Academic literature on the topic 'Computers Study and teaching (Higher) Victoria'
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Journal articles on the topic "Computers Study and teaching (Higher) Victoria"
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Iskrenovic-Momcilovic, Olivera. "Using Computers in Teaching in Higher Education." Mediterranean Journal of Social Sciences 9, no. 4 (July 1, 2018): 71–78. http://dx.doi.org/10.2478/mjss-2018-0116.
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Abstract This paper describes advantages of using computers in teaching, but also problems that occur, as well as possibilities for their elimination. The main goal of the research is the formation of images which show the use of computers in higher education. The paper presents the results of a survey conducted among students of the Faculty of Education in Sombor (Serbia) about the use of computers in teaching. A sample of 126 respondents comprises students of the last year of all study programs. The results show that students and professors have a positive attitude about using computers in education and knowledge dissemination through computers. Most of them think that teachers have mastered basic computer knowledge, but give priority to teachers who know how to work with a computer, as well as to younger teachers. Students believe that many barriers occur during the use of computers, among which the most important is the inaccessibility of technical equipment. All barriers can be overcome through useful and practical computer seminars.
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Tatnall, Arthur. "Computer education and societal change." Information Technology & People 28, no. 4 (November 2, 2015): 742–57. http://dx.doi.org/10.1108/itp-09-2014-0202.
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Purpose – It is widely acknowledged that the computer has caused great societal changes over recent years, but the purpose of this paper is to relate specifically to those due to the use of computers in education and teaching about computing. The adoption and use of computers in education was very much a socio-technical process with influence from people, organisations, processes and technologies: of a variety of human and non-human actors. Design/methodology/approach – This paper makes use of actor-network theory to analyse these events and their educational and societal impact. Data were collected from published sources, interviews with those involved at the time, discussions and from personal experience and observations. Findings – Computers have, of course, had a huge impact on society, but particularly in relation to the use of computers in school education there was a different societal impact. Some of this related directly to education, some to school administration and some to student attitudes, experiences and knowledge. Research limitations/implications – The paper investigates the development of early courses in computing in universities and schools in Victoria, Australia. The paper does not, however, consider the use of computers in university research, only in education. Practical implications – The paper describes the significant educational events of the era from punch-card tabulating machines in the 1930s to micro-computers in the late 1980s, and investigates the relationship between the development of courses in the Universities and those in the more vocationally oriented Colleges of Advanced Education. It examines whether one followed from the other. It also investigates the extent of the influence of the universities and CAEs on school computing. Social implications – The advent of the computer made a significant impact on university and school education even before the internet, Google, Wikipedia and smart phones in the late 1990s and 2000s. Computers in schools cause a rethink of how teaching should be handled and of the role of the teacher. Originality/value – This paper investigates the history of computers and education in both universities and schools in Victoria, Australia over the period from the 1930s to the early 1990s. It considers how and why this technological adoption occurred, and the nature of the resulting educational and societal change this produced. Primary and High School use of computers did not commence until the 1970s but prior to this there is a considerable and interesting history associated with the development of Higher Education courses relating to computing.
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Okkan, Ahmet, and Selami Aydin. "Instructor Perceptions of the Use of Computers in English Language Teaching in Higher Education." International Journal of Teacher Education and Professional Development 5, no. 1 (January 1, 2022): 1–21. http://dx.doi.org/10.4018/ijtepd.304872.
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Teachers' responsibility for the integration of computers constitutes a significant place in the foreign language teaching and learning processes; however, limited research found in the literature shows the need for more comprehensive studies. Therefore, this study investigates the instructors' perceptions of using computers, namely, teachers' computer knowledge, computer habits, computer attitudes, perceived self-confidence, school climate, and support in English teaching and learning at higher education institutions in Turkey. the quantitative data were collected from 210 instructors with a questionnaire consisting of a background section and a scale that has five subsections. It was concluded that while instructors had limited knowledge of specific software, their personal interests were also limited to communication and work-related tools. They mostly held positive attitudes towards computers and had self-confidence in integrating computers into the teaching process. Last, they believed their institutions had the necessary instructional and technical support and infrastructure.
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Prasetya, Rizky Eka. "Integrating Moodle-Based Of Communicative Language Teaching In Higher Education." Jurnal Pendidikan Bahasa Inggris undiksha 9, no. 1 (February 11, 2021): 17. http://dx.doi.org/10.23887/jpbi.v9i1.31265.
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Inability to adapt and adjust in Moodle-based English teaching, especially communicative language teaching. This study aims to analyze the Communicative Language teaching approach used in Moodle-based English teaching in universities. The research design used is a qualitative approach with a sequential experimental research design and using semi-structured interviews. The research subjects were 12 English lecturers. The study results indicate that the process-based approach to communicative language learning adapts and adapts Moodle-based English teaching. Practices related to the knowledge and experience of lecturers in teaching English at Moodle. The study concludes that the pedagogical Moodle-based communicative language teaching approach should be improved, and the system provides tremendous possibilities. Moodle makes adjustments in its English pedagogical approach and sequentially develops teaching and learning productivity. The implication of the research is to make adjustments in the pedagogical approach of English and develop learning productivity by integrating it into computers and the Internet.
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Sari, Arif. "Impact of Determinants on Student Performance towards Information Communication Technology in Higher Education." International Journal of Learning and Development 2, no. 2 (March 17, 2012): 18. http://dx.doi.org/10.5296/ijld.v2i2.1371.
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New teaching and learning techniques are developing day by day with the support of information technology and the Internet. Many universities take the advantage of support of information technologies on teaching and learning environments. Each individual’s physical, mental and emotional skills are different. It is emphasized that, more importance are given to individuals performances while they are in groups in those places where the traditional teaching approaches is dominated. At this point, individual performance of individuals and their different learning abilities could not be evaluated alone and left in the background. In these places, it is also stated the importance of learning in groups but not individually. The attitude of an individual towards the computer could be defined as a positive or negative view of the individual on the computer technology or the computer-supported applications. In the development of the attitude of the students, their personal characteristics, perception of computers, frequency of their use of computers, their sex, age and previous experiences play an important role. Some experts find it striking that when attitudes towards the computers are investigated, the researches are concentrated more on teachers and teachers-to-be, while studies on establishing the attitude of students are limited in number. For that reason, this study focuses on impact of determinants of student performance and evaluates this performance through an exploratory research.
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Kippen, Sandra, Bernadette Ward, and Lyn Warren. "Enhancing Indigenous Participation in Higher Education Health Courses in Rural Victoria." Australian Journal of Indigenous Education 35 (2006): 1–10. http://dx.doi.org/10.1017/s1326011100004117.
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AbstractThe poor health status of Australia’s Indigenous people is well-documented, as are the links between health and education. Aboriginal communities recognise the utmost importance of improving educational, physical, social and economic well-being in an environment where disproportionate numbers of Aboriginal students fail to complete secondary schooling. The aim of this paper is to highlight the issues of access, participation, retention and outcomes for Indigenous students wishing to study or currently studying health courses at a tertiary level. This project used a qualitative descriptive approach, conducting in-depth interviews with a number of key stakeholders and students in rural Victoria. Sixteen participants were interviewed, 14 of whom were from the Indigenous community.Participants identified key issues that were linked to the university and broader community environment. Factors in the university environment included lack of Indigenous staff within the mainstream university system, limited support and culturally inappropriate teaching that lead to negative learning experiences and poor motivation to continue with education. In the broader community, the isolating experience of leaving close-knit rural communities and the influence of past experiences on students’ aspirations for tertiary education was highlighted. The importance of community support and liaison with the university and marketing of health courses to the Indigenous communities in the region were key issues that participants identified as needing further attention.
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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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Kolnhofer-Derecskei, Anita. "How did the COVID-19 restrictions impact higher education in Victoria?" Multidiszciplináris kihívások, sokszínű válaszok, no. 1 (August 31, 2022): 50–72. http://dx.doi.org/10.33565/mksv.2022.01.03.
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This paper aims to observe how the Australian COVID-19 restrictions influenced higher education, teachers’ and students’ lives. Before the pandemic, the higher education sector was the largest serviced based sector in Australia and overly depended on international students’ fee income. The academic year of 2020 started as usual with 141703 higher education enrolments of overseas students, mainly students from Asia. However, they did not arrive due to the strict border closure. Travel restrictions were put in place from China from 1 February 2020, later from other countries worldwide. That significantly affected international students' travel from Asia directly before the start of the new academic year. Consequently, many institutions have transitioned from campus-based courses to online delivery. Besides, numerous academic lecturers and professional staff have been invited to the expression of interest in a voluntary and, of course, involuntary redundancy program. Most vacant positions have been frozen, and various saving programs have been implied. Owing to the toughest rules and strictest restrictions, Australian borders remained closed for over 600 days. Melbourne was under six lockdowns totalling 265 days since March 2020, which resulted in the author’s experience of three semester-long remote teaching at one of the biggest and most prominent universities in Melbourne without any personal contact with international students. The author lived and worked in Melbourne during the COVID-19 era, so this study is based on her perspectives and experiences extended with a wide empirical evaluation of secondary data about the Australian academic sector between 2020 and 2021.
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Jing, Chen. "Innovative Pedagogical Teaching Technologies: Content and Characteristics." Professional Education: Methodology, Theory and Technologies, no. 8 (December 21, 2018): 252–67. http://dx.doi.org/10.31470/2415-3729-2018-8-252-267.
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The article is devoted to the problem of innovative pedagogical teaching technologies, implemented in the institutions of higher education, namely their content and characteristics. Analysing the problem, it was found that the term «educational technologies» is very common in science and education, and there are different approaches to its determination. The author of the article defines that «educational technologies» can be represented in three aspects, namely: scientific-methodological and descriptive, processual effective. It is noted in the article that, determining the structure of the category of «educational technologies», the scientists refer to its conceptual part, substantive, procedural and methodological and software support; they have singled out the basic methodological principles and criteria to be met by educational technologies. It is also noted in the article that the technical information technologies develop the idea of a programmed instruction associated with the unique capabilities of modern computers and telecommunications. The main goal of modern information technologies study is to prepare students for a full life in the informational society. The leading principles, as the basis for educational technologies introduction to higher educational institutions, are: the principle of orientation clearly and thoroughly defined goals; the principle of chosen training; the principle of subjectivity training; the principle of variability study; the pedagogical competence principle; the principle of professional similarities and borrowings; the principle of corresponding human nature. The author of the article defined that the methods of NIT training suppose: a traditional learning model; an alternative learning model. The modern educational technologies are discussed in the article and it gives the reason to believe that now they develop the idea of programmed study, which is associated with the unique capabilities of modern computers and telecommunications. The author of the article makes a conclusion that studies of many authors suggest that the main goal of modern information technology education is to prepare students for a full life in the information society. In author’s opinion, the newest modern technologies are the technologies of mobile learning, based on the intensive use of modern mobile equipment and technologies.
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Ozturk, Ergun. "A Study of Primary School Teachers’ and Turkish Language Teachers’ Anxiety about Tablet PC Assisted Teaching." International Education Studies 11, no. 6 (May 29, 2018): 66. http://dx.doi.org/10.5539/ies.v11n6p66.
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Many educational institutions use a number of technologies in classrooms to promote the effectiveness of learning activities. In recent years, tablet PCs have become the primary of these technologies. Tablet PCs in particular play an important role in increasing the effectiveness and efficiency of the process of learning and teaching. In order to reveal this effect of tablet PCs on learning-teaching and to ensure that tablet PCs are used effectively by teachers, development of favorable attitudes by teachers towards computers and elimination of anxiety about using these devices are of utmost importance. The purpose of this study is to determine primary school and Turkish teachers’ anxiety level about using tablet PCs in the process of learning and teaching. To this end, the anxiety scale for tablet PC assisted teaching developed by the researcher was administrated to the teachers. In order to determine the teachers’ anxiety level about using tablet PC in teaching, cross-sectional survey technique was used in the research. According to the results of the research, Turkish teachers’ anxiety level about teaching with tablet PC was found to be higher than that of primary school teachers. Also, in both branches of teaching, females have higher anxiety level about teaching with tablet PC than males. The findings of the research suggest that teachers should be provided with adequate training in using tablet PCs and integration of tablet PCs into educational activities, and that the technical infrastructure should be arranged accordingly.
Dissertations / Theses on the topic "Computers Study and teaching (Higher) Victoria"
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Jones, Michael William. "An extended case study on the introductory teaching of programming." Thesis, University of Southampton, 2010. https://eprints.soton.ac.uk/166317/.
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Learning to program is a complex and arduous process undertaken by thousands of undergraduates in the UK each year. This study examined the progress of transforming the pedagogical paradigm of an introductory programming unit from a highly controlled, reductionist 'cipher' orientation to one in which students have more freedom to explore aspects of programming more creatively. To facilitate this, certain programming concepts were introduced much earlier that had previously been the case. This was supported by an analysis of the semiotics and symbology of programming languages that showed that there was no intrinsic support for the traditional sequence of introducing programming concepts. A second dimension to the transformation involved doubling the number of assessments to emphasise the benefits of continual engagement with programming. The pedagogical transformation was to have been phased over four successive cohorts, although the fourth phase had to be delayed due to a revalidation that amalgamated three programmes into a framework. The study was planned during the second phase of the transformation. To ensure that the study did not disrupt the students’ learning experience the main focus of the research was on quantitative analyses of the work submitted by the students as part of the coursework for the unit. This work included programming portfolios and tests. In all, the work of more than 400 students completing more than a thousand portfolios and a thousand tests were analysed, providing a holistic view of waypoints in the learning process. The analyses showed that the second and third cohorts responded positively to the greater level of freedom, creating more sophisticated applications utilising a wider range of programming constructs. In the latter part of the fourth cohort a more traditional, constrained approach was used by another tutor that resulted in a narrowing of the range of programming concepts developed. The quantitative instruments were augmented by questionnaires used to gauge the students' previous experience, and initial views. Analyses of these returns showed that there appeared to be a limited relationship between a student's previous experience and the likelihood that he or she would succeed in the unit and be eligible to continue to the next stage of the undergraduate programme. The original plan was for qualitative instruments to be introduced in the final two cohorts. The re-organisation alluded to earlier restricted qualitative methods to short, semi-structured interviews during the third cohort. Within the study, certain aspects of the pedagogical transformation were considered in more depth: the development and use of a code generator and criterion-referenced assessment. These innovations were part of another dimension of the transformation of the unit, emphasising comprehension and modification equally with construction. This dimension reflects the changing nature of programming, incorporating existing code wherever possible. The analyses showed that comprehension skills developed to a greater extent within the unit compared with modification and construction. The main conclusions of the study were that the pedagogical changes had a beneficial effect on the learning of all students, including those with considerable previous experience, and those who had never written a program before.
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Cassidy, John R. "Providing effective productivity tools : computing for the physically-challenged." Virtual Press, 1991. http://liblink.bsu.edu/uhtbin/catkey/834524.
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Tsang, Currie, and 曾嘉勵. "Higher education in information technology & its impacts on a changingurban job market: case study: Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974922.
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Van, Niekerk Jacoline. "Weblogs as an instrument for reflection in an e-learning environment a case study in higher education /." Pretoria : [s.n.], 2006. http://upetd.up.ac.za/thesis/available/etd-10262007-144801/.
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Stokes, Jacqueline. "Towards a knowledge age teacher: A study of pre-service teacher metaphors for computers." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36638/1/36638_Digitised%20Thesis.pdf.
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The classroom of the Knowledge Age requires different roles for teachers and students, and a different learning and teaching paradigm, from traditional Industrial Age education. Teacher education institutions are currently charged with the responsibility of developing in pre-service teachers both skills and understandings so that they can take their place in the 21st century. These teachers must be skilled in the appropriate use of information technology rather than merely adopting the use of computers in keeping with a transmission pedagogy of education.
The study reported in this thesis, took place at Queensland University of Technology (QUT) in 1998. It tracked a cohort of Bachelor of Education (Primary) pre-service teachers through the frrst year of their course where they undertook two units of information technology education as core to their degree. Adaptations of already existing informal surveys were used to explore the changes to the pre-service teachers' feelings towards computers, perceived competence with computers, and perceptions oftherole of information technology in education. Data from the cohort were analysed in conjunction with the fmdings of in-depth analysis often key informants, chosen to be a purposeful sample of participants.
The main cognitive device used within the study, based on Lakoff and Johnston's (1980) Metaphors we live by and Black's (1962) interactive view of metaphor, was to ask the pre-service teachers to construct a personal metaphor that reflected their relationship with computers. This was asked for at four times throughout the year.
The pre-service teachers' metaphors for computers were categorised using grounded theory principles and the categories inserted into the sections of Ihde's (1979) Technics and praxis theory that provided a meta-schema for analysis of the changes that occurred throughout the year. Ihde's schema was modified in accordance with the understanding of teacher progression through learning stages as identified by Russell (1996).
Ihde (1979) proposed that different relationships with technology lead to amplification/reduction/selectivity parameters. The study identified whether preservice teachers' relationship with computers influenced their perception of the role of information technology in education. The research data did not uphold this hypothesis.
However, the study found interesting occurrences. Pre-service teachers almost unanimously related that they gained in competence throughout the year and most developed more positive feelings towards computers. The pre-service teachers' perceptions of the role of information technology in education expanded from stereotypical responses, such as access to information, to roles more in keeping with the underlying pedagogy of classrooms of the Knowledge Age. The roles that emerged were divided into three sections-the role of the teacher, the learning process, and the role of information technology.
The study further developed a theory for information technology education in preservice teacher education that is iterative rather than progressive, acknowledging that pre-service teachers had had limited modelling of the effective use of information technology in education on entry into the course. This theory was developed into a model to inform pre-service teacher education of Teacher preparation and skills for the Knowledge Age.
Although the area under study is subject to constant change the underlying principles of teacher praxis upon which the two units of information technology education were based still remain constant. The construction of a personal metaphor for computers provided the pre-service teachers with a novel and effective way to track their changing relationships with computers.
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Hansman-Ferguson, Catherine A. "Writing with computers : a study of adult developmental writers." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941576.
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Many adults who enter universities to continue their education are placed in developmental or basic writing classes. With the prevalence of computers on university campuses, some of these writing classes are taught in computerbased classrooms, which may cause adult learners to be apprehensive of both writing and computers. Previous research studies regarding writing and computer apprehension have examined traditional age college students, ignoring how the social context of the computer-based classroom and the computers used as tools for writing may affect adult learners' attitudes toward both writing and computers. The purpose of this descriptive study of adult developmental writers was to examine their perceptions of the effects of computers in a computer-based writing classroom, focusing on how the context of the classroom, including the social situation within the computer-based classroom, influenced their attitudes and apprehension toward both writing and computers.In order to obtain scores that indicated students' apprehension toward writing and computers, the Daly-Miller Writing Apprehension Test and the Loyd and Gressard Computer Attitude Survey were given to adult learners (n=41) at the beginning and the end of the semester to determine changes in students' apprehension. Additional data from interviews, observation reports, and journals of twelve adult learners allowed the researcher to examine students' perceptions of their interactions with other students and between students and their computers, thus promoting an understanding of the context in which learning to write took place.Findings indicated that adult learners' apprehension scores toward writing and computers decreased by the end of the semester in the computer-based classroom. Qualitative data revealed that the computer-based classroom provided a context that enabled students to form supportive peer groups which helped and impacted their writing, allowing them to develop fluid processes for writing with computers.This study has particular relevance for understanding how adults learn to write in various settings. Adult learners are a special population with unique needs. Apprehension toward writing and computers affects adult learners' attitudes toward writing, many times causing them to drop out of educational programs. This study illuminates the problems and feelings adults face as they learn to write using computers.Department of Educational Leadership
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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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Hopson, Michael H. (Michael Hugh). "Effects of a Technology Enriched Learning Environment on Student Development of Higher Order Thinking Skills." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc279055/.
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The problem for this study was to enhance the development of higher order thinking skills and improve attitudes toward computers for fifth and sixth grade students. The purpose of this study was to determine the impact of a Technology Enriched Classroom on student development of higher order thinking skills and student attitudes toward the computer. A sample of 80 sixth grade and 86 fifth grade students was tested using the Ross Test of Higher Cognitive Processes. The Ross Test was selected because of its stated purpose to judge the effectiveness of curricula or instructional methodology designed to teach the higher-order thinking skills of analysis, synthesis and evaluation as defined by Bloom. The test consisted of 105 items grouped into seven subsections. In addition, the students were surveyed using the Computer Attitude Questionnaire developed by the Texas Center for Educational Technology. The questionnaire assessed sixty-five questions combined to measure eight attitudes.
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Smith, Christina Louise. "Technology Literacy Skills Needed in Further Education and/or Work: A Delphi Study of High School Graduates’ Perspectives." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5776.
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Technology and the importance of computers in education have been recognized since the educational reform movement of the 1980’s. Change that acknowledged a need for high school students to: understand the computer as an information, computation, and communication device; use computers for personal and work-related purposes; and understand the world of computers, electronics, and related technologies (A Nation at Risk, 1983, p. 26). The study, A Nation at Risk recognized our nation’s lack of computer technology skills and since, the standards in education have changed to design curriculum and integrate technology to better prepare high school students with necessary ready to work computer technology skills. In a brief review of literature the research studies found that students entering college and the workforce were lacking required necessary information technology literacy skills (Hardy, Heeler, & Brooks, 2006; Hanson, et al., 2011a, 2011b; HR Policy, 2010; Kaminski, Switzer, & Gloeckner, 2009; Tesch, Murphy, & Crable, 2006). In the context of the study, the conceptual framework for the study was driven by a set of eight IT tasks domains that provides the situational context. These IT tasks represent basic competencies that have been deemed critical for successful participation in society, education, and work for all youth (Center for Global Competitiveness and Performance, 2012; OECD, 2012; Partnership for 21st Century Learning, 2011; UNESCO, 2011; U.S. Department of Education, 2010a). The purpose of the modified Delphi study identified the basic information technology literacy skills needed for successful participation in further education and/or work from the perspectives of recent high school graduates.
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Esmaiel, Yousef Esmaiel. "Theory in Practice: Constructivism and the Technology of Instruction in an Authentic Project-based Computer Class." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5228/.
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While literature in areas of constructivism learning theory, use of computer technology in education, and the implementation of project-based learning in the classroom have received widespread attention, there is no reported research that specifically examines the effectiveness of using a project-based learning model for computer technology instruction for pre-service teachers' programs in general, and in art education in particular. Thus, the research problem was to examine through pre- and post-test control-group experimental research design whether two different teaching methods, constructivism teaching approach (project-based learning) and traditional (step-by-step) teaching approach, result in significant differences in learning computer usage, the application of computer technical skills, design projects, and attitudes toward using of technology. The research was conducted at University of North Texas during the fall semester of 2004. Both quantitative and qualitative methods were used to collect the data. The quantitative data, collected from a pre-post test and pre and post questionnaire, was analyzed using a t-test. No significant difference was found between the groups as it relates to computer usage, one aspect of the application of computer technical skills (Photoshop usage), and attitudes towards technology. There was, however, a statistical difference between the groups in the use of the other aspect of computer application technical skills (Illustrator). The qualitative data was collected from three sources, the final design project, the focus group interview, and the reflective papers and summarized quantitatively. A rubric was used to assess the final design project and the scores from the rubric were analyzed using the Mann-Whitney U test. A significant difference was found between the groups as it relates to the assessment of the final project design. The constructivist (project-based learning) group scored higher than the traditional (step-by-step) group. The analysis of the focus group interviews revealed more positive responses for the project-based learning group as opposes to the step-by-step group. The analysis of the reflective papers also revealed more positive responses by the project-based learning group as oppose to the step-by-step group. Overall, the results of the study indicate that the constructivist approach project-based learning did improve student learning.
Books on the topic "Computers Study and teaching (Higher) Victoria"
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Holdstein, Deborah H. On composition and computers. New York: Modern Language Association of America, 1987.
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Buckley, Alan. The student guide to BTEC computer studies. Basingstoke: Macmillan Education, 1991.
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Ingrid, Russell, and Association for Computing Machinery. Special Interest Group on Computer Science Education., eds. SIGCSE 2007: Proceedings of the Thirty-Eighth SIGCSE Technical Symposium on Computer Science Education : March 7-10, 2007, Covington, Kentucky, USA. New York, N.Y: Association for Computing Machinery, 2007.
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Tölle, W. Study and research guide in computer science: Profiles ofuniversities in the USA. Berlin: Springer-Verlag, 1993.
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H, Rodger Susan, and Association for Computing Machinery. Special Interest Group on Computer Science Education., eds. SIGCSE '08: Proceedings of the 39th ACM Technical Symposium on Computer Science Education : March 12-15, 2008, Portland Oregon, USA. New York, N.Y: Association for Computing Machinery, 2008.
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ACM SIGCSE Technical Symposium on Computer Science Education (39th 2007 Portland, Or.). SIGCSE '08: Proceedings of the 39th ACM Technical Symposium on Computer Science Education : March 12-15, 2008, Portland Oregon, USA. New York, N.Y: Association for Computing Machinery, 2008.
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ACM, SIGCSE Technical Symposium on Computer Science Education (39th 2007 Portland Or ). SIGCSE '08: Proceedings of the 39th ACM Technical Symposium on Computer Science Education : March 12-15, 2008, Portland Oregon, USA. New York, N.Y: Association for Computing Machinery, 2008.
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ACM SIGCSE Technical Symposium on Computer Science Education (39th 2007 Portland, Or.). SIGCSE '08: Proceedings of the 39th ACM Technical Symposium on Computer Science Education : March 12-15, 2008, Portland Oregon, USA. New York, N.Y: Association for Computing Machinery, 2008.
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Douek, Jo. Computers in science-based industry: The curriculum implications. (York): Longman for FEUPublications, 1986.
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Zhejiang Sheng gao xiao ji suan ji jiao xue yan jiu hui, ed. Ji suan ji jiao xue yan jiu yu shi jian: 2011 xue shu nian hui lun wen ji. Hangzhou Shi: Zhejiang da xue chu ban she, 2011.
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Chougale, N. P., K. G. Kharade, S. K. Kharade, S. R. Ghatage, Mallappa G. Mendagudli, S. Yuvaraj, and K. Vengatesan. "Deployment of Computer Assisted Instruction in Higher Educational Organization." In Recent Trends in Intensive Computing. IOS Press, 2021. http://dx.doi.org/10.3233/apc210229.
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The current study looked at how computers help students of different reading abilities. Studies have been conducted on the effect of computers on educational achievement and attitudinal levels. During this study, we have gone through the impact of Bloom’s taxonomy over the conventional system and then focused on integrating CAI in higher education. This research is branching out to encompass the use of computers in the education system. The paper aims to outline and elaborate on the way computers aid every department of life, including education. Information is much more valuable when presented within the context of education or training. Teaching to reflect well is known as “advance” teaching. This research paper is concerned with the educational faculties, facilities, and the organizational structure of the educational process. This study aims to focus on CAI to improve the quality of higher education in India. We have also discussed the areas where we can implement this technology
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Nida, Faridatun. "Do Computer Science Students Always Talk about Computer and Technology in English Class?: Exploring the Reflection of Mind from the Field of Study." In Higher Education - Reflections From the Field [Working Title]. IntechOpen, 2022. http://dx.doi.org/10.5772/intechopen.108763.
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What someone learns is something that makes them curious. Curiosity builds interest and learning something based on interest is pleasant. Such feeling is necessary for teaching–learning activity to achieve the objectives of the lesson. Bringing to the context of teaching English as Foreign Language (EFL), a question is proposed. Do computer science students always talk about computers and technology even in English class? Based on the existing literature on English for Specific Purpose (ESP), EFL students will be given material lessons based on their field of study. But, are they happy with it? Are they not bored to talk about similar topics in every situation? Or should we make some changes to adjust the material of ESP to their interest? How about their need to learn English? This section will bring you to another view of understanding students’ interests in the aim of preparing material lessons in English class. By combining it with psycholinguistics, it is expected that the discussion provides an understanding to renovate the objectives of the lesson as well as the material lesson in English class, especially for teaching EFL in higher education.
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Burnett, Gary E., Catherine Harvey, and Rebekah Kay. "Bringing the Metaverse to Higher Education." In Methodologies and Use Cases on Extended Reality for Training and Education, 48–72. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3398-0.ch003.
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This chapter provides a case study on the use of a virtual world as the predominant mechanism for interacting with university students. In the Autumn Semester 2020, 49 engineering students partook in weekly seminars with teachers and each other on a fantastical virtual teaching island, known as Nottopia. The majority of students accessed the virtual world on desktop computers, although four routinely used their own VR headsets. Survey data indicated that the student experience was extremely positive and motivation to learn was very high. Interviews, together with video observations, established that five themes dictated the positive outcome, namely the design of the space, the nature of the integral content, the prevailing group dynamics, the role of avatars, and the magical interactions possible. These themes are realised in an initial design framework.
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Chao, Li. "Lab Development for Delivering Information Systems Courses Online at Small Campuses." In Cases on Technologies for Educational Leadership and Administration in Higher Education, 246–66. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-4666-1655-4.ch013.
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In this case study, you will encounter some of the issues of lab development for delivering lab-based information systems courses online. Many small campuses have very limited budget or no budget at all for the computer lab specifically designed for information systems majors. Sometimes, even with new computers purchased, very few people know how to set them up for lab-based information systems (IS) courses. What are the software and hardware requirements for getting the lab online? How much will it cost? Where can you find resources for the lab development? To ensure quality teaching on IS-related topics, you have to deal with these issues. This case study will discuss how to create a lab that allows students to get hands-on practice for courses such as network management or database processing online with a shoestring budget.
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Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners towards Preparing for a Language Test via CALL." In Multiculturalism and Technology-Enhanced Language Learning, 214–29. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1882-2.ch013.
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The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
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Bekleyen, Nilüfer, and Serkan Çelik. "Attitudes of Adult EFL Learners Towards Preparing for a Language Test via CALL." In Computer-Assisted Language Learning, 1730–45. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch083.
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The present study focuses on the attitudes of adult language learners towards an Internet-based computer program designed to prepare the users for a language test. The participants were the attendees of a YDS (National Foreign Language Examination offered by the Turkish Council of Higher Education) preparation course which was conducted at a state university in Turkey. Sixty participants contributed to the study. Their attitudes towards Computer Assisted Language Learning (CALL) were measured via two different instruments: a questionnaire and an interview. The results indicated that lower level learners had significantly better attitudes towards CALL compared to higher level learners. In general, the participants found computers to be more interesting, motivating and encouraging but did not consider the traditional classroom teaching substitutable with CALL. The findings revealed no significant changes pertaining to the participants' attitudes towards CALL after their language learning experience with computers for four months.
Conference papers on the topic "Computers Study and teaching (Higher) Victoria"
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Oraison, Humberto Manuel, Loretta Konjarski, Janet Young, Samuel Howe, and Andrew Smallridge. "Staff Experiences of Victoria University’s First Year College During the Implementation of Block Mode Teaching." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.10975.
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This report reviews the findings of staff satisfaction surveys conducted in 2018 and 2019 following the creation of a transformative and revolutionary approach to tertiary education in Australia, namely the creation of a new First Year College at Victoria University. Lectures were abolished from all units; class sizes were reduced; class timetabling was dramatically changed to allow for greater student study flexibility and accessibility; learning and teaching professional staff numbers were increased and facilities were built and repurposed. This report discusses the staff satisfaction and challenges encountered by staff in 2018 and 2019 providing quantitative and qualitative data. This data revealed high levels of satisfaction along with concerns about workload and related issues. Variations between 2018 and 2019 indicate that despite an increase in overall satisfaction, staff were concerned about awards and recognition, involvement in decisions that affected them, and receiving support to conduct their roles. The First Year College implemented a series of measures to address the issues raised in the 2018 survey. Further measures are recommended following the 2019 survey as well as future surveys that include stress levels and other psychological markers.
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Carrion, M. Carmen. "How effective are online teaching activities? A use case study in Higher Education." In 2021 International Symposium on Computers in Education (SIIE). IEEE, 2021. http://dx.doi.org/10.1109/siie53363.2021.9583647.
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Zhu, Hua, and Xiaomei Wang. "Study on the Effect Evaluation of Online Teaching and Learning of Higher Mathematics Based on DEA." In 2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE). IEEE, 2020. http://dx.doi.org/10.1109/cipae51077.2020.00098.
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Krager, Jarden, Kristin L. Wood, Richard H. Crawford, Dan Jensen, Jonathan Cagan, Christian D. Schunn, Julie S. Linsey, and Christina K. White. "Understanding Innovation: A Study of Perspectives and Perceptions in Engineering." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-48741.
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Well developed innovation processes are essential components for continued success of product and systems design throughout industry. Such processes build upon research advancements in innovation techniques and methods. To create such techniques and methods, studies are needed to examine the current state-of-the-art, as well as the corresponding teaching of such innovation processes in higher education. This paper contributes to this effort by studying a specific group of innovation researchers, teachers, and practitioners. The study was created to probe this group of leaders in the engineering design domain using technical, demographic, and short answer questions. Various analysis methods are used to obtain a fundamental view of the answers to these questions with respect to the demographics of the participant group. Two deductive analysis methods are used, in addition to an inductive approach, consisting of a correlation analysis to compare responses to questions and understand trends across the participants. Results from the analyses emphasize the current perceptions of innovation by the participants and opportunities to refine research in improving innovation practices.
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Delaney, Emelia, and Wei Liu. "Sustainability and Design Education: The Current Status of Product Design Higher Education in the UK." In ASME 2021 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/detc2021-68461.
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Abstract The aim of sustainability is to fulfil the needs of current generations without compromising the needs of future generations. It is also a rising area of concern within industry, it is therefore important that graduate designers are equipped with the skills to accommodate sustainability issues as well as demands from industry. Additionally, the product design stage during New Product Development has been identified to have the greatest impact on the sustainability of the entire product, however how educated designers are on the topic of sustainability is unclear. An initial literature review has been conducted to investigate design education on sustainability as well as teaching styles. Following this the study identifies and reviews UK Product Design courses to establish the current status of sustainability integration in higher education. The exploration into university prospectuses has found that around half of UK universities implement sustainability in some way, however there are limited courses which dedicate specific modules to sustainability. Additionally, links with industry and accreditation organizations between UK product design courses have been confirmed, but there is no definite information to suggest that the universities use this to aid in the implementation sustainability education. From this review future research directions have been outlined.
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Gralla, Erica, and Zoe Szajnfarber. "Games and Exercises for Teaching and Research: Exploring How Learning Varies Based on Fidelity and Participant Experience." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85827.
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It has long been recognized that games are useful in engineering education, and more recently they have also become a common setting for empirical research. Games are useful for both teaching and research because they mimic aspects of reality and require participants to reason within that realistic context, and they allow researchers to study phenomena empirically that are hard to observe in reality. This paper explores what can be learned by students and by researchers, based on the authors’ experience with two sets of games. These games vary in both the experience level of the participants and the “fidelity” or realism of the game itself. Our experience suggests that what can be learned by participants and by researchers depends on both these dimensions. For teaching purposes, inexperienced participants may struggle to connect lessons from medium-fidelity games to the real world. On the other hand, experienced participants may learn more from medium-fidelity games that provide the time and support to practice and reflect on new skills. For research purposes, high-fidelity games are best due to their higher ecological validity, even with inexperienced participants, although experienced participants may enable strong validity in medium-fidelity settings. These findings are based on experience with two games, but provide promising directions for future research.
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Ramirez, Mario, and Olga Ruiz. "Transition to virtual education at University of San Carlos of Guatemala 2020." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13134.
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The transition from traditional teaching to virtual teaching in public institutions of higher education (PIHE) is a process that began with the first computers in the 20th century, which has been accelerated by the Covid 19 pandemic, forcing the PIHE to adopt new virtual learning environments for which the traditional educational model was not designed at the University of San Carlos de Guatemala (USAC). The global characteristics of the Covid 19 pandemic have affected USAC, who had to adapt various methodologies with the support of ICT to continue the educational process. The implementation and use of these technologies evidenced a digital divide both in cognitive processes and in the use and access of digital tools. The study addressed the trends of use and access to technology in three case studies at the campus of USAC in Guatemala City: Architecture, Humanities and Economic Sciences, with a sample of 2,128 students, who responded through a Google form survey instrument, interviews and a forum, from February to may 2020. The results are that different socioeconomic levels affect the access and use of technology for the educational process, which is why it is necessary for PIHE to adopt policies and strategies that guarantee education.
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Pagel, James W., Stephen Lambacher, Hisayo Kikuchi, and Sachiho Mori. "Student and instructor attitudes toward CALL and MALL in the L2 classroom." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8108.
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As part of an ongoing study focusing on language learner and instructor attitudes toward the use of computers and mobile devices in second language (L2) learning contexts, the authors attempt to identify to what degree language instructors value the use of computers and mobile devices in their teaching. We compare the responses of a survey administered to an “in-house” group of instructors within two faculties of a private university in Tokyo, Japan, with the responses collected from a similar survey administered to instructors solicited through various CALL organizations. The number of respondents of the “in-house” survey during the first three years was relatively low; however, in the final year was considerably much higher, with the number from both full-time and part-time staff totaling 34. The total number of survey respondents from the CALL organizations totaled 121, with the participants’ places of employment ranging from Europe to the Asia Pacific Rim. In addition to offering an interpretation of a sampling of the Likert scale items found on the surveys, the authors focus on comparing the responses offered by both groups of instructors regarding which skills they focused on in the CALL classroom, as well as what mobile applications they encouraged their students to use.
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Prabhu, Rohan, Scarlett R. Miller, Timothy W. Simpson, and Nicholas A. Meisel. "Teaching Design Freedom: Exploring the Effects of Design for Additive Manufacturing Education on the Cognitive Components of Students’ Creativity." In ASME 2018 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/detc2018-85938.
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Design for manufacturing provides engineers with a structure for accommodating the limitations of traditional manufacturing processes. However, little emphasis is typically given to the capabilities of processes that enable novel design geometries, which are often a point of focus when designing products to be made with additive manufacturing (AM) technologies. In addition, limited research has been conducted to understand how knowledge of both the capabilities (i.e., opportunistic) and limitations (i.e., restrictive aspects) of AM affects design outcomes. This study aims to address this gap by investigating the effect of no, restrictive, and both, opportunistic and restrictive (dual) design for additive manufacturing (DfAM) education on engineering students’ creative process. Based on the componential model of creativity [1], these effects were measured through changes in (1) motivation and interest in AM, (2) DfAM self-efficacy, and (3) the emphasis given to DfAM in the design process. These metrics were chosen as they represent the cognitive components of ‘task-motivation’ and ‘domain relevant skills’, which in turn influence the learning and usage of domain knowledge in creative production. The results of the study show that while the short (45 minute) DfAM intervention did not significantly change student motivation and interest towards AM, students showed high levels of motivation and interest towards AM, before the intervention. Teaching students different aspects of DfAM also resulted in an increase in their self-efficacy in the respective topics. However, despite showing a greater increase in self-efficacy in their respective areas of training, the students did not show differences in the emphasis they gave to these DfAM concepts, in the design process. Further, students from all three education groups showed higher use of restrictive concepts, in comparison to opportunistic DfAM.
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Tabo, Geoffrey Olok, Lone Dirckinck-Holmfeld, and Anne Bygholm. "Innovative Pedagogies: The Impact of Blended Learning in Higher Education during the Covid-19 Pandemic." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.5677.
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We explore the impact of blended learning in higher education as as innovative pedagogy integrating problem-based learning and student-centred learning in teaching and learning, during the Covid-19 pandemic. New information technology tools and applications were experimented in teaching and learning at Gulu University between 2020 and 2021 at the peak of the pandemic. The study used qualitative methods and drew on constructivism where knowledge is co-constructed through interacting systems and actors in higher education environment. It is motivating and inspirational to deploy various methods of teaching and learning during the lockdowns. Inspiring innovation such as zero-rating, MEET tool and blended learning were used to address gaps in teaching and learning in university programmes. Preferences for blended learning grew even if institutions operate in resource constrained settings. // We used online training workshops to train teachers on basic ICT tools for content development and digitisation of teachers’ teaching and learning materials. Our findings indicate that lecturers progressively develop ICT skills, attitudes, and knowledge and innovative practices to teaching and learning using available free online applications and ICT resources at their disposal. Students’ attendance was low because of lack of access to the internet and ownership of computers for blended learning.