Relevant bibliographies by topics / Police training Computer-assisted instruction

Academic literature on the topic 'Police training Computer-assisted instruction'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Police training Computer-assisted instruction"

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Gee, Michael A., Michael A. Oszko, Sara J. White, and Bruce E. Scott. "Evaluation of Computer-Assisted Instruction Versus Traditional New-Employee Training." American Journal of Health-System Pharmacy 45, no. 10 (October 1, 1988): 2107–12. http://dx.doi.org/10.1093/ajhp/45.10.2107.

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Hikmet, Pamuk Tanpinar. "The Implication of Using Information Communication Technology to Present, Comment on and Discuss Student Work on the Outcome of Students Performance: Evidence from Turkey." Journal of Education 5, no. 4 (October 10, 2022): 1–15. http://dx.doi.org/10.53819/81018102t4082.

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Turkish Higher Learning institutions have embraced ICT skills in teaching and learning to ensure career readiness among learners. Information Communication Technology tools provide the opportunity for educators to address problem-solving and project-based learning in both face-to-face and blended learning. However, there have been issues of educators’ awareness and skills in utilizing the technology tools in the instructional processes. The purpose of the study was to establish the Outcomes of Technology Integration in Instruction by Higher Learning Institutions in Asia with a focus on Turkey. The paper was a literature based in which comprehensive review of existing literature on technology integration in Education was interrogated to come up with study themes. The empirical literature was reviewed to identify main themes and conclusion drawn based on the reviewed literatures. The study found that factors that influenced integration of ICT in the primary teacher training colleges in Turkey included: adequacy of internet connectivity, adequacy of computer hardware, adequacy of computer software, maintenance of ICT infrastructure, training of personnel in ICT, teacher workload, teacher gender, teacher age, presence of ICT policy and adequacy of fund. Additionally, lecturers were found to be aware of the relevance of Web 2.0 tools for instructional purposes. However, they highlighted low internet speed as the main challenge in their efforts to integrate technology into their instructional activities. This research contributes to the area of TPACK (Technology Pedagogical Content Knowledge) by highlighting the application of computer-related technologies into classroom instruction and how such technologies are matched with learner-centered instructional strategies to enhance learners’ 21st century skills that are essential for career readiness. This paper concludes that integrating technology in instruction will serve as a strategy for leveraging education in Turkey if first-order barriers such as insufficient ICT infrastructure, limited ICT competency among teachers and tutors and lack of comprehensive ICT training are addressed effectively. The study recommends that, the managements of higher learning institutions in the country should provide teachers with regular trainings and seminars on how to adopt ICT in the teaching and learning process. Key words: Technology integration, higher learning institutions, ICT, Turkey
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Rubin, Stuart H. "Computer-assisted instruction in engineering education and training." Computers & Industrial Engineering 30, no. 4 (September 1996): 765–79. http://dx.doi.org/10.1016/0360-8352(96)00030-7.

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Babb, Emerson M. "Computer-Assisted Instruction for Financial Management." Journal of Agricultural and Applied Economics 19, no. 1 (July 1987): 119–22. http://dx.doi.org/10.1017/s0081305200017441.

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AbstractThis paper describes computer-assisted instruction for financial management which can be used to supplement an undergraduate course or to update training of persons in agribusiness. It is used to review principles of financial management, to illustrate analytical techniques, and to provide practice in the use of financial concepts and techniques. The material covered is similar to that found in traditional textbooks. Student evaluations of the software were fairly positive, but teaching effectiveness needs to be measured.
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Fells, R. E., and J. R. Weaver. "Computer-Assisted Instruction in Industrial Relations Teaching." Journal of Industrial Relations 30, no. 2 (June 1988): 215–29. http://dx.doi.org/10.1177/002218568803000202.

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The teaching of industrial relations in Australia is a fairly recent phenomenon, principally developing over the last twenty years. Consequently it is only recently that the 'academic infrastructure'—viable industrial relations departments, a range of literature, a choice of texts and journals—has developed to enable the subject to become an identifiable area of teaching. As a result it is not surprising that the use of computers in teaching industrial relations is not well developed when compared with other disciplines, such as economics, management and accounting where games, simulations and question testing banks are available. However, the use of computer-assisted instruction (CAI) is not confined to academic institutions: it has the potential to be a low-cost delivery system for training within other organizations. Employers, employer organizations and unions all engage in training and, therefore, all have a potential use for CAI. A number of government agencies are examining the use of computer- assisted instruction in training staff in, for example, occupational health and safety, and it has potential as a tool in professional development programmes. With the development of microcomputers the costs of using CAI are declining.
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Ohta, Shoichi, Tetsuo Yukioka, Yasusuke Miyagatani, Yasushi Kousaka, Kazumi Abe, Hiroharu Matsuda, and Shuji Shimazaki. "Effectiveness of computer-assisted instruction for cardiopulmonary resuscitation training." Nihon Kyukyu Igakukai Zasshi 6, no. 2 (1995): 132–38. http://dx.doi.org/10.3893/jjaam.6.132.

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Liang, Yuan. "Analysis of the Application of Multimedia Computer Assisted Instruction." Applied Mechanics and Materials 687-691 (November 2014): 2455–57. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2455.

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In the field of sports, attaching importance to the work has been more and more widely in physical education teachers and coaches’ computer technology achieved in various industries. This paper tries to expound from the structure and characteristics of computer aided system and swimming teaching and training the special nature of the party. The feasibility of the computer aided system technology used in swimming teaching and training of computer aided system applying in the swimming teaching and training are discussed and analyzed.
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Rolnick, Sharon, Carlton Hogan, Richard Pogue, and Lynn Besch. "The use of computer-assisted instruction (CAI) for protocol training." Controlled Clinical Trials 13, no. 5 (October 1992): 402. http://dx.doi.org/10.1016/0197-2456(92)90102-6.

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Ullah, Midrar, and Kanwal Ameen. "Barriers When Advocating or Providing Information Literacy Instruction in Medical Institutions of Pakistan." Pakistan Journal of Information Management and Libraries 17 (December 1, 2016): 146–54. http://dx.doi.org/10.47657/201617902.

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This study aims to identify the factors which hinder the implementation of IL instructions programmes or prevent their systematic development in Pakistani medical institutions. This study adopted a two-phase, sequential mixed method research design. In first phase, head librarians of all (114) academic medical institutions in Pakistan were surveyed. Response rate was 61.5 %. In second phase, 20 purposively selected head librarians were interviewed. There was a consensus between the head librarians employed at public and private sector medical institutions that out of 12 barriers identified in this study, "lack of training opportunities for IL instruction for librarians" and "lack of policy regarding IL instruction in the medical institutions" were the two most significant barriers to IL instruction programmes in medical institutions. These findings suggest future direction for pre- and in-service education of librarians to prepare themselves to provide IL instruction. A clearly stipulated IL policy may be formulated and implemented in all medical institutions. The findings of this study are expected to enable medical librarians to be more aware of the barriers while planning and providing IL instruction in medical institutions.
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Singer, George, Jo-Ann Sowers, and Larry K. Irvin. "Computer-Assisted Video Instruction for Training Paraprofessionals in Rural Special Education." Journal of Special Education Technology 8, no. 1 (June 1986): 27–34. http://dx.doi.org/10.1177/016264348600800104.

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Computer assisted video instruction (CAVI) was tested as a way to improve the teaching skills of a paraprofessional who was responsible for the instruction of a deaf-blind student in a rural school. A multiple baseline design was used to examine the impact of CAVI on four teaching behaviors. Direct observation revealed that CAVI was effective in modifying three of the four target behaviors. The potential of CAVI in staff improvement efforts is discussed.
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Dissertations / Theses on the topic "Police training Computer-assisted instruction"

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Adams, Leinadu. "An investigation of the attitudes of South African Police Service management with respect to the viability of computer-assisted training in the Eastern Cape Province." Thesis, Nelson Mandela Metropolitan University, 2011. http://hdl.handle.net/10948/1410.

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The South African Police Service (SAPS) as a constituent part of the public service was established to deliver a specific category of services to the public. These services have to conform to requirements that are prescribed by various legislative provisions to promote effective and efficient delivery of public services. The implications of these provisions that are pursued by the study firstly, refer to the emphasis of government on the enhancement of public service delivery, with due consideration given to cost effectiveness and efficiency. Secondly, it refers to government's realisation of the important impact of education, development and training (EDT) on the competency of public service officials with an emphasis on the utilisation of information technology to enhance the effectiveness of EDT. Consequently, the study explores the viability of the utilisation of information technology as a measure to assist EDT interventions within the SAPS of the Eastern Cape Province to equip members of the institution to better fulfil their functions and duties. In this respect the study commenced to ascertain the levels of computer literacy of role-players, access to the appropriate facilities and what the general attitude in the organisation would be towards the utilisation of such an intervention. It was found that the computer literacy levels of role-players may be perceived as a problematic issue in this regard. However, access to suitable facilities was found to be more than sufficient for this intention. Furthermore, role-players agreed that information technology could be optimally applied in the EC SAPS for the mentioned use, thereby portraying an optimistic attitude towards the use thereof to harmonise EDT in the SAPS. The aim of the study has been to develop a model that will incorporate the use of information technology, given the strengths and weaknesses of the SAPS to enhance EDT and learning in the organization.
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Zengin, Selcuk. "E-Learning and In-Service Training: An Exploration of the Beliefs and Practices of Trainers and Trainees in the Turkish National Police." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc3895/.

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This targeted research study, carried out by an officer of the Turkish National Police (TNP), investigated the perceptions and beliefs of TNP trainers and trainees towards the potential adoption and implementation of e-learning technology for in-service police training. Utilizing diffusion and innovation theory (DOI) (Rogers, 1995) and the conceptual technology integration process model (CTIM) (Nicolle, 2005), two different surveys were administered; one to the trainers and one to the trainees. The factor analyses revealed three shared trainer and trainee perceptions: A positive perception towards e-learning, personally and for the TNP; a belief in the importance of administrative support for e-learning integration; and the belief in importance of appropriate resources to facilitate integration and maintain implementation. Three major recommendations were made for the TNP. First, the research findings could be used as a road map by the TNP Education Department to provide a more flexible system to disseminate in-service training information. The second is to establish two-way channels of communication between the administration and the TNP personnel to efficiently operationalize the adoption and integration of e-learning technology. The third is the administrative provision of necessary hardware, software, and technical support.
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Romaya, Pat. "The professional development of tourist police in Thailand : an investigation into English communication competency." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2009. https://ro.ecu.edu.au/theses/161.

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Tourism plays a. major role in the economy of Thailand and the service sector has been oriented to the provision of services for international tourists, many of whom are native or non-native speakers of English. The Royal Thai Police have a Tourist Police Division (TPD) whose officers assist tourists in various ways, and English is a dominant means of communication in this role. However, the English language competency of the officers is often insufficient for their task. Enhancing effective communication between Tourist Police (TP) officers and foreign tourists is, therefore, an important goal of the TPD. It has endeavoured to do this by implementing e-learning English courses for its personnel. This portfolio aims to examine these courses and the needs of the Tourist Police. Recommendations and suggestions are made about how an English training course should be designed to meet the TP's needs for professional development. The problems of English communication faced by the TP officers with foreign tourists are examined, including the e-learning English course used. Documentary inquiry and small scale investigations were conducted to accomplish this. The TP officers' English competency was examined to elicit their responses to English communication, whilst the perceptions of foreign tourists were also explored to obtain their views towards the officers' competency in English. The current e-learning English course the TP officers undergo as part of their professional development was examined in terms of pedagogy, interface design and course content. The findings revealed that the TP officers found speaking and listening skills to be the most problematic aspect of communicating with foreigners in English. The foreign tourists perceived the TP officers used English comprehensibly, even though some barriers in communication were found in terms of pronunciation, grammatical misuse, and inadequate vocabulary. The issues identified from the e-learning analysis include technology literacy and access limitations, the quality of the e-learning course, the pedagogy and learning style used, and some affective factors. Guidelines and recommendations were developed to guide future research and development as well as TP administrators and the course providers so that they might be better guided in the successful development of future English language e-learning courseware.
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Basson, L. C. "WebCT : an alternative for the traditional classroom training." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53220.

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Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: Technology and especially Internet has advanced rapidly during the last ten years. Universities have been in the forefront with access to Internet, but are only now beginning to wake up to the opportunities that exist within the technological arena. Unfortunately Universities have been slow to accept the possibilities of the World Wide Web and its uses within the classroom. Student demographics are changing and their requirements are changing. The Students of today are no longer studying full time and in their early twenties. They are older, are working part-time and need to arrange their study-time to accommodate their work schedules. Universities have to adapt some of their courses or lose out to the competition, which has become global due to technological advances. Web based learning is a perfect answer to the problems working students face, but the mindset of lecturers and even students need to be changed to accept this new form of learning. Many universities have already started distance-learning projects, which are perfect for certain parts of the world and certain students, generally in the Western world. The best ways to start changing perceptions is by combining webbased learning and traditional classroom education and then gradually move on to a full online virtual classroom scenario. In this project a software package called WebeT was used to move a People Management MBA course, which was previously only presented via a traditional classroom into the realm of a virtual classroom. This was achieved by giving the students online access to all information they would traditionally get physically, such as course information. The move of classroom information onto WebCT resulted in file downloads, questionnaires and other information becoming available online. As a direct result the traditional classroom contact for the People Management course was shortened from twelve sessions to seven sessions. The course is close to becoming a complete online course.
AFRIKAANSE OPSOMMING: Tegnologiese ontwikkeling en veral die gebruik van die Internet het gedurende die afgelope tien jaar baie gevorder. Universiteite het reeds 'n geruime tyd toegang tot die Internet, maar begin nou eers besef watter voordele hierdie tegnologiese era vir hulle inhou. Ongelukkig was Universiteite stadig om die potensiaal van die 'World Wide Web" binne die tradisionele klaskamer te ontgin. Die demografiese profiel van studente het in die laaste paar jaar baie verander. Die hedendaagse student is nie meer 'n voltydse student in sy vroeë twintigs nie. Studente is nou ouer, werk deeltyds en hul studietyd moet kan aanpas by hul werkskedules. Universiteite sal of hul kursusse hierby moet aanpas, of studente aan die kompetisie verloor, wat weens die tegnologie nou globaal is. Web gebaseerde onderrig is die perfekte antwoord vir die probleme wat werkende studente ervaar. Die persepsie van die lektor en ook die student moet egter verander om hierdie nuwe vorm van onderrig te aanvaar. Universiteite het alreeds met afstand onderrig begin, wat baie goed werk in sekere lande en met sekere studente. Die doeltreffendste manier om persepsies te verander, is.deur web gebaseerde onderrig en tradisionele klaskamer onderrig te begin kombineer. Hierna kan daar stelselmatig beweeg word na 'n volle virtuele klaskamer scenario. In hierdie projek is 'n sagteware program WebCT gebruik om 'n MBA-kursus in Mensebestuur, wat tradisioneel 'n klaskamer gebaseerde kursus is, te omskep in 'n virtuele klaskamer kursus. Dit is bewerkstellig deur die kursus informasie, wat tradisioneel in fisiese notas aan die studente oorgedra is, direk aanlyn beskikbaar te stel. Die gebruik van WebCT het tot gevolg gehad dat studente nou informasie kon aflaai en vraestelle beantwoord op die Internet. Die tradisionele klaskamer sessies van die Mensebestuurkursus is hierdeur verkort van twaalf sessies na sewe sessies. Hierdie verandering het veroorsaak dat hierdie kursus bykans geheel en al in 'n virtuele klaskamer kursus omskep is.
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Munneke, Dwayne M. "The effectiveness and acceptability of computerized interpersonal problem-solving training." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/864910.

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A computer program based upon SPS models developed by D'Zurilla and his colleagues was used (D'Zurilla & Goldfried, 1971; D'Zurilla & Nezu, 1982; D'Zurilla, 1986; D'Zurilla & Nezu, 1990). Comparisons of computerized training, computerized control, workbook training and assessment control groups were conducted on four post-intervention dependent measures: a revised version of the Social Problem-Solving Inventory (D'Zurilla & Nezu, 1990), MeansEnds Problem-Solving Procedure (Platt & Spivack, 1975), SPS SelfEfficacy rating and a Computer/Workbook evaluation. The computerized SPS training group rated their training procedure as significantly more acceptable than those in the workbook training group. Analyses of problem-solving ability and knowledge yielded no significant interactions between problem-solving content and computer contact. No main effects were found for computer contact. A main effect for problem-solving content approached significance. Subjects receiving interventions that contained problem-solving content scored higher on SPS knowledge and ability measures than those who did not.Discussion focuses on reasons for and implications of differences between computerized and non-computerized SPS training groups' performance and preferences.
Department of Psychological Science
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Gustafson, Amy L. "An analysis of employee perceptions towards computer-based training." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007gustafsona.pdf.

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

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Despite calls for better training of college composition teachers utilizing computer-assisted writing instruction (CAWI), English departments have only recently begun to systematically address the faculty development needs of these teachers. Other fields such as adult education and staff development have begun applying theory and research to faculty development efforts, but CAWI proponents have yet to attain that depth of study and commitment.By investigating methods and characteristics of CAWI faculty development programs, this study found that academic-year workshops were the most common development activity, although teachers preferred personal, collaborative approaches like mentors, consultants, and discussion groups. These patterns were consistent across types of colleges and universities, indicating general context descriptors like institutional size and mission did not significantly influence or limit faculty development practices. This discrepancy between preferred and offered programs indicates faculty needs are not being met, and offers potential reasons for a lack of satisfaction with CAWI faculty development and administration.Faculty respondents identified adequate time and funding as the most important contributors to the success of CAWI faculty development, noting that faculty support-particularly the personalized attention teachers prefer-is time-intensive and requires extensive commitment from those providing the services. These time concerns reflect staffing patterns: CAWI administrative duties were added to the workload of current departmental administrators just over half of the time, and CAWI support duties were assigned to current administrators over onethird of the time. These support duties were assigned to non-tenure-line personnel over one-quarter of the time, a practice that raises questions about authority and credibility needed to administer faculty development programs.Despite a relative lack of concern among faculty, evaluation and reward systems play an important long-term role in CAWI support. Current structures do not adequately recognize and reward CAWI-related scholarship and service, including faculty development work. Applying Boyer and Glassick's expanded concepts of scholarship might prove useful in improving and professionalizing CAWI faculty development efforts, thereby helping secure scholarly identity for CAWI and its support activities.
Department of English
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Soplata, Rebecca D. "Proposed computer based training for the Minnesota Army National Guard." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001soplatar.pdf.

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Quesnel, René. "A computer-assisted method for training and researching timbre memory and evaluation skills /." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=38261.

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Timbre is a multidimensional attribute of sound and depends to a large extent on its spectral content. The evaluation and control of timbre is a task commonly performed by sound engineers, loudspeaker designers, and subjects participating in listening tests on the quality of transmitted and reproduced sound. Such listening tasks require specific listening abilities.
This dissertation presents a training method that aims at developing memory for timbre, sensitivity to timbre changes, and listening strategies involving disciplined auditory attention and efficiency. The physical timbre space is divided into categories defined by the center frequency of standard octave and third-octave resonances. This simplification of the physical timbre space allows the memorization of a limited set of perceptual timbre categories or references that can be used to evaluate other timbres.
The proposed method combines the use of computer software for the presentation and evaluation of exercises and individual tutoring sessions with an instructor. The software monitors the actions of listeners during equalization adjustment tasks and allows data to be collected on the sequence of problem solving operators that are used. Performance indicators can thus be compiled and used for the assessment of skill level achieved by the listeners. A global performance index is proposed.
A listening test involving the adjustment of multiple peaks and dips in a sound's spectrum is presented, in which the performance of a group of experienced professionals involved in sound recording and audio post-production was compared with a group of student subjects with comparatively little listening experience but who were trained with the method described in the present work for a period of 6 months. Results indicate that overall the experimental student group outperformed the control group of professionals. Suggestions for further improvement of the training method and performance level assessment are proposed.
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Chang, Huo-Tsan. "The diffusion of instructional technology : computer-based training instructional developer competencies /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262825076789.

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Books on the topic "Police training Computer-assisted instruction"

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Contemporary uses of technology in K-12 physical education policy, practice, and advocacy. Charlotte, NC: Information Age Pub., 2012.

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California. Commission on Peace Officer Standards and Training. Assembly Concurrent Resolution 58 Study Committee. A vision of excellence: California law enforcement training in the 1990's : report to the California Legislature. [Sacramento: Commission on Peace Officer Standards and Training, 1991.

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Attwell, Graham. The challenge of e-learning in small enterprises: Issues for policy and practice in Europe. Luxembourg: Office for Official Publications of the European Communities, 2003.

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A, Whitlock Quentin, ed. Handbook of computer-based training. 3rd ed. London: Kogan Page, 1994.

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Training applications using microcomputers. Reston, Va: Reston Pub. Co., 1985.

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Buck, John A. Computer-based training (CBT) starter kit. Reston, Va: Longman Crown, 1985.

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A, Whitlock Quentin, ed. A handbook of computer-based training. 2nd ed. London: Kogan Page, 1988.

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A, Whitlock Quentin, and Dean Christopher 1940-, eds. A handbook of computer-based training. 3rd ed. London: Kogan Page, 1992.

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Killion, Thomas H. Common computer-based training system: A recommended approach. Brooks Air Force Base, Tex: Air Force Human Resources Laboratory, Air Force Systems Command, 1987.

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Kemske, Floyd. 1993 computer-based training report. Hingham, MA: SB Communications, 1993.

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Book chapters on the topic "Police training Computer-assisted instruction"

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Nawrocki, L. H. "An Intelligent Computer Assisted Instruction System for Maintenance Training." In Computer-Based Instruction in Military Environments, 11–20. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-0915-4_2.

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Chang, Yu-Teng, Chih-Yao Lo, and Ping-Chang Chen. "Study on Adaptive Computer-Assisted Instruction for In-Service Training." In Active Media Technology, 238–49. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-04875-3_27.

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Abbey, Cody, Ma Yue, Guirong Li, Prashant Loyalka, and Scott Rozelle. "EdTech for Equity in China: Can Technology Improve Teaching for Millions of Rural Students?" In Emerging-Economy State and International Policy Studies, 213–29. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-5542-6_16.

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AbstractDespite major advancements in China’s K-12 educational outcomes over the past several decades, large regional inequities in academic achievement still exist, a proximal cause of which are gaps in teaching quality. Although conventional approaches to improving teaching quality for disadvantaged populations have overall been unsuccessful in China (i.e., student relocation to better-resourced urban schools, attracting high-quality teachers to low-resource rural schools, and rural teacher training), technology-assisted instruction may play a role in bridging these gaps. This paper explores why conventional approaches to improving teaching have not been effective in rural China and then describes the potential applications of technology-assisted instruction based on the small but growing body of empirical literature evaluating such interventions in other low- and middle-income countries. The paper concludes that while other (non-tech) interventions have thus far been ineffective at raising teaching quality, China may be uniquely positioned to harness technology-assisted instruction due to a favorable ecosystem for the scaling of EdTech in rural areas, though much more experimental research is necessary to assess which approaches and technologies are most cost-effective and how to best scale them.
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Pogue, Lucille M., and Richard E. Pogue. "Integrating Computer-Assisted Instruction into Continuing Education and Inservice Training in the Practice Setting." In Nursing and Computers, 588–95. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_79.

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Wang, Hongmei, Hui Yuan, and Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction." In Computer-Assisted Language Learning, 1360–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch065.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade's development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students' English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.
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Watson, Charles S., and James D. Miller. "Computer-Based Perceptual Training as a Major Component of Adult Instruction in a Foreign Language." In Computer-Assisted Foreign Language Teaching and Learning, 230–44. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2821-2.ch013.

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Millions of adult learners have acquired good-to-excellent literacy in English, but most of them continue to have difficulty with oral communication in that language. The more obvious their problem is with pronunciation, which varies from just noticeably “foreign” to very difficult to understand, the less apparent, but possibly fundamental to their overall skill level in English, is their difficulty in recognizing spoken sounds, words, and phrases of that language. Contemporary research has shown that adults are capable of learning to perceive a new language quite accurately, through systematic training. Perceptual skills acquired through such training are likely to contribute to continuing improvement in pronunciation and to an increasing vocabulary. Such a training program is described in this chapter, the Speech Perception Assessment and Training Program for ESL (SPATS-ESL). After 20-30 hours of training with this program, most ESL students are shown to achieve near-native recognition of the sounds of English and of words in sentences spoken at normal conversational rates.
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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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Wang, Hongmei, Hui Yuan, and Shanshan Zhang. "Towards the Normalization of Web-Based Computer-Assisted Language Learning (CALL) in College English Instruction." In Advances in Educational Technologies and Instructional Design, 357–85. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4482-3.ch018.

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Since the turn of the 21st century, many Chinese higher institutions followed the trends of Web-based Computer-assisted Language Learning (CALL) in College English instruction. After one decade’s development, the effectiveness of this west-originated approach remains to be investigated. This chapter analyses two cases from two Chinese higher institutions, examining to what extent Web-based computer-assisted language learning is integrated into College English teaching and how the instructors and students adapt to it. The findings in the two cases show that lack of training for both faculty and students, technological defects of online systems, hybrid levels of students’ English proficiency within one class have presented great challenges to the implementation of the new mode of instruction. While defining these obstacles, the second case, in particular, explored ways to address some of these challenges by the innovative use of internet technology.
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Iino, Atsushi, and Brian Wistner. "Effects of repeating after stimuli sounds during computer assisted HVPT on Japanese learners’ perception and production of English fricatives." In CALL and professionalisation: short papers from EUROCALL 2021, 149–54. Research-publishing.net, 2021. http://dx.doi.org/10.14705/rpnet.2021.54.1324.

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This study investigated the effects of using an online High Variability Phonetic Training (HVPT) program for university students whose first language is Japanese and who studied English as a foreign language. The target sounds were English fricatives, which many of the participants felt were challenging to distinguish and articulate. The training was conducted for five weeks; each week consisted of three HVPT sessions. The training process consisted of an initial explanation of how to articulate the sounds followed by a video that showed the physical articulative movements. The participants listened to stimuli sounds, produced the sounds after each stimulus, and completed an identification task. Based on pre and posttests, the perception performance of the participants improved significantly through the HVPT training. Regarding production, a positive effect was found for one phoneme, while no difference was found for the other. Questionnaire results were generally positive but indicated the need for explicit instruction for some of the fricatives that exhibited relatively lower successful production and perception rates.
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Ehbara, Hana, Martha Young-Scholten, and Jalal Al-Tamimi. "The Role of Delayed Output on Second/Foreign Language Pronunciation in Children." In Advances in Early Childhood and K-12 Education, 23–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6487-5.ch002.

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Effective language teaching can provide children with the satisfaction of succeeding in the challenge of learning a foreign language. All these issues must be taken under consideration when researching children and their teachers. Production training is under-investigated in L2 training studies, and despite the small number of studies with adults, there are very few studies of children. Even fewer attempts have been made to compare classroom instruction with computer-assisted training. The results show that output practice has an advantage over delayed production after only three weeks of training particularly in less marked sounds. Findings also show that learning English before the age of puberty does not warrant accent-free pronunciation.
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Conference papers on the topic "Police training Computer-assisted instruction"

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Iancu, Aurelia. "Integration of educational software in preschoolers' activity." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p210-217.

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In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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Popescu, Gabriela Adriana. "Education triad in the context of the Covid-19 pandemic. Challenges and strategies." In Condiții pedagogice de optimizare a învățării în post criză pandemică prin prisma dezvoltării gândirii științifice. "Ion Creanga" State Pedagogical University, 2021. http://dx.doi.org/10.46728/c.18-06-2021.p295-299.

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The school-family-community partnership (SFC) is given by the collaborative relationships between school staff and families, community members, organizations (companies, church, libraries, social services) to implement programs and activities to help students succeed in graduation. successful studies. The clearer operationalization of the concepts of parental involvement and participation allows the differentiation of the following aspects: - two types of parental involvement, namely spontaneous (starts from the bottom up) versus planned (from the top down); the latter refers to interventions or programs built in order to solve the problem of insufficient participation or absence of parents; - involvement at home - for example, a discussion at home about school activities and involvement in school - for example, parents' participation in school activities or aspects of organizing school activities: communication with the school, school-parent relationship. Trust is vital for collaboration and is a predictor of improving school results. In a world where the use of IT and communication technologies is a key feature, they represent the core element in education, involving changes in educational policies, both in setting goals and in developing strategies, providing resources and training specialists. One of the recommendations of the new education focuses on the organization of learning contents so they can use computer applications in learning, teaching and assessment processes. The present article "Integrating educational software in the activity of preschoolers" aims to demonstrate the need to use IT technologies by introducing educational software in the study process of children in kindergartens. The use of educational programs at kindergarten level proves to be an effective learning tool that causes significant changes in acquiring knowledge and changing attitude towards learning. Children prefer to gather knowledge through educational programs rather than through traditional methods and means, which contributes to creating a positive attitude towards learning and improving the quality of their results. At the same time, in order for new technologies to prove their effeciency, it is absolutely necessary for teachers to respect the instructional design of digital materials, the rules of didactic planning and the individual and age particularities of children.
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