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Journal articles on the topic 'Instruction'
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1
Huffman, S. B., and J. E. Laird. "Flexibly Instructable Agents." Journal of Artificial Intelligence Research 3 (November 1, 1995): 271–324. http://dx.doi.org/10.1613/jair.150.
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This paper presents an approach to learning from situated, interactive tutorial instruction within an ongoing agent. Tutorial instruction is a flexible (and thus powerful) paradigm for teaching tasks because it allows an instructor to communicate whatever types of knowledge an agent might need in whatever situations might arise. To support this flexibility, however, the agent must be able to learn multiple kinds of knowledge from a broad range of instructional interactions. Our approach, called situated explanation, achieves such learning through a combination of analytic and inductive techniques. It combines a form of explanation-based learning that is situated for each instruction with a full suite of contextually guided responses to incomplete explanations. The approach is implemented in an agent called Instructo-Soar that learns hierarchies of new tasks and other domain knowledge from interactive natural language instructions. Instructo-Soar meets three key requirements of flexible instructability that distinguish it from previous systems: (1) it can take known or unknown commands at any instruction point; (2) it can handle instructions that apply to either its current situation or to a hypothetical situation specified in language (as in, for instance, conditional instructions); and (3) it can learn, from instructions, each class of knowledge it uses to perform tasks.
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Paulsen, Kim J., Kyle Higgins, Susan Peterson Miller, Sherri Strawser, and Randall Boone. "Delivering Instruction via Interactive Television and Videotape: Student Achievement and Satisfaction." Journal of Special Education Technology 13, no. 4 (March 1998): 59–77. http://dx.doi.org/10.1177/016264349801300401.
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Distance education in the form of Interactive Television (ITV) and videotape currently is being discussed as a method to provide instruction to students enrolled in education courses. In this study, the effect of traditional, ITV, and videotape lectures on student achievement and attendance was investigated. Student satisfaction with the course and student evaluations of the instructor were also analyzed. Sixty-seven preservice special education students were randomly assigned to one of three instructional methods. One group received instruction with the instructor present, one group received instruction via ITV and the third group received instruction by means of a videotape lecture. Results indicated that (a) students achieved equally well on quizzes and tests regardless of the instructional method, (b) students who received instruction in the traditional setting were satisfied with the instruction they received, (c) students who received instruction via ITV were satisfied with the instruction they received, (d) students who received instruction by means of videotape were not satisfied with the instruction they received, (e) students attended class regularly regardless of the instructional method, and (f) students who received instruction via ITV and videotape did not perceive the instructor as taking an active role in the course.
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Palvia, Shailendra, and Vic Matta. "Comparing student perceptions of in-class, online synchronous, and online asynchronous instruction." World Journal on Educational Technology: Current Issues 15, no. 3 (July 31, 2023): 303–20. http://dx.doi.org/10.18844/wjet.v15i3.8656.
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This article compares the efficacy of undergraduate teaching for in-class, online synchronous, and online asynchronous modes of instruction with implications for adapting the modes of instruction in computer information processing. The study uses a repeated measures design with pairwise comparisons while controlling for instructor, students, and course content across these modes of instruction. The study examines the following six perceptions held by students: instructional aspects such as instructor facilitation, student-to-student interaction, instructor-to-student interaction, course design, learning outcomes, and student satisfaction. The study also examines actual student performance on homework, quizzes, and exams. All findings were interesting and insightful. Student perceptions of almost all instructional aspects were significantly higher for the in-class mode than the two online modes of instruction. However, actual student performance was significantly better for online modes of instruction. The discussion section triangulates these statistical results with a review of 3000+ open-ended student responses to explain results, provide guidelines, and suggest future research. Keywords: Asynchronous instruction; distance education; E-learning; in-class; online; synchronous instruction
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Aviles, Christopher B. "Mastery Learning: A Promising Instructional Method for Social Work Education." Journal of Baccalaureate Social Work 7, no. 2 (March 1, 2002): 146–64. http://dx.doi.org/10.18084/1084-7219.7.2.143.
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Mastery learning is a behavioral instructional method using additional learning time, and repeated testing opportunities to increase student learning. Although successful in higher education, mastery learning has not been studied in social work. Mastery- and nonmastery-learning instruction were contrasted using four sections of a BSW course with identical content and exams. One instructor taught two course sections with mastery learning, another instructor taught two sections with nonmastery instruction. Dependent variables included student achievement, instructional preference, and attitude toward course topic. Instructor hours spent and reactions to mastery learning were measured. Both instructional methods resulted in similar achievement and similar changes in attitude toward course topic. Of students, 100% preferred mastery instruction. Both methods involved similar amounts of instructor time, but the mastery instructor reported increased classroom time efficiency and coordination between teaching and testing. Mastery learning should be considered a promising instructional method for social work education.
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Bajracharya, Jiwak Raj. "Instructional Design and Models: ASSURE and Kemp." Journal of Education and Research 9, no. 2 (December 31, 2019): 1–8. http://dx.doi.org/10.3126/jer.v9i2.30459.
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Instructional Design (ID) is a procedure for developing an educational or training programme, curricula, or courses sequentially and authentically (Branch & Merrill, 2011). This procedure enables instructors to create instructions, which involves the “systematic planning of instruction” (Smith & Ragan, 2005, p. 8), ranging from instructional analysis to evaluation (Mager, 1984). Thus, ID can be referred to as a “systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation” (Smith & Ragan, 2005, p. 4). As such, taken as a framework, ID provides the process to create instructions based on the necessity of a teaching and learning environment. Thus, ID can be defined as a process to develop directions and specifications using learning and instructional theory to ensure the quality of instruction.
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Parlindungan, Firman, and Willy Prasetya. "Literature Review on Trends of Comprehension Instruction for Elementary School Students." Education and Human Development Journal 7, no. 01 (April 30, 2022): 42–54. http://dx.doi.org/10.33086/ehdj.v7i01.2589.
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Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.
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Abraham, Timothy, and Katie Hanifin. "Why We Played Wiffle Ball on Wednesday." International Journal of Designs for Learning 15, no. 1 (February 14, 2024): 96–113. http://dx.doi.org/10.14434/ijdl.v15i1.34920.
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The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.
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Sierra, Edmundo A., Arthur D. Fisk, and Wendy A. Rogers. "Matching Instructional Media with Instructional Demands." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 46, no. 25 (September 2002): 2089–93. http://dx.doi.org/10.1177/154193120204602520.
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Video instruction is an effective support for audio instruction of visuospatial tasks; but how is effectiveness of this type of instruction moderated? We investigated the effects of age-related cognitive changes, audio versus audio-plus-video instructions, differential working memory instruction demands, and differential task difficulty on assembly task performance. Forty-eight young adults and 48 older adults completed an assembly task where accuracy, use of additional time, repetition of steps, and subjective mental workload were measured. Results indicated that participants receiving audio plus video instruction benefited most as task difficulty increased. Older adults performed more poorly compared to young adults; however, the findings indicate that video-based instruction was beneficial for both young and older adults for this class of task. Results are discussed from a training perspective in general and as they relate to telemedicine specifically. Guidelines for applying the correct instructional media as a function of the instructional demands are discussed.
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Al-Shehri, Mohammad Salih. "Effect of Differentiated Instruction on the Achievement and Development of Critical Thinking Skills among Sixth-Grade Science Students." International Journal of Learning, Teaching and Educational Research 19, no. 10 (October 30, 2020): 77–99. http://dx.doi.org/10.26803/ijlter.19.10.5.
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The objective of this study was to explore the effect of using a differentiated instruction method on the achievement and development of critical thinking skills among sixth-grade students in Abha, Saudi Arabia. The study used the experimental method through the application of the instructional program on a sample of 50 students, who were chosen purposefully from one school in Abha city. The sample was divided into an experimental group (n = 25), which received instructions using differentiated instruction, and a control group (n = 25), which received instructions using conventional methods. Two tests were developed, an academic achievement test and a critical thinking test, to measure the performance of students before and after using the instructional program. Findings showed an improvement in the academic performance of the experimental group, which were taught using the instructional program based on differentiated instruction. Participants were able to increase their level of critical thinking skills in science. The study recommends using this instructional strategy in different school subjects other than science. The study also recommends training teachers on its implementation in classrooms.
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YUN, Ga-young. "A Study on the Role of Instructor and Learner for Good Instruction: Focusing on the Perception of Prospective Instructors." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (December 31, 2023): 749–67. http://dx.doi.org/10.22251/jlcci.2023.23.24.749.
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Objectives This study attempted to contribute to the restoration of subjectivity by identifying the roles of instructors and learners for good instruction.
Methods For this purpose, written interviews were conducted with 26 graduate students using an online platform. The collected data were analyzed by subject analysis, and the teaching and learning factors that make up good instruction, and the instructors' and learners' tasks for good instruction were derived.
Results As a result, class content delivery, instructor competency, and attitude were derived as higher categories for teaching activities that compose good instructions, and learner participation activities and learning attitudes were derived for learning activities. In addition, as for the role of instructors for good instruction, strategies for preparation, acquisition and performance, and relationship formation were derived as higher categories, and detailed subcategories corresponding to each item were presented. As for the role of learners for good instruction, the role of learners over time was organized into the upper category, before, during, after instruction, and into detailed subcategories.
Conclusions In instructions, instructors are in charge of teaching and learners are in charge of learning. And good instruction can be made when the instructor's teaching activities can induce and promote learners' learning. Based on the results of this study, it was suggested to design and implement good instructions under the relationship between desirable instructors and learners.
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Lee Swanson, H. "Searching for the best cognitive model for instructing students with learning disabilities: A component and composite analysis." Educational and Child Psychology 17, no. 3 (2000): 101–21. http://dx.doi.org/10.53841/bpsecp.2000.17.3.101.
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The purpose of this paper is to identify the components of various cognitive instructional models that best predicted effect sizes for students with learning disabilities. Based on an exploratory analysis, eight models were identified: Direct instruction (sequencing & segmentation), explicit strategy training, monitoring, individualised remedial training, small interactive group instruction, teacher-indirect instruction, verbal questioning/attribution instruction, and technology mediated instruction. The models were tested in a hierarchical weighted least square regression analysis. The results indicated that explicit strategy instruction (explicit practice, elaboration, strategy cuing) and small group interactive settings best predicted the magnitude of treatment outcomes. Although direct instruction also positively predicted the magnitude of effect size, its effects were mitigated when an explicit strategy model was entered into the equation. The results support the robust effects of strategy training as a general heuristic for instructing students with learning disabilities.
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Omoniyi, Tayo, and Gisanrin Gbenga. "The Effect of Three Instructional Elements on Achievement in Computer-Based Mathematics Instruction of Senior Secondary School Students in Nigeria." Journal of Education in Black Sea Region 4, no. 1 (December 9, 2018): 164–72. http://dx.doi.org/10.31578/jebs.v4i1.163.
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This study investigated the effect of three instructional elements on achievement in computer-based mathematics instruction. The subjects were senior secondary school students who used four versions of computer-based instruction developed on compact disc to learn about the volume of solid shapes. The four versions of the programme were (1) a full version that had the three instructional elements (2) a version without objectives (3) a version without practice (4) a version without examples. The results indicated that the full package, which included objectives, practice and examples, had a significant effect on students’ achievement in the computer-based mathematics instruction. Furthermore, of the three elements, practice, had the most effect on the learners’ achievement. Implications of the findings on development of computer-based instructions are also discussed.
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Et.al, Maria Shu Hong Bee Abdullah. "Effective Instructions by Novice Teacher to Improve Teaching Repertoire in School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 10, 2021): 181–84. http://dx.doi.org/10.17762/turcomat.v12i3.654.
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This paper highlights a review on the importance of giving clear instructions and strategies to improve oral instruction by novice teachers as they improve their teaching repertoires in schools. Essentially, this will help teachers to develop a clear oral instruction for good class management. It is an agreeable fact that giving instruction is a skill that takes many years of experience to master and meets the ideal set of practice that teachers set for themselves. Novice teachers face a lot of challenges to master the skill of giving instruction effectively and that is a mark of great quality of a teacher. An effective instructional strategy will deliver the lesson clearly and help learners to understand the focus, engage actively and take ownership of their learning.
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Loggia, Abbondio. "Application of Computers in Sustainable Development of Environmental Engineering Education." Pollution Engineering 50, no. 1 (October 26, 2020): 03–04. http://dx.doi.org/10.17762/pe.v50i1.39.
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Natural Engineering training assumes a significant function in reasonable turn of events. Customary training techniques fixated on educators and normally brings about an overall absence of enthusiasm for understudies to learn. PCs are an ideal apparatus for natural building instruction. Numerous colleges endeavored to utilize interactive media learning conditions rather than customary up close and personal instructing strategy. Online training utilizing electronic advancements are developing in higher and non-proficient ecological designing instruction. An ever increasing number of PCs will be utilized in Environmental designing instruction outside of customary instructive settings over the long haul.
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Mohan, Shiwali, and John Laird. "Exploring Mixed-Initiative Interaction for Learning with Situated Instruction in Cognitive Agents." Proceedings of the AAAI Conference on Artificial Intelligence 26, no. 1 (September 20, 2021): 2445–46. http://dx.doi.org/10.1609/aaai.v26i1.8424.
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Human-agent interaction for learning with instruction canbe viewed on a continuum of instructor/agent control. At one extreme are systems that learn by instructor-driveninteractions, such as learning by demonstration, examples,or imitation. The other extreme of the continuum isoccupied by systems where instructor interaction is limited to responding to the questions posed by the agent or toproviding feedback on agent’s performance. There are advantages to an approach that explores a mixed-initiative instructional dialog. We describe an approach to mixed-initiative interaction based on collaborative discourse theory that allows Soar agents to learn from situated instruction.
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Parker, David M. "Tithing: Instruction or Instructive?" Journal of Pentecostal Theology 21, no. 2 (2012): 201–20. http://dx.doi.org/10.1163/17455251-02102003.
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After surveying the disparate Old Testament material on tithing, this paper isolated 1 Corinthians 9 as the loudest echo of that practice. It then modelled 1Corinthians 9 and 10 as illustrative rather than regulative in its approach to the former testament. Utilizing the ‘lesser-to-greater’ (qal wāḥômer) argument inherent in 1 Corinthians 9, it developed an implied benchmark of tithing in 1 Corinthians 9 and 1 Tim. 5.17 to argue such as the base upon which NT giving is predicated. Noting the socio-economic disparity of Corinth, in comparison with the ideal distribution by which the Hebrew Scriptures regulated tithes, the paper then invoked the gift of giving from Rom. 12.8 to suggest proportional giving rather than the strict regulation of the Mosaic legislation. Finally, returning to the literary setting of 1 Corinthians 9, any conclusion, at least from the Pauline corpus, was shown to be contextually suggestive, not invariably regulative.
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YUN, Ga-young. "A Study on the Learning Process and Evaluation Characteristics with High and Low Learning Effects: Focusing on the Experience of Prospective Instructors." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 9 (May 15, 2024): 173–93. http://dx.doi.org/10.22251/jlcci.2024.24.9.173.
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Objectives The purpose of this study is to explore the characteristics of instructions recognized as having a high learning effect and as having a low learning effect. Methods For this purpose, we conducted written interviews using online platform with 18 prospective instructors who are experiencing the pre-instructor course at the graduate school of education. It was designed to focus on instructions experienced before, not on instructions currently being taken, and through this, the process and effect of learning could be reported more objectively. The collected qualitative data were analyzed using a thematic anal-ysis method, and the learning process of instructions with high learning effects and instructions with low learning effects were derived and presented in a diagram. Results As a result of the study, 3 main categories, 9 themes, and 19 subcategories were derived as character-istics of the learning process included in instruction with high learning effect, and the amount of learning load, dif-ficulty, and responsibility perceived by learners were also confirmed along with the learning burden factors. As for the instruction with low learning effect, 3 main categories, 9 themes, and 18 subcategories were derived, and these included ‘no task’ and ‘no burden’. In the instruction with high learning effect, the focus of assignments and evaluations was on the learning process and performance, and improvement and feedback were made through the feedback of the instructor. In the instruction with low learning effect, the focus of assignments and evaluations was on organizing, summarizing, and general evaluation, and it was difficult to confirm improvement and feedback through instructor's feedback. Moreover, the difficulty and amount of learning load in the class were burden factors that appeared in both classes with high and low learning effects. Considering these results, instructors need to consider ways to have explanatory power to effectively deliver class content by analyzing learners' levels rather than reducing the difficulty and amount of learning. Conclusions Based on these findings, recommendations were provided to guide professors in aiming for and de-signing effective instructions.
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Yaumi, Muhammad, Sitti Fatimah Sangkala Sirate, and Andi Anto Patak. "Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers." SAGE Open 8, no. 4 (October 2018): 215824401880921. http://dx.doi.org/10.1177/2158244018809216.
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This study was designed to promote teachers’ understanding of the learner-centered approach through training the multiple intelligences-based instructions, improve teachers’ performance in designing learner-oriented instruction, and improve teachers’ performance in implementing instruction. This study used proactive action research involving 126 teachers (informants) as trainees and instructional design members, came from 10 elementary Madrasah in Indonesia, 36 of them were mentored, and 192 students participated in a focus group discussion. There were 10 principals and two supervisors to be research collaborators. Teachers’ understanding and performance improvement through training multiple intelligence-based instructions, designing student-centered approach, and mentoring the implementation of student-centered learning indicated significant contribution. The teachers’ understanding of multiple intelligence-based instruction was the majority in the good category. The activity of designing the student-centered approach gave a good contribution to the capability of designing every single one of the multiple intelligences-based strategies. The mentoring system improved teachers’ performance greater than those of training and instructional design. Implementation of training, instructional design, and the mentoring system implies improving learning processes and outcomes. Strengthening the recruitment system of teachers and performance improvement, capacity building of educators to design models, approaches, strategies, methods, and learning activities, as well as establishing togetherness on all lines; government, principals, supervisors, community, and teachers as the primary element.
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Miguel, Elizandra, and William Carney. "Foreign Language Acquisition Anxiety and Project-Based Learning in Collaborative L2 Instruction: A Case Study." Theory and Practice in Language Studies 12, no. 1 (January 2, 2022): 1–6. http://dx.doi.org/10.17507/tpls.1201.01.
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This article discusses the experiences of an instructor-student collaboration in combining English as a Second Language instruction with a project-based model. It provides information about a year-long period of instruction that made use of extensive collaboration in language instruction for the creation of business documents geared to a specific purpose. The article suggests that such a project-based and collaborative approach to Foreign Language Learning might be useful in alleviating foreign language learning anxiety for advanced speakers of a second language. Additionally, the article discusses instruction performed via the Zoom platform. The use of platforms such as Zoom, or Skype, are becoming more ubiquitous as an instructional trend that pre-dates recent public health concerns, and this technology is discussed here in terms of the opportunities for collaborative learning and feedback it offers in a discipline that is still favors traditional face-to-face instruction. Although the experiences described here occurred in a non-academic setting with an instructor-student dyad, we suggest that it may be useful in academic settings with additional students and fewer collaborative opportunities to create highly specific objectives.
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Carlson, Crystal, Steven A. Jacobs, Michelle Perry, and Ruth Breckinridge Church. "The effect of gestured instruction on the learning of physical causality problems." Gesture 14, no. 1 (December 31, 2014): 26–45. http://dx.doi.org/10.1075/gest.14.1.02car.
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Recent research has demonstrated instruction that includes gesture can greatly impact the learning of certain mathematics tasks for children and much of this work relies on face-to-face instruction. We extend the work on this problem by asking how gesture in instruction impacts adult learning from a video production for a science concept. Borrowing from research by Perry and Elder (1997), the research presented here examines what role adding gesture to instruction plays for adults learning about gear movement. In this pretest-instruction-posttest design, 56 college-aged participants were asked to complete problems relating to gear movement. Participants viewed either an instructional video in which an instructor used speech only (control) or speech-plus-gesture (experimental) to explain a fundamental principle in the physics of gear movement. Results showed that adults who knew less actually learned more and that instruction was effective, but significantly more effective when gesture was added. These findings shed light on the role of gesture input in adult learning and carry implications for how gesture may be utilized in asynchronous instruction with adults.
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Forsyth, Katherine L., Bethany R. Lowndes, Erik Prytz, Carl-Oscar Jonson, Matthew D. Sztajnkrycer, Stephanie F. Heller, M. Susan Hallbeck, and Renaldo C. Blocker. "Improving Instructions to Stop the Bleed." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 61, no. 1 (September 2017): 588–92. http://dx.doi.org/10.1177/1541931213601631.
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The Stop The Bleed initiative was developed by the Department of Homeland Security to educate lay providers in bleeding reduction strategies. The current study evaluated: (1)three tourniquet instructions using a simulated tourniquet task and (2)participant confidence levels in tourniquet use and lay provider training. Thirty participants with limited clinical experience applied a tourniquet to a simulated limb using one of three instruction sets. Twelve of these participants (40%) participated in a tourniquet training session and focus group to discuss each instruction set. Participants preferred the most simple and pictoral instruction set, and identified opportunities for improvement in each set. Participant confidence in tourniquet use increased significantly following the task and the focus group. After the focus group, participant confidence in instructing lay providers on proper tourniquet use significantly increased. Adding key steps, contextual pictures, and indicators of success to instructions could support lay providers stop the bleed in life-threatening situations.
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Risberg, Jonas, and Gustav Lymer. "Requests and know-how questions: Initiating instruction in workplace interaction." Discourse Studies 22, no. 6 (October 1, 2020): 753–76. http://dx.doi.org/10.1177/1461445620928239.
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While it is recognized that instruction between co-workers is a central component of everyday workplace interaction and learning, this study investigates the ways in which such instructional events are practically initiated in interaction. We analyse recordings of everyday work at a radio station, where journalists prepare and broadcast local news. In our data, a distinction can be made between two interactional contexts from which instructional interactions emerge: searches, where one party is looking for a suitable helper; and established interactions, where the initiation of instruction is prefigured by immediate prior interaction. A further finding is that these two contexts are associated with two different ways of initiating instruction. Direct requests are used in established interactions. In searches, we instead find questions regarding the other person’s procedural knowledge – what we term know-how questions. We finally discuss the ways in which instructional configurations are assembled without reference to institutionally defined instructor/instructed roles.
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Zhang, Xingcan, Zhe Chen, Jiawen Ye, Huan Li, Jian Wang, Changlong Liu, and Bin Li. "Securing Network Information System Design: An Efficient Tool for DSP Undocumented Instruction Mining." Applied Sciences 13, no. 6 (March 20, 2023): 3931. http://dx.doi.org/10.3390/app13063931.
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As recently studied, the undocumented instructions in embedded processors that may cause catastrophic results for devices have become one of the main threats to system security. To tackle this issue, in this paper, we propose an undocumented instruction mining tool for digital signal processors named DSPUIM that can find out the undocumented instructions from the frequently used Digital Signal Processors (DSP) in network information systems. First, we analyzed the characteristics of the DSP instruction format to compress the instruction search space and improve the instruction search speed. Second, according to the public instruction set of DSPs, we built an instruction disassembly framework that helped us to identify all the undefined instructions. Finally, by testing the executability of undefined instructions automatically, we obtained the undocumented instructions for target DSPs. To demonstrate the effectiveness of our tool, we applied it on ten DSP processors of Texas Instruments (TI) and mined 335 undocumented instructions from them within 5 min. Some undocumented instructions have malicious functions, such as changing registers and denial of service, posing a security threat to the network devices using DSPs.
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Davie, Emily, Malissa Martin, Micki Cuppett, and Denise Lebsack. "Effectiveness of Mobile Learning on Athletic Training Psychomotor Skill Acquisition." Athletic Training Education Journal 10, no. 4 (October 1, 2015): 287–95. http://dx.doi.org/10.4085/1004287.
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Context Instruction of psychomotor skills is an important component of athletic training education. Accommodating the varied learning abilities and preferences of athletic training students can be challenging for an instructor initiating skill acquisition in a traditional face-to-face (F2F) environment. Video instruction available on mobile devices may offer an alternative teaching tool, allowing for student-initiated learning. Objective To compare outcomes of Quick Clips (QC) instruction with F2F instruction as measured by skill-examination scores. Design Quasi-experimental. Setting Five higher learning institutions with Commission on Accreditation of Athletic Training Education (CAATE) accredited athletic training education programs. Patients or Other Participants Seventy-four pre-athletic training students, average age 18.86 ± 1.0 years (49 women, 25 men), volunteered for this study. Participants were randomly assigned to 1 of 2 instructional groups (F2F or QC). Intervention(s) The principal investigator provided F2F instruction to 38 participants in 3 skills (knee valgus stress test, middle trapezius manual muscle test, and goniometric measurement of active ankle dorsiflexion). The remaining 36 participants watched 3 QC videos demonstrating the same skills. Main Outcome Measure(s) Three individual skill exam scores and the total score. Results A 1-way multivariate analysis of variance indicated a significant effect (P < .0001) of instructional method on exam scores. Follow-up univariate analysis of variance indicated knee valgus stress test exam scores were significantly higher after F2F instruction (P < .0001). Neither manual muscle test nor goniometric measurement exam scores were affected by instructional method. Conclusions The findings support the use of QC as an alternative to F2F instruction for 2 of the 3 skills. This finding is similar to studies reported in the nursing literature on computer-assisted learning, which found inconclusive evidence to support the superiority of one method over another. Mobile video instruction is an effective teaching strategy. It may be best utilized to supplement traditional F2F instruction.
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d’Apollonia, Sylvia, and Philip C. Abrami. "Scaling the Ivory Tower Part II: student ratings of instruction in North America." Psychology Teaching Review 6, no. 1 (March 1997): 60–76. http://dx.doi.org/10.53841/bpsptr.1997.6.1.60.
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Research on student ratings of instruction began in North America in the 1920s and exhibits several peaks of interest, corresponding to periods of major social and economic upheavals. While early researchers concentrated on establishing the psychometric properties of student ratings, later researchers explored the conditions which alter the validity of student ratings. Although most evaluation experts believe that student ratings are the best, and often the only, way of obtaining reliable data for summative evaluation of teaching performance, they also consider that the validity of summative evaluations are threatened by inappropriate data collection, analysis, reporting, and interpretation.Three areas of concern are: (a) the structure or dimensionality of instructional effectiveness as judged by student ratings; (b) whether the instructor’s personality biases student ratings of instruction; and (c) whether the instructor’s grading practices bias student ratings of instruction. We conclude that student rating forms measure one global factor – general instructional skill; instructor expressiveness has a practically meaningful association with student ratings of instructor; and that instructor grading practices influence student ratings, at most, +/- 0.5 on a five-point scale. Thus, grading practices are not a serious threat to the validity of student ratings. Because of the limitations of the research on these contextual factors, we recommend that student ratings are not “over-interpreted”, that is, that only crude judgements of instructional effectiveness (exceptional, adequate, and unacceptable) be made on the basis of student ratings.
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Wahyumi, Maulidia, Wirdatul Aini, and Irmawita Irmawita. "Tanggapan Warga Belajar terhadap Komunikasi Instruksional Instruktur Pelatihan Memasak Kue di SPNF SKB Kota Payakumbuh." Spektrum: Jurnal Pendidikan Luar Sekolah (PLS) 1, no. 1 (March 1, 2018): 58. http://dx.doi.org/10.24036/spektrumpls.v1i1.9198.
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This research is motivated by the success of entrepreneurship cooking skill. The purpose of this study was to describe the responses of learners to instructional communication of cooking instructor in cooking instruction in the explanation of learning materials, initial ability assessment, strategy setting, and feedback. This type of research is descriptive quantitative. The population in the study amounted to 15 people. The sample in this study is the total number of respondents. Data collection techniques used were interviews, while data collection tools used interview guidelines. Data analysis techniques using the formula percentage. The result of the research showed that the respondent's response to instructional instruction of instructor in (1) explanation of learning material of cooking cake training is categorized very good, (2) assessment of early ability of learners of cake cooking training categorized very good, (3) instructional strategy stipulation cake cooking training categorized very good, (4) feedback cooking cake is categorized very well.
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Achmad, Widya Karmila Sari, Sidrah Afriani Rachman, Latri Aras, and Muhammad Amran. "Differentiated instruction in reading in elementary schools: a systematic review." International Journal of Evaluation and Research in Education (IJERE) 13, no. 3 (June 1, 2024): 1997. http://dx.doi.org/10.11591/ijere.v13i3.27134.
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<span lang="EN-US">Increasingly diverse learners in today’s classroom might require teachers to implement differentiated instruction (DI) to create an effective learning process. This systematic review provides an overview of how DI was implemented in reading instruction in elementary education. For this purpose, the researchers systematically searched five databases (APA PsycINFO, Education Research Complete, ERIC, Scopus, and Web of Science). Based on the inclusion criteria, 28 empirical studies from 2002 to 2022 were selected for review. To be included in the review, the studies should be empirical, written in English, peer-reviewed, focusing on reading in elementary education, and include students with or without disabilities. The researchers created content coding in Microsoft Excel spreadsheet to extract relevant information from the selected studies. The findings indicated that implementing DI in reading instruction to elementary school students includes differentiation in content, process, and product, increased quality and quantity of explicit reading instruction, assessments informed instructions, and integrating DI with other instructional models. This emphasizes that although differentiation might seem complex, it is possible to implement it in reading instruction.</span>
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White, Amy Cooper. "From the Outside Looking In: Lessons Learned about Library Instruction from Working as a Composition Instructor." Pennsylvania Libraries: Research & Practice 4, no. 2 (November 17, 2016): 66–72. http://dx.doi.org/10.5195/palrap.2016.118.
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Librarians often teach instructional sessions through the one-shot model. While this model allows the library to embed itself into many courses, it leaves the librarian with a very limited view into how their instructional sessions fit into an overall course. The author, having a unique perspective as both a composition instructor and librarian, reports on her experience having viewed library instruction sessions through both lenses. The author describes lessons learned from her experience along with specific enhancements that she made to her library instruction sessions. While her experience is institution-specific and offers just one perspective, the article addresses how one could apply the lessons learned at other institutions.
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Chen, Minjie, Hock Seng Goh, Ruey Shing Soo, and Guojie Yin. "The effectiveness of an instructional guide on Chinese pre-service EFL teachers’ knowledge in teaching phonics." Studies in English Language and Education 9, no. 2 (May 23, 2022): 554–73. http://dx.doi.org/10.24815/siele.v9i2.22780.
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In China, phonics instruction has been given substantial emphasis ever since the implementation of the 2011 National English Curriculum for Compulsory Education. However, many Chinese students’ learning outcome remains unsatisfactory due to EFL teachers’ insufficient knowledge to teach phonics and the absence of a phonics instructional guide. To address this gap, this study aims to investigate the effects of a newly developed phonics instructional guide on Chinese pre-service EFL teachers’ knowledge base to teach phonics. Adopting an experimental research design, the study was conducted at a teachers’ college in Sichuan Province, China. There were 172 pre-service EFL teachers assigned into two equivalent groups, namely the experimental group (N=86) and control group (N=86), who took a test respectively before and after the intervention. The measures of the test included seven dimensions aiming to elicit knowledge of general phonics, phonetic system, phonemic awareness, phonics decoding rules, phonics instructions, reinforcement methods, and sight word instructions. The experimental group participants undertook a 15-hour phonics training course using the newly developed Phonics Instructional Guide (PHOInG). The control group participants were taught using a conventional method involving the use of an English textbook prescribed by the college. Results revealed that the Chinese pre-service EFL teachers in the experimental group improved significantly in their overall knowledge base of English phonics and phonics instruction, except for phonemic awareness and knowledge of the phonetic system. These findings point to the importance of using a needs-based and theoretically informed instructional guide when providing phonics and phonics instruction training to Chinese EFL pre-service teachers.
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Sato, Junya, Hiroshi Ishikawa, Yoko Yasuda, Rei Tanaka, Yoshio Kiyohara, Yuki Yamawaki, Megumi Endo, and Michihiro Shino. "Effectiveness of a pharmaceutical instruction video for adherence to dermatopathy treatment in patients with cancer receiving the anti-epidermal growth factor receptor antibody." Journal of Oncology Pharmacy Practice 26, no. 7 (February 18, 2020): 1667–75. http://dx.doi.org/10.1177/1078155220904149.
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Background Dermatopathy develops as a side effect in patients receiving anti-epidermal growth factor receptor antibody treatment. Topical moisturizers are used for the prevention and treatment of this dermatopathy. Active participation of patients in their own treatment is important for the appropriate application of topical preparations. We prepared a pharmaceutical instructional video for adhering to the topical application protocol. In this study, we investigated the effectiveness of this pharmaceutical instructional video on treatment adherence. Methods Study participants were patients with cancer receiving the anti-epidermal growth factor receptor antibody for the first time. A pharmacist instructed the patients on how to use the pharmaceutical instruction video. Daily topical preparation use following the video demonstration was assessed. The effectiveness of the pharmaceutical instruction video was evaluated by assessing the adherence of patients who did not use the pharmaceutical instruction video for the past 2 periods (26 months; controls 1 and 2). The incidence of side effects was compared between the two control groups and the group of patients who received the pharmaceutical instruction video. Results The amount of topical preparation consumed (median, g/day) by patients who received patient compliance instructions using the pharmaceutical instruction video was 9.8 g/day, as compared with control group 1 (4.5 g/day) and control group 2 (5.5 g/day) ( p < 0.001). There was no difference in the incidence of side effects during the three periods. Conclusion The use of visual instructional media for patient compliance by pharmacists may be effective in maintaining and improving treatment adherence.
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Pujar, Dr Anita M., and Sunita M. Dol. "VHDLISTE: An Instructional Strategy to Cover the Additional Content beyond the Curriculum." Journal of Engineering Education Transformations 37, S2 (January 1, 2024): 44–53. http://dx.doi.org/10.16920/jeet/2024/v37is2/24021.
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Abstract: In current scenario of engineering education, Students must have more practical knowledge and skills required to work in the technologies that are currently used in industries though they are not the part of the curriculum. The instruction based videos help students to develop their hands on the new skills that are essential for their adaptability to new technologies. Handout is the guided document which contains the instructions to follow during the laboratory session to complete the problem statement given in the assignment. Assessment of their knowledge acquirement and skills is done through grading of assignments given to them. So in this article, VHDLISTE (Instructional Videos followed by Handout Learning – Implement, Submit, Test, and Evaluate) instructional strategy is designed and implemented for Tableau: A Visual Data Analytics Tool which is the part of the course Business Intelligence and Big Data Analytics of Final Year Computer Science and Engineering but is not covered in the syllabus. This VHDLISTE instructional strategy consists of six phases V- Instructional Videos, HDL- Handout Learning, I – Implement, S – Submit, T-Test, and E – Evaluate. In first phase V - Instructional Videos phase, students watch the instructional videos prepared by the instructor to get acquainted with the Tableau tool. In second phase HDL, students go through the lab handouts to read the instructions given for completing the lab assignment. In I – Implement phase, students implement the problem statement related to Tableau tool while test on covered topics is conducted in T-Test phase. In S – Submit, students submit the problem statement on institutional MOODLE. Instructor conducts the test on covered topic in T-Test phase. Instructor evaluates the problem statement as well as test submitted by students on institutional MOODLE in E – Evaluate phase.Learning objective (LOs) of this study is to teach the problem analysing and solving ability. These LOs are 1) Apply Filters on Dimensions and Measures for given dataset using Tableau (LO1) and 2) Apply K-means Clustering on given dataset in Tableau (LO2). The research question is - Whether the use of instructional strategy VHDLISTE is useful for learning the content beyond the curriculum? This activity is conducted for two Academic Years 2020-21, 2021-22 and 2022-23. The result of applying this strategy and perception of students are also explained. The result showed that this strategy improves the problem analysis as well as problem solving ability of students. Using t-test statistical analysis, it is found that there is significant difference in mean score between sample and overall population means for LO1 as well as LO2 for all these three years. Keywords: Learning Objectives, Handouts, Instruction based Videos, t-Test
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Gladdines, Saskia, Denise Eygendaal, Leonieke van Boekel, Evert Verhagen, and Annechien Beumer. "How to optimise the fidelity of exercises in an unsupervised golf injury prevention programme? A pilot study." BMJ Open Sport & Exercise Medicine 10, no. 1 (February 2024): e001681. http://dx.doi.org/10.1136/bmjsem-2023-001681.
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BackgroundGolf is an individual sport that is usually done without the supervision of a trainer or coach. Therefore, an injury prevention programme in golf will primarily be performed without supervision and feedback. However, the effectiveness of any preventive exercise programme is determined by exercise fidelity.ObjectiveTo investigate the different instruction options of an injury prevention programme on exercise fidelity in individual golfers.MethodsWe randomly assigned golfers to one of three groups receiving different exercise instructions. One group received only instructional cards (A), one received only instructional videos (B) and a third group (C) received both instructional cards and videos. The golfers were allowed to familiarise themselves with the exercises based on the provided instruction option, after which we recorded their exercise execution on video. Two authors independently scored each exercise’s fidelity from these recordings.ResultsIn total, 18 golfers (12 women and 6 men, average age of 61.94 years) were equally divided across the 3 study groups completed 108 exercises. In group A 73.7% of exercises were executed as intended, in group B 88.6% and in group C 86.3%. Significantly more exercises were conducted correctly in groups B and C compared with group A (p<0.05).ConclusionGolfers who received instructions that included a video explanation had a higher exercise fidelity when compared to only written instructions.
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Ryabokin, N. O., and Y. M. Shatkovsky. "The concept of instruction, its communicative tasks." Bulletin of Luhansk Taras Shevchenko National University, no. 4 (335) (2020): 27–37. http://dx.doi.org/10.12958/2227-2844-2020-4(335)-27-37.
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This article deals with the concept of instructions, its types and communication tasks. It was found that the instruction can be characterized as an official business document of technical content and its design at all levels has a high degree of standardization, which ensures the economy in writing and perception of this text. The instructional discourse is investigated and its features are determined: the presence of different speech genres, in particular, the operation manual, the memo, the user manual, the prescription, the service directive; certain speech tactics, namely, informing, shifting responsibility, prompted to action; minimal change in communicative roles. Analyzed four standard types of instructions: 1) instructions for goods (household appliances, food, vehicles, etc.); 2) annotation to medicines; 3) departmental instructions (rules for filling out documents, customer behavior: customs declaration, fire instructions, etc.) 4) job description (rules of behavior for employees in a certain position) and six new types were added: audio / video instructions, interactive instructions, pop-up hints, hypertext knowledge base, hypertext online resource, electronic document. It was also found that the communicative tasks of the instructions are the message of information and the prescription of actions and for the design of the texts of the instructions of the product the optimal system of language means. It was determined that the compositional structure of the text of a typical instruction contains, as a rule, the following sections: introduction, general information, technical data, delivery set, safety requirements, the procedure for installing and preparing the product for work, the procedure for operating the product, product care, maintenance, rules storage and transportation, possible malfunctions and methods of their elimination, warranty obligations.
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Roth, Wolff-Michael. "The gap between instruction (plan) and situated action: A challenge to semiotics?" Semiotica 2018, no. 221 (March 26, 2018): 1–27. http://dx.doi.org/10.1515/sem-2016-0084.
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AbstractIn this study, I describe a potential challenge to semiotics, which exists in the fact that no interpretation of an instruction (text) can get us closer to doing what the instructional text describes. I provide a praxeological description of a situation in a software development firm where the instructions (rules) for a particular type of meeting are inscribed on the whiteboard in front of which the meetings were held. I discuss the gap between instructions and the behavior they describe and the moral order of praxis that is not inscribed in instructions.
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Farahani, Samieh, Imaneh Farahani, Bjoern B. Burckhardt, Holger Schwender, and Stephanie Laeer. "Self-Instruction Video Versus Face-to-Face Instruction of Pharmacy Students’ Skills in Blood Pressure Measurement." Pharmacy 8, no. 4 (November 16, 2020): 217. http://dx.doi.org/10.3390/pharmacy8040217.
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A modern approach to clinical skill education is the use of educational videos, yet there is a shortage of literature investigating the effect of self-instruction videos (SIVs) in pharmacy students. Therefore, our objective was to investigate whether an SIV is non-inferior compared to face-to-face instruction (FTFI) in acquiring blood pressure measurement skills. The participants in this randomized controlled study were pharmacy students. The control group was taught by FTFI, while the intervention group watched an SIV. Before and after the instruction, the participants’ performance was assessed by an objective structured clinical examination (OSCE). The participants completed a self-assessment survey before each OSCE session. Moreover, the participants’ perception and satisfaction were assessed using another survey. The OSCE score and self-assessment score increased significantly from pre- to post-instruction in both groups. The SIV was non-inferior compared to FTFI in terms of the OSCE score, considering a predefined non-inferiority margin of −10%. The participants’ self-assessment yielded inconclusive results for non-inferiority. Both instructional approaches were well received. Considering our findings, SIVs might be a valuable option for teaching pharmacy students’ blood pressure measurement skills. However, depending on the skill intended to be taught, a combination of an instructional video with instructor-led teaching may be necessary.
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Suek, Leni Amelia. "APPLYING COGNITIVE LOAD THEORY IN TEACHING TENSES FOR SECOND LANGUAGE LEARNERS." Englisia Journal 5, no. 2 (May 1, 2018): 66. http://dx.doi.org/10.22373/ej.v5i2.3072.
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Cognitive load theory is a very useful concept that can be used by instructional designers, teachers, and educators to create effective instruction. It has been applied and developed in many areas including teaching English as a second or foreign language. In designing the instruction for teaching Tenses, worked example, split-attention effect, goal-free effect, modality effect, and redundancy effect are effective techniques that are used to reduce extraneous load, increase germane load, construct and automate schema. Designing and developing new instructions using cognitive load theory is also very useful. Teachers should understand this concept thoroughly because each instructional technique is connected to one another. In addition, it is very important to consider learners’ level of expertise, elements of interactivity and forms or sources of information before designing the instruction. Those elements of information and instructional techniques that are covered in the concept of cognitive load theory, should be well understood and applied by teachers particularly language teachers. Teaching foreign or second language is a big challenge for non-native English teachers; hence, effective instructional design can assist and enhance teaching learning process. This theory will contribute to positive outcomes where students understand the concept of Tenses thoroughly and teachers develop their teaching skill.
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Ali, Ahmed. "Instructional design and online instruction." TechTrends 47, no. 5 (September 2003): 42–45. http://dx.doi.org/10.1007/bf02763205.
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Piercey, C. Darren. "Emphasizing Nonword Decisions in Word-Decision Performance." Psychological Reports 103, no. 1 (August 2008): 97–101. http://dx.doi.org/10.2466/pr0.103.1.97-101.
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A robust finding in the lexical decision literature is that decisions to words are made more quickly and accurately than decisions to nonwords. When instructions are presented to participants prior to an experiment, an emphasis is usually placed on identifying words. This study assessed whether instructing participants to emphasize nonword decisions would affect the performance of the speed and accuracy of identification. A total of 98 individuals took part, 49 in a Word Instruction condition and 49 in a Nonword Instruction condition. Analysis indicated changes in emphasis on words versus nonwords decreased the difference in mean reaction time between word and nonword decisions. An interesting finding is that the manipulation of instructions affected reaction times to words but not to nonwords. The analysis of accuracy yielded no significant comparisons. Further research is required to assess the importance of the finding that the manipulation of instructions affects only word decisions.
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Kawashima, Michie. "Giving instruction on self-care during midwifery consultations in Japan." Journal of Asian Pacific Communication 20, no. 2 (July 15, 2010): 207–25. http://dx.doi.org/10.1075/japc.20.2.03kaw.
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This study focuses on instructional talk during prenatal visits in Japan. In order to prepare an upcoming delivery, a midwife often engages in instructional talk about the patient’s self-care at home. Yet, giving instruction is an interactionally challenging task, even in the medical setting. For example, a recipient may not accept advice easily, since this may reveal a recipient’s lack of knowledge and incompetence. By using conversation analysis, I find some interactional steps through which a midwife establishes interactional relevance of instruction. These steps include (1) assuring readiness of a recipient, (2) unpacking instruction and (3) contextualizing the instruction to a recipient’s everyday life. In each step, a patient’s claim for her competency and concern is used as a resource for developing the instructions. For example, a midwife gives advice to a patient about self-care in order to address the patient concerns. Instead of simply teaching what is generally considered necessary to self-care for delivery, a midwife designs her advice according to what an individual patient has expressed as a concern and what can be anticipated for her situation given her social category. This allows a more individualized presentation manner, which may encourage a patient’s active participation in her self-care.
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Jeffrey, David M., and Renee M. Clark. "Supplementing Western Perspectives of Learner-Centered Instruction With a Daoist Approach Towards Authentic Power Sharing in the Classroom." International Journal of Contemporary Education 2, no. 1 (January 31, 2019): 9. http://dx.doi.org/10.11114/ijce.v2i1.4016.
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Learner-centered teaching (LCT) has one main focus – learners and learning! With learner-centered teaching, the traditional roles of the instructor and learners change. In this paper, we draw various parallels between learner-centered instruction and ancient Chinese wisdom based on Daoist perspectives to further promote and support learner-centered teaching among instructors, in particular college instructors. Daoist wisdom is a philosophy based on living in peace and harmony with the way everything is in nature, and it encourages sharing of power with students, which ultimately engenders trust. This paper will present and discuss the key characteristics of learner-centered instruction alongside ancient Daoist perspectives that align with and promote and support this type of instruction. These learner-centered characteristics include 1) the instructor as a facilitator of learning, 2) sharing of power and control with learners, 3) student participation and responsibility for learning, 4) collaboration among learners, 5) higher-order skills instruction and development, and 6) evaluation for learning purposes. This paper is organized based on these interrelated and interdependent characteristics of LCT and their relationship to ancient Daoist perspectives, which can support instructors in applying learner-centered instructional methods.
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Hamlett, Alexandra. "Getting to work." Journal of Information Literacy 15, no. 2 (June 8, 2021): 166. http://dx.doi.org/10.11645/15.2.2857.
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This article discusses how following graduation, students often enter the job market unprepared to find, evaluate, and use information in the digital environment effectively. Essentially, there is a disparity between the skills students attain in college coursework, including information literacy (IL) skills, and those required in the workplace, which impacts graduates’ success as new members of the labour market. The article highlights how collaboration between a librarian and an instructor of a career centered course influenced instructional design for IL instruction in their courses. Librarians and instructors will benefit from practical examples from Guttman Community College’s innovative IL Program and the professional courses, get creative ideas for instructional design, and learn new and exciting ways to deliver IL instruction.
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Al-Jarf, Reima. "Role of Instructor Qualifications, Assessment and Pedagogical Practices in EFL Students’ Grammar and Writing Proficiency." Journal of World Englishes and Educational Practices 4, no. 2 (April 9, 2022): 06–17. http://dx.doi.org/10.32996/jweep.2022.4.2.2.
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Three groups of EFL freshman students were concurrently enrolled in a grammar and a writing course. One group was taught the grammar and writing courses by the same instructor; the other two groups were taught grammar and writing by two different instructors using the same textbook but different instructional and assessment techniques. The study aims to find out which group made higher gains in grammatical knowledge and writing skill development. It also aimed to find out the effects of instructor qualifications, assessment, and pedagogical variables on students’ grammatical competence and writing skill development. Comparisons of the grammar and writing post-tests showed significant differences between the three groups in the writing and grammar post-test mean scores. There were strong correlations between the grammar and writing post-test scores. Performance of the Group that received a combination of writing and grammar instruction by the same instructor (Instructor A) was the highest. The relationship between grammar and writing instruction seems to be reciprocal: writing instruction affects grammatical competence and grammatical knowledge affects writing skill development. Better achievements were made when both courses were taught by the same instructor as she can make the right connections between what is taught in both courses, which specific structures and skills should be emphasized. The instructors’ qualifications, pedagogical system, educational and professional experience, the integration of online instruction, the type of error correction and instant feedback given to the students and the formative assessment technique used were significantly more effective than writing/grammar instruction that depended on the textbook alone. These variables proved to be important for enhancing the grammatical knowledge and writing quality of unskilled, low ability EFL students and resulted in a significant improvement in their grammar and writing post-test scores.
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Oviawe, Jane Itohan. "Technical Education Lecturers’ Knowledge of Students’ Engagement in Application of Interactive Instructional Strategies." Journal of Technology and Humanities 1, no. 1 (June 24, 2020): 1–10. http://dx.doi.org/10.53797/jthkkss.v1i1.1.2020.
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This study investigated technical education lecturers’ knowledge of students’ engagement application of interactive instructional strategies using descriptive survey research design. Four research questions and four null hypotheses guided the study. The study aimed to determine technical education lecturers’ knowledge of the: meaning and levels of students’ engagement in instruction; indicators of students’ engagement in instruction; factors that influence students’ engagement in instruction; and active learning strategies that promote students’ engagement in instruction. The population for the study consisted of all (92) technical education lecturers in both universities and colleges of education (technical) in South-South Nigeria. Since the population was not large, there was no sampling. The instrument used for data collection was a 20-item questionnaire derived from literature reviewed. Five experts validated the instrument. Cronbach Alpha method was used to determine the reliability of the instrument and a reliability coefficient of 0.83 was obtained. The research questions were answered using Mean statistic, while the null hypotheses were tested using t-test at .05 level of significance. The findings revealed that technical education lecturers were not adequately knowledgeable of the interactive instructional strategies that foster students’ engagement in instructions. Based on the findings of this study, it was recommended among others that students’ engagement in instruction should be emphasized in capacity building through mentoring and peer collaboration that offer technical teacher education programmes organized within tertiary institutions, by government and other stakeholders.
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MacLeod, Rebecca B. "The Perceived Effectiveness of Nonverbal, Co-Verbal, and Verbal String Ensemble Instruction: Student, Teacher, and Observer Views." Journal of Music Teacher Education 27, no. 3 (October 28, 2017): 65–79. http://dx.doi.org/10.1177/1057083717739790.
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The purpose of this study was to determine how students, teachers, and outside observers perceive teaching effectiveness within a university-level string ensemble rehearsal setting. Students, teachers, and observers reflected on six rehearsal segments that used primarily nonverbal, co-verbal, or verbal instruction as outlined by Bob Culver in the Master Teacher Profile. Overall, participants viewed the verbal teaching episodes as being most effective, and expressed a preference for several elements associated with the verbal instructional mode. Five common elements of effective rehearsals identified by participants were Specific Instructions and Feedback, Delivery Skills and Eye Contact, Audible and Focused Co-Verbal Instruction Prompts, Conducting Effectiveness, and Ensemble Progress. Effectiveness perceptions were colored by participants’ sense of each teacher’s comfort with the different instructional modes as well as the elements of rehearsal teaching they personally valued.
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Bergstra, Jan A., and Cornelis A. Middelburg. "Instruction Sequences with Dynamically Instantiated Instructions." Fundamenta Informaticae 96, no. 1-2 (2009): 27–48. http://dx.doi.org/10.3233/fi-2009-165.
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Dabiri, Asma. "Comparing Two Modes of Instruction in English Passive Structures (Processing and Meaning-Based Output Instruction)." JEES (Journal of English Educators Society) 3, no. 1 (April 4, 2018): 67. http://dx.doi.org/10.21070/jees.v3i1.1259.
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This research compared the effects of two types of instruction: Processing Instruction (PI) and Meaning-based Output Instruction (MOI) on the interpretation and production of English passive structures. Ninety EFL intermediate tertiary level female students (PI group= 30, MOI group= 30 and control group = 30) participated in this study. The instruments were a proficiency test, a test to assess English passive structures and two instructional materials (PI and MOI). The data were analyzed by running one-way analysis of variance (ANOVA) and mixed between-within ANOVA. The study indicated the effectiveness of PI and MOI on English passive structures. PI had considerable enhancement on interpretation tasks all the time. It supported the use of PI rather than the use of traditional instructions in which mechanical components were emphasized. Also, the PI and MOI had long term effects on the interpretation and production of English passive sentences. This study supported the use of PI and MOI rather than the use of traditional instruction (TI) in EFL settings. The implication for particularly classroom teaching is that successful grammar instruction has to related to ultimate learning outcomes. Also, creating communicative tasks to offer opportunities for teaching grammar can lead to long-lasting learning effects.
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Fisk, Arthur D., Mark W. Scerbo, and Richard F. Kobylak. "Relative Value of Pictures and Text in Conveying Information: Performance and Memory Evaluations." Proceedings of the Human Factors Society Annual Meeting 30, no. 13 (September 1986): 1269–72. http://dx.doi.org/10.1177/154193128603001306.
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This paper describes the results of two experiments that examine the relative value of pictures and text for transmitting information in technical documentation. Work on this topic is required because, at present, there are few guidelines for deciding how to present information to communicate procedural information (such as technical manuals, job aids, programmed instruction, etc) when decisions must be made between pictures and text (as they often must when attempting to computerize documentation). The results of both experiments do provide some support for previous research showing that it is best to provide procedural instructions both pictorially and textually. An important finding was that if performance speed is important then, as expected, pictures are generally preferable to textual instructions; however, if memory of the instructions is important and instructional designs cannot predict what environment subjects may be faced with (at least if recognition is critical) then textual instruction should be provided because it appears that it provides more flexibility in usage.
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Mahoney, William, J. Todd McDonald, George Grispos, and Sayonnha Mandal. "Improvements on Hiding x86-64 Instructions by Interleaving." International Conference on Cyber Warfare and Security 18, no. 1 (February 28, 2023): 246–55. http://dx.doi.org/10.34190/iccws.18.1.987.
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This paper presents the results of a new method for interleaving CPU instructions in x86-64 machine code, such that one can hide executable code within other valid instructions. The aim is to make it more difficult to reverse-engineer software at a machine code level – to obfuscate instructions. A result is a hidden execution path within a visible main instruction path. While previous methods for this instruction obfuscation exist, we present a new method which builds upon past work, and which allows a greater flexibility in the selection of main instruction path instructions. The result of this new approach is to provide a methodology for instruction concealment which is free of restrictions present in prior work.
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Springer, D. Gregory, Amanda L. Schlegel, and Andrew J. Lewis. "Effects of Dark and Bright Timbral Instructions on the Production of Pitch and Timbre." Journal of Research in Music Education 68, no. 4 (August 6, 2020): 482–98. http://dx.doi.org/10.1177/0022429420944347.
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The purpose of this study was to examine the effects of timbral instructions on pitch and timbre production. High school ( n = 28) and collegiate ( n = 28) trumpeters played sustained tones at two octave levels (written C4 and C5) following three types of timbral instructions (dark-timbre, bright-timbre, or neutral instructions). Presentation orders were randomly assigned. Dependent variables included one acoustical measure of pitch (absolute cent deviation) and one acoustical measure of timbre (spectral centroid). Participants also reported which type of instruction they perceived to result in their “best sound” and their “most in-tune performance.” Results indicated a significant interaction between timbral instruction condition and octave. Post hoc testing revealed that timbral instructions affected participants’ absolute cent deviation, but different effects were observed in each octave. The effect of timbral instructions on participants’ spectral centroid was nonsignificant. Participants demonstrated a preference for the neutral instruction over the dark- and bright-timbre instructions, and their tuning accuracy varied by octave and instruction condition. These data suggest that music educators may need to use timbral instructions judiciously so that the instruction to play with a different timbre does not result in unintentional changes in pitch.
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Caballero, Mari, and Jerry Liss. "Universal Design for Learning and Direct Instruction in a Special Education Practicum." Journal of Technology-Integrated Lessons and Teaching 2, no. 1 (June 23, 2023): 88–94. http://dx.doi.org/10.13001/jtilt.v2i1.7727.
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The Instructional Planning Project (IPP) assignment is set in an online practicum course for graduate students in a high incidence special education teacher preparation program. The IPP assignment is the culminating assignment in a sixteen-week long course. The course provides students with a lesson plan template, for a reading or math lesson, that integrates direct instruction and Universal Design for Learning. The template is used for the major IPP assignment as well as for prior lesson plan assignments. Detailed instructions and a rubric are provided on Canvas, the learning management system, for the IPP assignment, where practicum students infuse Universal Design for Learning principles into a direct instruction lesson.