityto listen to the lung with a stethoscope.We used Action Script3.0 to write our project codes. The resulting software isexecuted in (Adobe Inc.trademark software environment) Flash.
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Oberem, Graham Edmund. "An intelligent computer-based tutor for elementary mechanics problems." Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001997.

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ALBERT, an intelligent problem-solving monitor and coach, has been developed to assist students solving problems in one-dimensional kinematics. Students may type in kinematics problems directly from their textbooks. ALBERT understands the problems, knows how to solve them, and can teach students how to solve them. The program is implemented in the TUTOR language and runs on the Control Data mainframe PLATO system. A natural language interface was designed to understand kinematics problems stated in textbook English. The interface is based on a pattern recognition system which is intended to parallel a cognitive model of language processing. The natural language system has understood over 60 problems taken directly from elementary Physics textbooks. Two problem-solving routines are included in ALBERT. One is goal-directed and solves the problems using the standard kinematic equations. The other uses the definition of acceleration and the relationship between displacement and average velocity to solve the problems. It employs a forward-directed problem-solving strategy. The natural language interface and both the problem-solvers are fast and completely adequate for the task. The tutorial dialogue system uses a modified version of the natural language interface which operates in a two-tier fashion. First an attempt is made to understand the input with the pattern recognition system, and if that fails, a keyword matching system is invoked. The result has been a fairly robust language interface. The tutorial is driven by a tutorial management system (embodying a tutorial model) and a context model. The context model consists of a student model, a tutorial status model and a dynamic dialogue model. ALBERT permits a mixed initiative dialogue in the discussion of a problem. The system has been tested by Physics students in more than 80 problemsolving sessions and the results have been good. The response of the students has been very favourable
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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.
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Singley, Bradford G. "Computer-Based Instruction for Engineering Education in the Developing World." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2090.pdf.

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Kwong, Chung-yuk. "A classroom study of collaborative study at the computer." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20137424.

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Rogers, Erika. "Interactive computer simulation for instruction in magnetic resonance imaging." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/9205.

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Bennett, J. P. "A methodology for automated design of computer instruction sets." Thesis, University of Cambridge, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.232796.

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Siering, Gregory John. "Faculty development and support for computer-assisted writing instruction." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1203839.

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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities.
Department of English
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42

Campbell, Debra S. "An Intelligent Computer-Assisted Instruction system for cardiopulmonary resuscitation/." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23273.

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This study discusses the design and implementation of an Intelligent Computer-Assisted Instruction system for cardiopulmonary resuscitation. Utilizing artificial-intelligence techniques, the system combines a learning-while-doing environment with effective guidance of tutorial interactions. The user's knowledge of CPR procedures is tested at one of three experience levels, utilizing a randomly generated scenario. Using means-ends analysis, the recommended action is determined for each successive state in the scenario. This action is compared with the user's selection. If a difference exists, an hypothesis guides the tutoring module in the selection of a tutoring strategy. An on-line review of CPR procedures is available, as is a help function to provide direction to the user if needed. At the end of a session, a summary of the user's actions is provided. Keywords: Theses, Artificial intelligence, Expert systems, Intelligent computer assisted instruction, Computer based instruction. (jhd)
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43

Coleman, David W. "Naval Computer-Based Instruction: cost, implementation and effectiveness issues/." Thesis, Monterey, California. Naval Postgraduate School, 1988. http://hdl.handle.net/10945/23325.

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This thesis examines Computer-Based Instruction (CBI) in the Navy, with reference to other military usage. Many literature sources were examined. Numerous military and civilian personnel working on current CBI projects were interviewed; in person, by electronic mail and by phone. Main points covered include: basic definitions of types of instruction; advantages and disadvantages of instruction relating to computers; a short history of Naval CBI; CBI costs; factors in CBI cost effectiveness; simulators and computers; CBI use for on site training; implementation and usage problems; methods to improve CBI implementation and usage in the Navy; what makes an effective course; improving CBI and conventional instruction effectiveness. Conclusions focus on: improving instructional quality; standardizing CBI course materials; using a standard computer for CBI; improving computer literacy Navy wide; automating CBI writing materials; putting good CBI courses on ships in the fleet
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44

Salgado-Zapata, Patricio Jose. "An Intelligent Computer-Assisted Instruction system for Underway Replenishment." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27103.

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45

Chiou, Albert (Albert C. ). "Design study of a novel computer instruction execution unit." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45998.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2008.
Includes bibliographical references (p. 32).
The goal of the "Fresh Breeze Project" is to develop a multi-core chip architecture that supports a better programming model for parallel computing. This architecture combines simultaneous multithreading, a global shared address space, no memory update, and a cycle-free heap to provide a platform for robust, general-purpose, parallel computation. These design choices help simplify classically hard problems such as memory coherency, control flow, and synchronization. An HDL implementation of the core execution unit of a single processing core (many cores are on a single chip) forms the basis of further simulation and synthesis. The design must first be broken down into functional logic blocks and translated into hardware modules. The language Bluespec Verilog allows this description to be constructed in terms of higher-level "guarded atomic actions" triggered by a rule based system.
by Albert Chiou.
M.Eng.
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46

Collins, Patricia A. "Guidelines for Incorporating Complex Schematics Into Computer-Assisted Instruction." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/460.

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The incorporation of schematics into computer-assisted instruction (CAI) is affected by the physical limitations of computer systems and the user's ability to discern and interpret on-line data. For example, the refresh rate of the computer screen can produce visual fatigue, and various display techniques and the inconsistent use of color can negatively impact the performance of some visual tasks. This notwithstanding, military and commercial training applications continue to use all levels of computer systems for CAI. Definitive guidelines for incorporating schematics into CAI could not be identified. To develop such guidelines, this study used a Delphi approach to achieve a computed consensus among experts. To provide the Delphi participants with background data on techniques currently being used, a status study using a mailed questionnaire was conducted. A random sampling (n=133) of organizations purported to engage in instructional development were surveyed to determine: Display techniques being used to incorporate complex schematics into CAI. Background data on the CAI programs incorporating schematics (e.g., audience, instructional purpose of the schematic). The effectiveness with which the schematics are fulfilling their primary instructional purpose. The student's ability to discern and interpret the schematic. A low response rate to the instructional developer's questionnaire was achieved (n=32). Of the returned questionnaires, five respondents indicated that they had developed training programs which incorporated schematics. Five affirmative responses was insufficient for drawing statistically-significant conclusions. However, the instructional developer's questionnaire did fulfill its purpose of gathering background data for the Delphi participants. The data from the instructional developer's questionnaire was summarized to show the distribution of the survey population and the number of respondents who had developed courseware incorporating schematics, the use of schematics within the courseware, and the type of hardware. Using a Likert-type or Summated Rating Scale, the respondents rated the perceived importance of eight specific techniques for incorporating schematics into instruction and the mean of their responses was calculated. This data was provided to the Delphi participants, six experts participated in the Delphi. The Delphi consisted of three rounds of identical questionnaires. For the second round, the questionnaire showed both the modal response and the participant's own response to the round 1 questionnaire. If the Delphi participant's response differed from the modal response, the participant was asked to state his/her reason for disagreeing with the consensus. Participants were informed that if they indicated "no reason", it would be assumed that they had revised their opinion, and now agreed with the consensus opinion. The third, and final, questionnaire indicated each participant's own response to the items in the second questionnaire, the modal responses, and a summary of the reasons given by the participants to support responses differing from the mode. Each participant was asked to answer the questionnaire once more, taking into consideration any diverging opinions by the other participants. The mode for the final questionnaire represents the computed consensus of the group. The computed consensus was used to create a set of guidelines for incorporating schematics into CAI. These guidelines are intended for anyone who is responsible for media selection or f or designing CAI that requires schematics to support the training objectives.
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47

Hall, Judith King. "Field Dependence-Independence and Computer-based Instruction in Geography." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27487.

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Research on the cognitive style field dependence-independence establishes its influence on learning and students' outcomes across academic disciplines and at all levels of schooling. Field dependent learners generally perform less well than field independent individuals in most instructional environments. The consequences of cognitive style differences have not been thoroughly pursued by geography educators, and field dependent learners are generally disadvantaged. Review of literature suggests that field dependent learners may perform well in hypermedia-based environments configured to support their learning needs. This study presented geography students with a computer program that contained jigsaw puzzles made from maps and randomly varied the type of interactivity available to learners when solving the puzzles. Field dependent learners were expected to solve the puzzles more quickly and accurately when they were able to interact with the jigsaw puzzle. The interactive treatments provided by the program did not improve the performance of field dependent individuals as expected.
Ph. D.
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48

Spradlin, Kathy Dye. "The effectiveness of computer-assisted instruction in developmental mathematics." Lynchburg, Va. : Liberty University, 2009. http://digitalcommons.liberty.edu.

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49

Dillon, Andrew, and Erping Zhu. "Designing web-based instruction: A human-computer interaction perspective." Englewood Cliffs, N.J.: Educational Technology Publications, 1997. http://hdl.handle.net/10150/105815.

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This item is not the definitive copy. Please use the following citation when referencing this material: Dillon, A. and Zhu, E. (1997) Designing Web Based Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.) Web-Based Instruction. Englewood Cliffs. NJ: Educational Technology Publications, 221-225. Introduction: The general interest in the World Wide Web (WWW) as a medium for sharing and distributing textual and graphic information has brought about an increasing number of instruction-oriented web sites and web-based instructional pages. These range from offering supplemental (or even duplicate) instructional materials to students on campus to providing opportunities for off-campus individuals to complete courses via WWW. This chapter briefly discusses the design of web-based instruction from an HCI perspective, raising issues which instructors and designers need to consider in the design of web-based instruction, and suggesting ways in which instructors and designers can build optimal web instructional sites and pages.
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50

Rose, Theron S. "Computer aided instruction in engineering." Thesis, 1985. http://hdl.handle.net/10945/21208.

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